Why Quality Matters
Before I discuss the characteristics of high quality early childhood education programs, I want to explore why it matters. First of all, children should be enrolled in a high-quality program because it can have a major positive impact on their lives. This has been proven in numerous studies. https://buffettinstitute.nebraska.edu/about-the-early-years One of these studies is the Perry Project. Started in 1960, the Perry Project found that children who received a high-quality early childhood education were less likely to end up in special education classes and that they were more likely to graduate from high school. https://highscope.org/perry-preschool-project/ And, according to Harvard University and The National Scientific Council on the Developing Child, “Healthy development in the early years provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation.” https://developingchild.harvard.edu/resources/three-core-concepts-in-early-development/
Characteristics of High Quality Early Childhood Program
One of the most important characteristics of high quality early childhood programs is that they emphasize and understand the importance of play for healthy child development. According to the American Academy of Pediatrics say, “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. The article also points out that, “Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child.” https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child Additionally, Laurel Borngiorno from NAEYC (National Association for the Education of Young Children), points out that, “Children learn through their play.” https://www.naeyc.org/our-work/families/10-things-every-parent-play
Children Are Born With Innate Drive to Play
The neat thing about this is that most children naturally like to play. According to Play Works, a charity funded by the Welsh government, in the UK, “The impulse to play is innate. Play is a biological, psychological, and social necessity, and is fundamental to the healthy development of individuals and communities.” https://play.wales/playwork/the-playwork-principles/ As I pointed out earlier, children are born with an innate drive to learn, and they do this by playing.
High Quality Early Childhood Education Programs and Play
Another characteristic of high quality early childhood programs is that have educational, age-appropriate leaning centers and toys.
Age Appropriate Learning Centers
The typical learning centers that should be in a high quality early childhood education programs are:
- Circle-time-large carpet for class gathering along with a calendar hanging on the wall and a dry erase board.
- Imaginary Play/Housekeeping
- Art-easels, paint and brushes, crayons, chalk, and paper
- Blocks and Legos or Duplos
- Cars, trucks, and trains
- Reading-should have many books
- Writing-should have paper, pencil, etc.
These learning centers and toys should encourage play in four developmental domains. The domains are:
- Cognitive-Reasoning, Logical Thinking
- Language-Oral and Written
- Physical-Use of Large and Small Muscles
- Socio-Emotional-Manage Emotions an Interact with Others
Toys That Promote Learning in all 4 Domains
As an early childhood educator, I have learned over the years that different types of toys encourage learning in different developmental domains. The best toys, however, are the ones that simultaneously promote learning in all four domains, or multiple learning areas. For example, when children are playing with blocks, they are growing in the cognitive domain. I say this because they are learning about the science of gravity. Additionally, they are using their critical thinking and problem-solving skills. Equally important, the children are improving their social, and language skills while they work together. Also, the children’s self-esteem is enhanced when they successfully finish building their fort or castle.
Toys That Promote Cognitive Learning
3 and 4-year-olds: blocks, puzzles, geometric pattern blocks, geometric magnets, duplos, Legos, and abacuses.
1 and 2-year-olds: plastic and cardboard blocks, simple puzzles, sorting cubes, activity cubes/tables, and bead mazes, and abacuses.
7-12 months: cloth or plastic blocks, shape sorting cubes, nesting toys, stacking rings, stacking cups, activity cubes, and bead mazes.
Birth-6 months: Rattles, tummy-time play mats, and developmental gyms.
Toys That Promote Language Development
3 and 4-year-olds: Books, Interactive books, read-along books with CDs, paper, crayons, markers, dolls, puppets, toy cars and trucks.
1 and 2-year-olds: Picture books, interactive books, pop-up books, read-along books with CDs, puppets, dolls, listening to songs and rhymes.
7-12 month: Vinyl, cloth, and board books, recordings of lullabies, rhymes songs and simple songs.
Birth-6 months: Vinyl, cloth, and board books, recordings of lullabies and simple songs.
Toys and Socio-Emotional Development
3 and 4-year-olds: Imaginative play area that has a toy kitchen with other child-sized props such as play food, cooking pans, dishes, and utensils. Also include baby dolls, toy cradles, blankets, and dress-up clothes. A doll house with dolls is another toy that promotes social emotional development. Puppets, cars, trucks, and trains also promote socio-emotional development.
1 and 2-year-olds: All the toys mentioned for 3 and 4-year-olds can also be used by 1 and 2-year-olds.
7-12 months: Dolls, blankets, puppets, large cars, trucks, and trains.
Birth-6 months: Plush toys, pacifiers, pictures of people, unbreakable mirrors, and activity mats that provide soothing tactile stimulation.
Indoor Toys and Physical Development
3 and 4-year-olds: Building with blocks and Legos promotes the physical development of small muscles skills. Small muscles skills are also improved when the children play with cars, trucks, and trains. Music and movement activities promote the development of small and large muscle skills. It also helps the children improve their balance.
