How Can I Find A High Quality Preschool Program?

By Lilian G. Katz

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Choosing a Preschool Program: First Steps.

Preschool programs around the country are provided by many kinds of agencies in a variety of settings. Some are run by local schools. Some, like Head Start and migrant programs, are sponsored by federal agencies; others by nonprofit groups such as churches and United Way agencies. Some are provided by employers, and others are owned by individuals or franchise chains. Among all these types of preschool programs, the quality of programs varies.

As a parent you may want to assess how well a preschool program will satisfy your particular needs and preferences. When you decide to look for a program, you might want to start with a local Child Care Resource and Referral Agency (1) that is specifically organized to help parents locate early childhood programs in their communities.

Most preschool programs must conform to state regulations and satisfy minimal standards of health and safety. Even so, it is a good idea to ask the staff whether the program is up-to-date with its state license, and is accredited by the National Association for the Education of Young Children. The directors of good programs usually encourage potential clients to visit, with their child, at any time.

Besides following these initial steps, it is also important, when choosing a preschool program for your child, to consider characteristics of your child, of the program, of the preschool staff, and of the program's physical environment.

Characteristics of the Child

Some children are more comfortable in large groups than others, and will do well in large programs. On the other hand, if your child takes a long time to warm up in a crowd, you may want to look for a small-scale preschool program. If your child seems especially fond of vigorous physical activities and outdoor play, you may want to ensure that the preschool provides good outdoor space and equipment.

Characteristics of the Program

It is always advisable to make preliminary visits to as many preschool programs as possible before making a choice among them. If the climate in a program is good, this is usually indicated by friendliness among the staff and children. Children in a good program are not usually distracted by visitors, but continue to be absorbed in their work and play. Give yourself time to get a feeling of the general atmosphere of the classroom and the extent to which children appear comfortable and involved.

Some questions you can ask about components of the program include:

• Does the program have a clear written statement of its goals and philosophy?
  
  
• Do the goals address ALL areas of children's development, including social, emotional, intellectual, and physical development?
  
  
• Does the program offer a balance of individual, small group, and large group activities?
  
  
• Does it offer a balance of spontaneous play and teacher-guided activities?
  
  
• Are children provided regular opportunities for outdoor play?
  
  
• Do the activities provided encourage self-expression; allow for the development of various fine and large motor skills; and expose the children to literature, language experiences, music, art, science, and nature?
  
  
• Does the program encourage and respond to children's spontaneous interests in the beginnings of reading, writing, and counting?
  
  
• Does the staff solicit and follow up children's interests in the world around them?
  
  
• Do the content and materials of the program reflect cultural diversity and nonsexist attitudes?
  
  
• Is there a balance among small group activities, rest and quiet periods, and vigorous outdoor activities?
  
  

Characteristics of the Staff

Questions to ask about the program staff include:

• Are the teachers trained in early childhood education?
  
  
• Does the director have experience as a teacher?
  
  
• Does the ratio of adults to children comply with state requirements?
  
  
• Has the staff been stable over the past few years?
  
  
• Does the staff welcome parents as visitors and participants, and respect parents' preferences and ideas?
  
  
• In their interactions with children, do the teachers express warmth, interest, and respect for each child?
  
  
• Are the teachers engaged with the children most of the time?
  
  

Characteristics of the Physical Environment

Questions to ask about the physical setting include:

• Is there an attractive spacious outdoor area for safe and vigorous outdoor play and activity?
  
  
• Is there a sufficient supply of equipment for the size of the group?
  
  
• Are the children always supervised when outdoors?
  
  
• Are the snacks and meals of sufficient nutritional quality?
  
  
• Do the classrooms contain different kinds of spaces so that children can find small quiet places when they need to?
  
  

Summary

Studies suggest that preschool settings are more likely to offer high-quality programs when the total number of children is small enough to allow staff to know all the children and their families. Whenever possible, it is helpful to speak to other parents served by the program about their experience and recommendations.

References

Bredekamp, S. Ed. (1987). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

Howes, C., D.A. Phillips, and M. Whitebook. (1992). Thresholds of Quality: Implications for Social Development of Children in Center-Based Child Care. Child Development 63(N?): 449-460. EJ 443 501.

Katz, L.G. (1993). Multiple Perspectives on the Quality of Early Childhood Programs. ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. ED

Katz, L.G. (1991). Pedagogical Issues in Early Childhood Education. In S.L. Kagan, Ed. The Care and Education of America's Young Children: Obstacles and Opportunities. Ninetieth Yearbook of the National Society for the Study of Education. Part I. Chicago: University of Chicago Press.

National Association for the Education of Young Children. Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 through 8. Washington, DC: Author. ED 426 212.

This Digest was developed by the ACCESS ERIC with funding from the Office of Educational Research and Improvement, U.S. Department of Education. The opinions expressed in this brochure do not necessarily reflect the position or policies of OERI or the Department of Education.