Children's Center

About the Children's Center

The Children's Center offers early childhood education and care for children from ages 3 months up to 5  years old year round and full day. We offer school age care throughout the summer months for children who just finished up kindergarten through 11 years old.

The UW-W Children's Center mission is to transform lives by providing a learner-centered, collaborative early care and educational environment that embodies best practice for young children, their families, educators and pre-service teachers through a Reggio-Emilia inspired practice.

The Children's Center philopshy is that we believe every member of our community is welcome to learn and grow in an environment where they feel safe, respected, and empowered to gain knowledge and become independent unique individuals.

Get information on registering your child »


Learn more about the Children's Center

The Children's Center provides care and education for our youngest warhawks Monday through Friday from 7:30 AM to 5:30 PM.

--皇冠365官方APP Children’s Center Tuition Rates 2024-2025--

Weekly Rates for Faculty, Staff & Community Families

Classroom

2 Days

3 Days

4 Days

Full Week

Infant/Toddler

$149

$222

$296

$353 (5% discount)

Multiage Preschool

$116

$175

$232

$276 (5% discount)

4K Enrollment w/ Whitewater Unified School District (Required)

N/A

N/A

$175

$218

Weekly Rates for Student Families

*you must be enrolled in 6 credits to receive the student rate*

Classrooms

2 Days

3 Days

4 Days

Full Week

Infant/Toddler

$102

$153

$204

$242 (5% discount)

Multiage Preschool

$74

$110

$147

$175 (5% discount)

4K Enrollment w/ Whitewater Unified School District (Required)

N/A

N/A

$102

$127

The UW Whitewater Children’s Center has received a Child Care Means Parents In School (CCAMPIS) Grant from the US Department of Education.  If you meet the following requirements (being Pell Grant eligible, taking 12 or more credits and have a child!)  as a 皇冠365官方APP student please use this link to complete a survey that will allow our staff to contact you:  CCAMPIS Grant Survey Link

皇冠365官方APP Children’s Center 2024 - 2025 Calendar

FALL 2024

SEPTEMBER 3 – DECEMBER 20, 2024

SEPT. 2

CHILDREN’S CENTER CLOSED

SEPT. 3

First day of Fall semester

SEPT. 14

50TH ANNIVESARY CELEBRATION 9:00-11:30

OCT. 15

TA TRAINING @ 5:30

OCT. 24

SCHOOL AGE PLAY DAY

OCT. 25

SCHOOL AGE PLAY DAY

OCT. 31

SPIRIT DAY; wear Warhawk colors –Non perishable food donation collection in the office

NOV. 8

SCHOOL AGE PLAY DAY

NOV. 8

WINTERIM, SPRING AND SPRING BREAK REGISTRATION DUE

NOV. 13- NOV. 14

FAMILY TEACHER CONFERNCES 2:00-6:00

NOV 18- NOV. 22

TA ONE-ON-ONE WITH LEADS

NOV. 28-NOV. 29

CHILDREN’S CENTER CLOSED

DEC. 4

END OF SEMESTER CELEBRATION; 5:30-7:00

DEC. 23- JAN. 1

CHILDREN’S CENTER CLOSED; WINTER BREAK

JAN 2 - JAN. 24

WINTERIM (9 MONTH FAMILIES NEED TO SIGN UP

JAN 20

CHILDREN’S CENTER CLOSED ; MLK JR. Day

JAN. 23

SCHOOL AGE PLAY DAY

JAN. 24

SCHOOL AGE PLAY DAY

SPRING 2025

JANUARY 27- MAY 16, 2025

FEB. 6

TA TRAINING @ 5:30

FEB. 21

SCHOOL AGE PLAY DAY

MAR. 3-MAR. 7

TA ONE-ON-ONE WITH LEADS

MAR. 12-MAR. 13

FAMILY TEACHER CONFERNCES 2:00-6:00

MAR. 20 – MAR 21

TBD – N4C CONFRENCE – CHILDREN’S CENTER CLOSED??

MAR. 24-MAR. 28

SPRING BREAK INTERIM (9 MONTH FAMILIES NEED TO SIGN UP)

APR. 11

SUMMER AND FALL 2025 REGISTRATION DUE

APR. 18

SCHOOL AGE PLAY DAY

APR. 25

MAKE A DIFFERENCE DAY; Families and staff can come help revamp the playground

MAY 8

END OF SEMESTER CELEBRATION; ADVOCACY WALK – A DAY WITHOUT CHILD CARE

MAY 16

Last day of Spring semester

May 19 – June 27 2025

SUMMER 1 INTERIM (9 month families need to sign up for care)

MAY 26 2025

CHILDREN’S CENTER CLOSED; MEMORIAL DAY

JUNE 9-10 2025

TBD - Children’s Center Closed; NAEYC Professional Learning Institute Conference

JUNE 30-JULY 4 2025

CHILDREN’S CENTER CLOSED

JULY 7 – AUGUST 22 

SUMMER 2 INTERIM (9-month families need to sign up for care)

AUG. 25- AUG. 29 2025

CHILDREN’S CENTER CLOSED

AUG. 25 – AUG. 29 2025

STAFF ORIENTATION, New Staff Training; CPR & FIRST AID TRAINING, Professional Development

AUG. 28, 2025

FALL OPEN HOUSE/ Supply Drop Off 2:00-5:00

SEPT. 2 2025

FALL CLASSES BEGIN

 

 

**TBD CONFERENCES – The Children’s Center will be closed one of the TBD conference dates. We will determine which conference will be best for our team and provide the best professional growth opportunities for us as the date gets closer.**

The Children's Center partners with a variety of academic programs on our campus each year. These partnerships benefit our children, their families and our staff greatly while providing many additional learning opportunities for college students on our campus. Below we have highlighted several of our collaborations from the past five years. 

