Early Childhood Education: The Issue is Quality

The main issue that many parents and programs face is quality. Without have some clear guidelines many find it difficult when to try to define what a quality program is, and even more difficult to identify a program that does not provide quality care. A study done by Carnegie Corporation study (1996) confirmed that the quality of child care has a lasting impact on children’s well-being and ability to learn. Children that receive poor quality child care have been found to be delayed in language and reading skills and display more aggression. Especially when you consider that thousands of family rely on some type of childcare everyday. According to study that was conducted by the United States Department of Education, “each day close to 20 million children spend time in early care or some type of of educational setting” (USDE 2000).

These are some of the main factors in determining quality and they were found to be closely linked to staff experience, staff education, minimum staff turnover, small student-to-teacher ratios, group size, and parent participation. The dilemma that many parents face when they consider what is to look for in quality early childhood setting according to Bredekamp and Glowacki (1996) is, “The economics of child care quality for children, afford ability for parents, and adequate compensation for staff”.

The National Association of the Education of Young Children defines “high quality” as a program that “meets the needs of and promotes the physical, social, emotional, and cognitive development of the children and adults-parents, staff and administrators-who are involved in the program.”

NAEYC has a list of 10 criteria on which a program is judged for accreditation in particular as it relates to quality:

1. Interactions between the children and staff help children to understand themselves and others.

2. Being able to provide children with a curriculum that is developmentally appropriate, because having a developmentally appropriate curriculum that is capable of meeting the needs of the children that it serves is at the heart of quality program.

3. Relationships among teachers, children and families ensure high-quality care and education in which parents feel supported in their efforts to raise their child.

4. The program is staffed by adults who are trained in child and family development. The is the cornerstone of a program that provides quality care, because the staff is knowledgeable and competent in the area of early childhood education

5. Program efficiency and stability is determined by the program’s administration. Effective administration includes good communication, positive community relationships, fiscal stability and working conditions of staff members.

6. The staffing structure of the program is such that the needs of individual children are met and supports the overall learning goals of the individual child and the group. The staffing structure is such that it encourages a smaller group size as well as adequate teacher-to-child ratios.

7. The Indoor/Outdoor physical environment should be designed to promote optimal growth and development with a variety of and lots of opportunities for exploration and learning. The quality of physical space and the materials affects the type and level of involvement of the children and quality of the interaction between adults and children.

8. Not to mention a quality The health and safety of children and adults are protected and enhanced. A good program act to prevent illness and accidents, have a plan to deal with emergencies. Provide opportunities for health and safety education for the children.

9. Children are provided with adequate nutrition and are taught good eating habits.

10. Ongoing and systemic evaluation is essential to improving and maintaining the quality of an early childhood program.