HISTORY

 

In 1970, the structure of most preschool programs expected children to do everything at the same time. Each day ran on a strict schedule. Children would arrive, do art projects, take naps, play outside, practice ABC's, and even go to the bathroom at the same time. Right away, based on their professional experience and the findings of well-designed and respected research about how children learn best, our staff rejected the regimentation and rote-learning model and set out to design a program where respect for each child's temperament, needs, and development would be the primary focus. Ours would be a program with an eye to the child's point of view, with special attention given to the value of play, choice, creativity, and self-concept. The curriculum would offer a variety of activities all throughout the day and children could participate in those activities that best fit his or her interests. The activities would cover all areas, including the teaching of basic concepts to prepare children to enter public school kindergarten. Parents could enroll their children part or full time based on their distinct school-work-life schedules.

Moreover, this arrangement was the best way to meet the needs of a developmentally diverse group of preschoolers attending on different schedules tailored to the childcare needs of their parents. It helped to keep the cost down for parents and made it possible to accommodate more families. This model also meant that parents could enroll their children with the assurance that a range of meaningful activities would be available regardless their child's attendance schedule.

While many good programs now offer children flexibility in daily routine and choice of activities, the focus is often too much on the activities. Our main concern is on process, not product, and the staff maintains that it is the interactions and relationships with adults and other children that should be the heart of the program.

So at last, in the fall semester of 1970, the Associated Students Childcare Center opened at the Los Altos YMCA with a capacity of 42 preschool children. In 1971, it moved on campus to the Soroptimist House, capacity 45. In 1975, the program moved to its current permanent facility. At this time, capacity increased to 100, and the name changed to the Isabel Patterson Child Development Center, AKA the "Center", or the "IPCDC".

Isabel Patterson was an educator, real estate agent, and philanthropist. She was a member of the class of 1951, the first graduating class of then brand new Long Beach State College. She conceived the school nickname, the 49ers. She began her career as an elementary school teacher but then switched to real estate in the Belmont Shore area. Financially successful, Isabel became a major donor to CSULB, Long Beach City College, and other institutions serving children and young adults. Proudly named in her honor, Isabel's generosity made our vision a reality. Isabel passed away in 1995 at the age of 88.

The biggest challenge created by the move to the new facility was to develop an effective staff-development program. While at the YMCA and Soroptimist House, a small number of staff worked closely together. Student assistant teachers learned a great deal through observation and discussions at weekly staff meetings. The new building and increased child capacity required a staff at least three times larger than the old. Working in a much larger area, the staff could not as easily observe and learn from more experienced people. Turn over became a major concern since 10 or more student assistants needed to be hired each semester

By drawing on the all the information, techniques and ideas that had already proven to be successful, and by organizing them into a coherent system, the staff created a staff-development program for student assistant teachers that conveyed the skills necessary to interact appropriately with children. The program is extensive, perhaps unmatched, as it has such an organized and conscious methodology of working with children.

In 1986, another donation from Isabel Patterson made program and facility expansion possible. This included "The Dome", a before-and-after school age facility, capacity 30, a main office facility, and improvements to the preschool facility and playgrounds. In 1994, the sustained generosity of Isabel Patterson coupled with a fundraising campaign led to the construction of the infant and toddler facility, capacity 28. In the summer of 2007, our beloved Dome had to be demolished. It had literally worn out and did not meet current standards for seismic safety. Thanks to CSULB Student Services and ASI, the current modular building, capacity 40, replaced the Dome.

Since 1970, we have provided affordable childcare to countless student-parents enabling them to go to college and to graduate. We have provided on-campus employment for CSULB students, many of whom have established lifelong friendships. The Center has served as an academic resource to the university and other educational institutions. We have welcomed former IPCDC children who grew up to become CSULB students to the IPCDC student assistant staff. Perhaps, the best feeling of all has been when we enroll the children of our former children. What a privilege it has been.

Over the years, the collaboration and dedication of literally thousands of people - staff, parents, ASI, CSULB, and the children - has meant a constant flow of ideas and change. Nevertheless, our commitment remains virtually unchanged from the beginning-to help children grow and learn, and to become happy, confident and successful in school and in life.