About Us

We offer a unique experience for young children and university students at the ECDC. Our NAEYC accredited program serves as the demonstration program and laboratory school for the College as part of the School of Education. We enjoy a close working relationship with many departments, faculty, administrative and support staff from the College of Charleston, the Charleston County School District (CCSD), and other early childhood programs in the Lowcountry and across the state. ECDC offers a unique experience for young children and College of Charleston students to come together to learn and grow.

Our holistic approach encourages

Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of well being
Children are confident and involved learners
Children are effective communicators

We invite you to learn more about our school, our staff and our teachers.

Who we are

The N.E. Miles Early Childhood Development Center offers a unique experience for young children and College of Charleston students to come together to learn and grow.

History

Our nationally accredited program has served as the demonstration program and laboratory school for the College as part of the School of Education since its founding under the administration of President Theodore Stern in 1974. Our building is named for Dr. Nathan Edgar Miles, a College of Charleston alumnus and pediatric ophthalmologist whose generous bequest made possible the total renovation of our building which was re-dedicated on November 1, 2002.
Mission
ECDC's three-part mission is to provide:
- A demonstration preschool for research, observation and practicum purposes
- Quality care and early education for children ages two through five from the College and neighboring community
- An active model of child advocacy in the Charleston community
Curriculum

The ECDC is a Reggio Emilia-inspired school, providing an intentional, emergent approach to educating children that is play-based and child-directed. This approach strives to develop a learning community committed to the co-construction of knowledge in the context of collaboration between parents, children, and teachers. It includes an infusion of developmentally appropriate practices and assessment, along with state learning standards to help children develop into empathetic, life-long learners.
Our pedagogical practices encompass the development of the whole child and facilitate executive functions and self-regulation skills through dialogue and play, while providing children with both autonomy and accountability to develop cultural competence. Teachers and children explore, discover, and learn together through an interactive process. Children are provided opportunities to extend their interests and abilities while understanding and practicing tolerance and respect for one another as unique and interesting human beings.