Our Director

The center is owned and operated by an educator, Karen Kwok. She has a Master’s Degree in Early Childhood Development, CDA, and Director Certificate. She was a Head Start Center Director, NAEYC speaker, In-service speaker, and the ECE lecturer at Missouri State University. She was also the advisor and supervisor for the University Laboratory. Karen has presented at the Infant Studies International Conference on the research studies on Social Engagement in Early Age 0–5. She is passionate to offer the best practice in supporting early years in a child.

Our Staff

The Whole Child Development Center was established in 2005. The entire team of experienced staff has been with the company for at least 5–13 years. They all are CPR and First Aid certified and received ongoing trainings throughout the years.


Our mission is to provide a safe and stimulating learning environment through the support of qualified staff and community.

At TWC, we believe each child is a unique individual; our team is committed to providing a developmentally appropriate, supportive, and loving environment where each child is allowed to learn in their full potential.

Center Philosophy

At The Whole Child Development Center, our philosophy of teaching is:

  • To promote a strong foundation for lifelong learning;
  • To inspire in students an enthusiasm for learning and critical thinking;
  • To support an environment of inclusion.

Through the years of teaching and learning, At The Whole Child Development Center, we recognized students come in with many different learning styles. Observing and assessing are the essential tools to evaluate the strengths and weaknesses of individual abilities.

Recognition of the differences and needs helped to develop our teaching strategy accordingly within the zone of proximal development with a high standard. Furthermore, it encourages a respectful and safe learning and teaching environment.

Literacy is a critical developmental area that needs to be taught. A child being read to often sustains academic advantages. Exposing children to environmental prints in daily routine encourages print awareness and phonological knowledge at an early age.

Children need to be exposed to a variety of reading materials. When working with children from other cultures, the challenge of early year’s teachers is to accommodate the diversity in the child’s literacy experiences. This approach can impact the familial meanings and values that shape the child’s practices, while at the same time building upon these to provide a foundation for lifelong literacy in its broadest sense for all children.

A literacy-rich environment that incorporates children’s home languages and cultures in the classroom will more likely be successful. Teachers must be able to recognize, appreciate, and respond appropriately to differences and be fair to all students, have an open mind and be ready to acquire new thoughts and cultures of the students. It is applicable to learners at every age.

The Whole Child Development Center’s philosophy is heavily influenced by educational theorists, such as Dewey, Piaget, Vygotsky, Bronfenbrenner and Erickson.

We applied Vygotsky’s theory on how children learn through play and hands-on experience; we learn through our experiences in life. Vygotsky’s theory has impacted the field of education, particularly the first few years in life that are an integral part of human life. The developmental competences of the following areas prepare individuals for success: social-emotional, language, cognitive, and physical developments.

These developments are interrelated and impact one another. Our teachers acknowledge the importance of play and utilize play to facilitate learning in these developmental areas and support the curiosity of young children.

For children, play is a major learning process through sensory, brain stimulation, and endless creativity in a safe environment. Teachers are present to facilitate learning and exploring in a planned safe learning milieu.

Children shine through play and experiment with imagination and creativity. Teachers are there to provide the space and room for the little minds to expand and support the children’s interests. Bowlby proposed one of the earliest theories of social development that views early relationships with caregivers as playing a major role in child development and continue to influence social relationships throughout life.

Maslow’s hierarchy of needs and Freud’s theory state the stages to develop independence, self-gratification, and self-acceptance are important in the growing process. Many other theories support teacher’s roles; they are there to nurture, to scaffold and be a role model for the children.

The Whole Child Development Center emphasizes the Cooperative Learning Approach in my teaching because this learning approach enhances social cognition intelligence. We are living in a social world; our social cognitive skill determines our future success in this world. I believe implementing Cooperative Learning in teaching provides an opportunity for problem solving and team working in different learning styles.

We are also a firm believer of Bronfenbrenner’s Ecological Systems Theory; the co-founder of the Project Head Start. This theory looks at a child’s development within the context of the system of relationships that form his or her environment.

The interaction between the child and the environmental factors greatly influence his/her development; the theory supports parent engagement and promotes school readiness. It also promotes child-centered philosophy. For example, Skinner’s positive reinforcement and Bandura looked at social learning. All these theories in early childhood encourage self-esteem and positive outlooks in lives; both are the qualities that encourage future success.

Theories can be a good support to our teaching role; we maintain our professionalism based on the Code of Ethical Conduct. It is our general guideline for critical judgment and work practice.

In conclusion, our passion has been supporting the awareness of the significance of early childhood in human life, and we are committed to benefit society as a whole.

The center will have a van to provide transportation for kindergarten through school age before and after school. They will also be used for educational field trips and summer camp programs for kindergarten and school-age children.

Contact us for more information. Call Us Today At (913) 495-9797

The center will have a van to provide transportation for kindergarten through school age before and after school. They will also be used for educational field trips and summer camp programs for the indergarten and school-age children. Contact us for more information. Call Us Today At (913) 495-9797