1 and 2-year-olds: Playing the “Pop the Bubbles” game is a fun way to promote physical development when the children can’t go outside. This should be done on carpet, so the children don’t slip. Also, the children can crawl through toy tunnels, and play with indoor pushing toys.
7-12 months: Most of the games and toys played with by the 1 and 2-year-olds can be used with this age group too.
Birth-6 months: Children in this age group are learning to control and coordinate their body movements. Crib mobiles, tummy time mats with mobiles, sound-making squeeze toys, and rattles help them to do this.
Outdoor Playground
Outdoor Toys and Physical Development
High quality early childhood education programs should also have an outdoor playground. When you are taking a tour of the school, you might want to inspect it. First, the playground should have age-appropriate jungle gyms and the jungle gyms should have cushioning underneath. In addition, the playground should have other age-appropriate toys available for the children to play with. Also, you should check for any possible safety issues.
3 and 4-year-olds: age-appropriate jungle gym, small and large balls, tricycles, and wagons.
1 and 2-year-olds: age-appropriate jungle gym, small and large balls, baby balance bikes, scooter riding toys, ride on animal bouncy toys, and pushing and pulling toys.
7-12 months: Strollers
Birth-6 months: Baby carriages
Outdoor Playground Safety Checklist
- Does the equipment have any cracks, bending, warping, rusting, or breakage?
- The playground is fenced.
- Check wood for splintering.
- Check for cracked toys? These pose a pinching hazard.
- Are there any lose nuts, bolts, or caps?
- Are there any protruding screws, nails, or bolts with sharp edges?
- Is there padding under the play equipment?
- Check for tripping hazards such as roots or rocks?
- Also, are there any slipping hazards such sand on walkway?
- Are there any broken supports or anchors?
- Check for poor drainage areas.
- Check for peeling paint on all toys and equipment.
- Are there any sharp points on toys, fences, and play equipment?
- Additionally, are there thorny plants or bushes that the children can reach?
- Are the latches and gates functioning properly?
- Are there any containers with standing water? This is a possible drowning hazard.
Indoor Health and Safety
In addition to outdoor health and safety, high quality early childhood education programs should have good indoor health and safety practices.
- The room should smell clean.
- The tables and floors should be clean.
- The cleaning supplies, and any dangerous objects, such as scissors, are out of the children’s reach.
- Also, the electrical outlets are covered.
- Trash is be empty daily.
Teachers and Support Staff
Teachers and support staff at high quality early childhood education programs should be enthusiastic and involved with the children. Most of them should also have a degree in Early Childhood Education, or an equivalency, as well as on-going training. In addition, most of the teachers should have been employed by the school for number of years. This is important because the children need to bond with their caregivers like they bond with their parents and other family members. These secure attachments between the children and their caregivers help children to develop a sense of self and lays the foundation for having successful future relationships. The strong bonds also help children to understand and regulate their emotions. The formation of these crucial bonds is difficult in a high teacher turnover environment.
Licensed and Accredited
High quality early childhood education programs, at a minimum, is licensed and accredited by the local or state government. The government agency will routinely inspect the school to make sure that it is following health and safety requirements such as: student/teacher ratio, building safety, immunizations, nutrition requirements of food served to the children, as well as training, health and background checks of the adults working there.
In addition, the school should be accredited. Accreditations are performed by outside professional organizations. These organizations inspect the school to verify that high-quality standards are being kept. The accreditation organizations can be national, state, or private.
Family Involvement
Last of all, a high quality early childhood education programs should be open to family involvement and participation in their child’s education. Family involvement is important because it helps children emotionally, socially and academically.
One example of this family involvement is the annual open house. The open house gives parents a chance to meet the teachers and find out more about the curriculum and the other types of learning activities that will be available for their children.
Another example of family involvement is some type of two-way communication between the teachers and parents. This might include daily verbal updates at drop-off and pick-up as well as daily notes home.
Parent/Teacher Conferences
A highquality early childhood education program always has at least two or more parent/teacher conferences a year. This gives the teachers a chance to let parents know how their children are advancing academically. The conferences also give parents a chance to express any concerns they may or may not have. Also, conferences are a great way for the teachers and parents to get to know each other.
Other tools that promote family involvement include: family newsletters, bulletin boards, class parties, and parent volunteer opportunities.
Another neat way to promote family involvement is for the center to invite families to attend monthly dinners. This is a wonderful way for busy parents to have a relaxing meal at pick-up time. This also gives parents an opportunity to meet and socialize with other parents. Furthermore, parents get a chance to meet their children’s friends.
Other ways to promote family involvement:
- Open house
- Class Parties
- Family Newsletters
- Family Bulletin Board
- Two-way Communication
- Conferences
- Volunteering
- Learning at home-ABC/Number bucket
- Family meals
- Daily updates at drop off and pick up
- Daily notes home
