Loyola Marymount University Children's Center
Preschool in Los Angeles, CA 90045
LMUCC was established in August, 2002 by a small group of parents committed to having a school where their children and the children of the neighboring community could come together to laugh, play, and grow. Care is available to children of current LMU students, faculty, and staff, with a limited number of spaces available to neighborhood residents. Today, nearly eight years later, LMUCC hosts 110 children and 28 staff members.
- Child Ages:
- 6 weeks - 5 years
- Licenses & Accreditations:
- California Department of Social Services: Community Care Licensing Division - NAEYC Accredited
- Preschool:
- Yes
- Children per Teacher:
- Infant: 3/1, Toddler: 6/1, Pre k: -/-, Afterschool: 8/1
- Hours of Operation:
- 7:00AM to 6:00PM, (M-F)
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Sense of security. Fundamental to all later school experiences is the relationship between each child and their primary caregiver. This relationship becomes a template for later relationships and serves as the secure basis by which the child comes to explore, discover, and experience all that is the school environment.
Sense of belonging. Intricate relationships deepen as children grow and learn together. Days spent eating, singing, and playing together embed in children strong connections to one another.
Sense of partnership. Collaberative play develops interdependent relationships. Being connected to others comes with a responsibility to be a good friend, to take care of ourselves and our classroom.
Learning through play. LMUCC strives to ensure that the children’s days are filled with joy, in part by having opportunities to play with irresistible materials, artifacts of nature, and time to enjoy one another’s company and friendship.
Relationship based care. We believe that all learning and development occur within the context of relationships. LMUCC offers children: 1) primary caregiving – where a teacher is assigned a cohort of children within the group, 2) continuity of care – where that teacher moves with the group from classroom to classroom, and 3) small group sizes and low teacher to child ratios – to support the development of close relationships between teacher and child.
