Commentary
By Shelley Simpson
In 2006, more than 60 percent of Kentucky’s children under the age of 6 lived in households where all parents were in the workforce*. That number continues to rise each year as more families find it economically necessary for both parents to work outside the home. While some of these children are cared for by family members while their parents work, the majority of children are in a formal child care setting, either center-based child care or an in-home child care program.
The quality of these child care programs has an impact on children’s learning and development. Children who are in high-quality child care programs, such as programs participating in the
STARS for KIDS Now or those that are nationally accredited exhibit better social skills and reduced behavior problems compared to children in lower quality programs. Children in high-quality programs often show improved cognitive skills, such as improved language and math skills, that carry over into the elementary years.
How do you choose the best program for your child? Here are some indicators that researchers have found in high-quality programs:
- Low adult-child ratios. One teacher should be responsible for no more than four infants; 4-6 toddlers under the age of three; or 10 preschoolers.
Educated staff. Teachers with degrees in early childhood tend to develop better attachments with children, provide more appropriate activities and are more responsive and less restrictive. These teachers develop closer relationships with the children, which leads to fewer behavior problems. Look for teachers who engage in meaningful conversations with children, ask children thought-provoking questions and incorporate children’s interests into the curriculum.
Family-friendly programs. Look for programs that allow parents to stop in at any time, seek input from families regarding their children and use this information to develop activities appropriate for that child. High-quality programs view parents as a partner in their child’s development.
Environment. The classroom should be warm and welcoming. Enough materials should be available to prevent arguments over toys and to keep all children interested and challenged.
Schedules/daily routines. Daily schedules should have a balance of active and quiet play activities. Teachers should follow the same routine every day but be flexible enough to allow children extra time for activities when necessary. A balance of teacher and child-directed activities help children learn decision making skills and teach them how to follow directions.
*
National Association of Child Care Resource and Referral Agencies (NACCRRA)
Shelley Simpson is the lead teacher at Northern Kentucky University's Early Childhood Center.
