In its fact sheet on planning and implementing effective early childhood education, the North Central Regional Educational Laboratory (NCREL) says it is ideal to begin developing a program by establishing a task force comprised of educators, parents and community members. The task force will establish the criteria that inform key decisions, among them the school's location, the environment, the educational philosophy, the materials, the staff and forms of assessment. Using these criteria, you can identify what makes for a high-quality experience.
Features
Quality programs take into account children's developmental needs, according to the Wisconsin Department of Public Instruction's guide to early childhood education standards. Curriculum should integrate subject matter and emphasize active and holistic learning. Educators need to provide consistency and help children transition from one developmental stage to the next. A goal is for children to feel recognized as individuals rather than merely one of the group.
Identification
Lilian G. Katz, the author of "Multiple Perspectives on the Quality of Early Childhood Development programs," points out two approaches to determining the efficacy of a program. A top-down perspective studies ratios, setting, outdoor and play areas, materials, teacher training and curriculum. A bottom-up perspective takes into account the child's perceptions of the program. A child should feel positive about such issues as a feeling of belonging, a sense of safety, being accepted by peers, feeling teachers listen to their ideas, having activities that are engaging and challenging, and feeling happy to be there.
Theories/Speculation
Katz argues for the need of an agreed-upon set of professional standards in determining the quality of early childhood development programs and education. She indicates that people in the profession, as well as parents and children, should arrive at a set or criteria as well as minimum standards in each criterion.
Considerations
The North Carolina Institute for Child Development Professionals argues that one of the key factors for creating a quality program entails providing ongoing staff development. Professional development and trainings give educators necessary support and resources to fully address the needs of their students and to incorporate best practices into their teaching.
Expert Insight
The National Association for the Education of Young Children has issued several position statements that identify elements in quality early childhood development programs. Among the themes they address are nondiscrimination, developmentally appropriate practices, early childhood mathematics, establishing and meeting early learning standards, early literacy, child abuse prevention, the role of technology in early childhood education, and developing school readiness.
References
- Eric Digests: Multiple Perspectives on the Quality of Early Childhood Programs
- Wisconsin Department of Public Instruction: Early Childhood Education Standards
- North Carolina Institute for Child Development Professionals: Why Is This Work Important?
- National Association for the Education of Young Children: Position Statements
