About Us

Como Early Learning Center (CELC) (formerly Como Community Child Care) is a non-profit childcare center founded in 1975 by University of Minnesota students from Como Student Community Cooperative, a student family housing complex near the University. CELC is licensed to offer childcare services for children ages 16 months to 6 years. It was founded to provide childcare services to the University of Minnesota community. To this day, CELC primarily serves University families, but also offers services to the surrounding community.

Como Community Child Care is dedicated to serving a very diverse clientele. Due to our location and relationship with the University of Minnesota as a student group, the majority of our children’s parents are students. Within our student/parent population, you will find a wide range of family needs, income levels, religious and ethnic backgrounds, and lifestyle choices. We warmly welcome such diversity, and believe that it is crucial to the quality of childcare experienced by all families in the center.

The center facilities are composed of three classrooms. Our first classroom, Room A, is for toddlers (16 months to 33 months), our second classroom, Room B, is for younger preschool age children (33 months to 4 years) and our third classroom, Room C, is for older preschool age children (4 to 5 years). The center also includes an office, a “muscle room”(used to develop large motor skills), a kitchen, a pantry and a fenced-in playground.

Our mission at CELC is to provide high-quality, affordable Early Childhood Education to University of Minnesota student families and the surrounding community. At CELC, we provide an enriched learning environment which is safe and secure, immersed in language and literacy, ideas and thinking, and encourages individuality with enthusiasm. Our approach allows children to learn in their own way, at their own pace, while encompassing all areas of development; keeping in mind the balance between child initiated and teacher directed activities.

Our objective at CELC is to help children develop positive attitudes toward themselves and others. We believe that children who gain a sense of security, self-worth, and personal accomplishment are much more likely to be successful learners throughout their lives. Positive self-concept develops in children who are self-reliant, can fulfill their own goals, and cooperate with others. In order for a child to develop successfully, their learning environment needs to support them as a whole, including: the cognitive, emotional, and physical aspects. It is important for character education, and the discussion of expected proper behaviors to be included in the everyday curriculum. Utilizing what children can do, as opposed to focusing on what they should not do, will help them feel successful and accomplished; fostering appropriate interactions with each other.

There is a balance between student-initiated and teacher-directed activities, as well as individual and group projects where children problem solve and work through activities related to a variety of subjects. All interaction between students and teachers, as well as with peers, is seen as a learning opportunity. Learning should be based on factual information, and will include learning opportunities in the following areas: language and literacy acquisition, math concepts, music, art and creative expression, technology, fine and gross motor skills, character development, and cultural diversity. Also included are the social, biological, and physical sciences.

Each child is allowed to learn in their own way and at their own pace; thus, the teacher provides activities which fit the needs of each child in their environment. In order to accomplish this, there is continual assessment of each child to determine his/her temperament, the ways in which they learn successfully, any risk factors they may face, and their own ability level in each of the curriculum components.The role of the teacher is to implement, support, and provide individual and group learning activities. These activities will incorporate each of the curriculum components and provide challenges to each student along with taking into account their age, developmental levels and abilities, interests, and diverse backgrounds.

The teachers assist the students through their learning experiences in a supportive, nurturing way, while monitoring problem areas and providing additional support when needed. The teachers also provide resources to students and families who are in need of support in any arena.

The students also take a central role in their own learning experience. They are involved in the decision making process regarding their personal mode of learning and activities which suit their individual needs. They are allowed to accomplish as many tasks on their own as they are able, and are free to express themselves without fear of reprisal.