**If you are a student or faculty/staff member on campus looking for a partnership to enhance hands-on learning opportunities please reach out to our Program Enrichment Teacher -  Jennalee Johnson. **

The Communication Sciences and Disorders program and Children's Center have worked collaboratively for many years. The Children's Center is an integral part of the first-year graduate student clinical experience. The Communication Sciences and Disorders graduate students, under the supervision of a licensed speech-language pathologist, provide a variety of services to the children in the Children's Center including screening, prevention, assessment, and treatment for speech, literacy, language, and various other needs. Services are provided on a 1:1 or group basis and have included literacy groups for early readers, articulation and phonology groups targeting intelligibility, and focused language services for late talkers. These services are provided during the fall and spring semesters. The relationship between the Children's Center and the Communication Sciences and Disorders department is symbiotic. Communication Sciences and Disorders provides a helpful and needed service to the children in the Children's Center but having a built-in clinical partnership in the same building provides stability and consistency of experiences for our speech-language pathology graduate students. 

The Center provides over 6,000 placement hours each year for students completing fieldwork and student teaching (undergraduate). These students are in the Early Childhood Program.

Teachers from the Children’s Center present to classes in the Early Childhood Program, present at the 皇冠365官方APP Early Childhood Conference, are members of panels that programs in the College of Education and Professional Studies offer (Early Childhood Education, ECE4U, literacy panel, etc.) each year.

High school students from Whitewater High School complete their required hours for their Child Development class at the Children’s Center.

The Center has been a placement site for graduate students who are adding on an early childhood license to their undergraduate degrees in the Master of Science in Education in Early Childhood Policy program.

Through the partnership with the Special Education Department, the Center staff have assisted with Special Olympics Young Athletes Program.

Faculty assign observations to their students that have to be completed in the Children’s Center (some examples are from Educational Foundations, Curriculum and Instruction, Special Education, Psychology etc.).

The Center partners with the Kinesiology Department – courses related to licensure in physical education are taught in the Roseman Gym and the children from the center attend the classes so the university students receive hands on practice.  Additionally, the teachers from the Center have worked with PE students to teach them how to teach young children swimming skills.

The Children’s Center hires undergraduate students to work in the center (80% of student employees are seeking degrees in education), hires students from the LIFE program and hires students who are international students who are doing a study abroad experience.

Children’s Center staff are members of the Early Childhood Education Program Advisory Council, Wisconsin Early Childhood Association and National Association for the Education of Young Children.

Additional partnerships with an academic focus:

  • Partnership with the "I want to be a Teacher" summer camp
  • Partnerships with UWW Sustainability /Garden Club
  • Partnerships with food services - especially during nutrition week students will come to the center to teach our students about nutrition and do different cooking and fitness activities 
  • Partnership with the music and art departments for various activities to provide enrichment activities for university students 
  • Partnership with campus and community library

An important note is that 64% of the students enrolled are the children of faculty and staff. The Center is critical for the university to run academic programs (among other services). There is only one other licensed childcare facility in Whitewater (it is not nationally accredited like the Children’s Center) so finding childcare, especially for people living in Whitewater, is difficult. There is a childcare crisis and the Center provides high quality care with strong connections to academics.

The Wisconsin Model Early Learning Standards Steering Committee has established the following Guiding Principles to inform the development and application of the Wisconsin Model Early Learning Standards in Wisconsin. These guiding principles reflect the knowledge base in scientific research, our values, and our commitment to young children and families at the Children's Center.

The WMELS Committee has established the following Guiding Principles to inform the development and application of the WMELS in Wisconsin. These guiding principles reflect the knowledge base in scientific research, our values, and our commitment to young children and families.


All children are capable and competent.

Development and learning begins at birth, for all children and in all settings. The WMELS support practices that promote development and protect young children from the harm that results from inappropriate expectations. In this, they are aligned with ethical principles of the early childhood profession.


Early relationships matter.

Beginning at birth, a child forms relationships with adults who will guide their learning and development. Especially during the earliest years of a child's life from birth to age 3, a child's growth and development is shaped within the context of those relationships. Positive relationships are essential for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others.


A child's early learning and development is multidimensional.

Developmental domains are highly interrelated. The WMELS reflect the interconnectedness of the domains of children's development: social and emotional development, approaches to learning, language development and communication, health and physical development, and cognition and general knowledge.


Expectations for children must be guided by knowledge of child growth and development.

The WMELS are based on research about the processes and sequences of young children's learning and development, and the conditions under which children develop to their fullest potential.


Children are individuals who develop at various rates.

The WMELS recognize that there are individual rates of development and learning across any age range.


Children are members of cultural groups that share developmental patterns.

The WMELS acknowledge that children's development and learning opportunities reflect the cultural and linguistic diversity of children, families and environments.


Children exhibit a range of skills and competencies within any domain of development.

The WMELS support the development of optimal learning experiences that can be adapted for individual developmental patterns.


Children learn through play and the active exploration of their environment.

The WMELS reflect the belief that children should be provided with opportunities to explore and apply new skills through child-initiated and teacher-initiated activities, and through interactions with peers, adults and materials. Teachers & families can best guide learning by providing these opportunities in natural, authentic contexts. Positive relationships help children gain the benefits of instructional experiences & resources.


Parents are children's primary and most important caregivers and educators.

Families, communities and schools all have significant roles to play in terms of what opportunities are available to children, and how well a child is able to take advantage of those learning opportunities. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community.

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