Community Services

Ben Samuels Children's Center

  • College for Education and Engaged Learning

The Ben Samuels Children’s Center is committed to examining and implementing the best practices of teaching and learning in a nurturing environment where all children learn, play and grow together.

Ben Samuels Children's Center
childrenscnt@montclair.edu
973-655-7177
80 Clove Rd, Little Falls, NJ 07424
Monday - Friday, 7:30 a.m. to 6:00 p.m.
children walking outside

Prospective Families

Although most of our enrollment is done over the summer, we do sometimes have openings during the year. A wait list is maintained for all age groups. 

Waitlist Enrollment Form
children at the children center

Community Fees 2026-2027

There is a discount for Montclair State University faculty, staff, and students. To find out more about this discount, please call Theresa Andrade at 973-655-4386.

children center building

Our History

Ben Samuels Children's Center opened in September 2005, bringing together three programs with roots going back to the 1960s: the Demonstration Program for children with communication and developmental needs, the Jeffrey Dworkin Early Intervention Program, and the Child Care Center. Today the Center serves as both a premier early childhood facility and a hands-on learning environment for Montclair State University students.

Read more about us here

 

a teacher helps a student with their work

Services we offer

We provide inclusive child care and early education for children 12 weeks to 5 years old, Monday–Friday, 7:30 a.m. to 6:00 p.m. Our facility includes four infant/toddler rooms, six preschool classrooms, two indoor gyms, and four outdoor play areas.

Three of our preschool classrooms are part of Montclair's Universal Pre-K program (Mini-Mounties), offering free full-day preschool for 3- and 4-year-old Montclair residents. Wrap-around care is available for an additional fee.

Our Demonstration Program provides inclusive special education services through school district placement, and our support staff — including speech-language pathologists, occupational and physical therapists, and a music therapist — work alongside classroom teachers to serve children with individualized education plans (IEPs).

Frequently Asked Questions

Each group of eight infants has one full-time early childhood educator and a full-time early childhood teaching assistant. This is supplemented by part-time teaching assistants who are typically University students. Support staff members are added based upon the specific needs of children with disabilities.

Each group of 12 toddlers has one full-time early childhood educator and a full-time early childhood teaching assistant. This is supplemented by part-time teaching assistants who are typically University students. Support staff members are added based upon the specific needs of children with disabilities.

Each group of 18 preschoolers has one full-time early childhood educator and a full-time early childhood teaching assistant. This is supplemented by part-time teaching assistants who are typically University students. Support staff members are added based upon the specific needs of children with disabilities.

Additionally, there may be University students who are participating as part of their studies.

There is an open door policy which welcomes families into each classroom everyday, anytime. Families are encouraged to spend time with their child during both the arrival and departure process. Families influence the classroom curriculum by bringing their interests and customs to share. Throughout the year there are family social events some of which are classroom specific, some that involve a few classrooms and others of which are center wide. Twice a year families are offered conferences with the teaching team to discuss their child’s interests, growth and development. Some classrooms have family committees that bring families and teaching team together for reflecting and planning; some have distribution lists for on-line conversations; many have classroom newsletters. Family participation is welcome in classroom and school events e.g. field trips, summer celebration, book fair, search committees for new staff members. The Center also provides some informational and support sessions e.g. an interactive workshop series for parents of children with developmental delays “Using the DIR® Model to Learn About Your Child and Yourself”.

The Center’s Advisory Committee which is appointed by the Dean of the College of Education and Human Services includes family representatives.

Challenging behaviors are viewed as communication. The staff works together with families to assess the contributing factors which may include but are not limited to medical factors, family stressors, sensory needs, as well as frustration regarding communication challenges. Families and staff members work together to problem solve and develop plans to make necessary accommodations to support each child’s needs. Discipline means “teaching” not punishment (Touchpoints, Berry Brazelton, MD, 1992). The goal for discipline is to encourage the development of internally disciplined individuals who eventually make decisions as independent thinkers regarding their own behavior. Helping a child be in control of his or her own behavior results in higher self-esteem.

Faculty/Staff