Chapter 2

Types of Early
Childhood Programs
Reading Objectives
Advantage After studying this chapter,you will beableto

Skim the chapter • list and describe the various types of early childhood programs
by reading the first available to parents and their children.
sentence of each
• assessthe advantagesand disadvantagesof eachtype of program.
paragraph. Use this
• differentiate between the types of center sponsorship.
information to create an
outline of the chapter • explain steps families may take in choosing quality child care.
before you read it. • list indications of quality in early childhood programs.
• recognize licensing rules and regulations that help keep centers safe.
• list the components of center accreditation.
Career IQ
• discuss instruments used to measure the quality of child care.
Before reading the
chapter, see what you Content Terms
already know about
child care centers laboratory schools
the topic by taking the
chapter pretest. Montessori approach universal prekindergarten (UPK)
Head Start licensing rules and regulations
learning standards child care license
school-age child care programs accreditation
check-in services quality rating systems (QRS)
parent cooperatives

Academic Terms
homeless children
for-profi t centers
nonprofi t centers

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 While studying, look for the activity icon to:
• Practice terms with e-flash cards, matching activities,
and vocabulary games.
• Reinforce what you learn by completing the Recall and
Review questions and e-mailing them to your instructor.
• Assess what you learn by completing the posttest.

www.g-wlearning.com/earlychildhoodeducation/

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Unit One The Children and You

Today, the majority of American children Second, parents who work outside the home
spend time being cared for by someone other must provide for their children’s needs during
than their parents. Families rely on a variety working hours. For this reason, parents may
of child care services to meet family and work enroll their children in early childhood programs.
needs. According to the United States Census Parents pay to provide safe and nurturing care
Bureau, the majority of preschool-age children in a developmentally appropriate setting. In
participate in some type of preschool program. high-quality programs, the child’s developmental
The number of children participating in these needs will also be met.
programs continues to grow, which has driven Distinct differences exist among the many
up the demand for child care. Parents place their types of early childhood programs. These
children in early childhood programs for two programs may differ in their philosophies,
main reasons. ownership, program offerings, and sources
First, many parents like the rich learning of support. Programs also vary in size, staff
environment of a high-quality, developmentally qualifi cations, hours of operation, facilities, and
appropriate early childhood program. Brain fees. Finally, programs may differ greatly in terms
research shows that children learn from the of quality, even when they are of the same type.
earliest moments of life. Their learning is Some types of programs are more common
most rapid in the fi rst fi ve years. High-quality than others. All of them, however, should be
programs stimulate learning in this period high-quality and designed to meet the needs
(Figure 2.1). Studies show that children from of young children. Studies show that properly
high-quality programs did better in primary designed programs result in substantial long-
grades than other children in reading, math, and term gains. SeeFigure 2.2 for child care options
social skills. They also get along with their peers parents most often choose.
better and have fewer behavioral problems.

Family Child Care

A popular form of child care in the United
States provided other than by a relative or parent
is called family child care.In this type of program,
care and education are provided in the caregiver’s
home with a small number of children. Often
it is conveniently located in the child’s own
neighborhood. Most states require licensing or
registration for family child care homes. In those
states, operating without a license or registration
is against the law. The state could impose a
misdemeanor and fi ne. Family child care home
programs are often popular for infants and
toddlers, but children might range from infants to
school-age. Moreover, children may attend up to
12 hours per day.

Child Care and Early

Childhood Centers
Figure 2.1 A challenging environment can help
children develop cognitively, emotionally, socially, and Facilities that offer full-day children’s
physically. programs are often called child care centers, or

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 Chapter 2 Types of Early Childhood Programs

Child’s Home
(non-relative) 3.7%
Other Relative 7.4%
Grandparents 23.7%
Head Start/
School 5.6%

Nursery or
Preschool
Centers 6.0%

Child Care
Centers 13.4%

Parents 21.3%

Family Child Care

(Providers Home) 7.6%
Siblings 2.6%

Figure 2.2 This chart illustrates the percentage of parents who chose each type of early childhood program.

early childhoodcenters.Most programs focus on

care and education. The care is designed to meet
the child’s basic nutrition, health, and safety
Learn More About...
needs. The curriculum emphasizes the whole
child including his or her social, emotional,
NAFCC
cognitive, and physical needs, and self-esteem. The National Association for Family Child Care
Most centers provide for larger groups of (NAFCC) is a professional organization for
children than family child care homes. They family child care providers. It promotes high-
operate on a schedule that is convenient for quality early child care and education. NAFCC
is committed to improving the awareness and
working parents. Many centers open early in
quality of child care. It provides the only national
the morning and remain open until six or seven accreditation system for family child care.
o’clock in the evening. Some centers provide care Training and health assessments are required
for children 24 hours per day. For parents whose for accreditation. Other requirements include
children need care during the evening or early criminal background checks and an observation
morning hours, this service is most convenient. to verify that standards are met.

Program
The program provided depends on the
philosophy of the center and the educational
Montessori Schools
background and skills of the staff. State licensing In the early 1900s,Maria Montessori developed
rules and NAEYC accreditation guidelines also her own method of education. She was the fi rst
infl uence the program. woman in Italy to receive a degree in medicine.
Ideally, the program should meet the child’s Early in her career, she was an assistant doctor at a
needs in all areas of development. The focus clinic that served children with mental disabilities.
should be on the whole child and include a Montessori developed her theory of education
balance of engaging learning activities that foster while working with and observing these children.
brain development. This theory stated children learn best by being

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Unit One The Children and You

active. Montessori soon learned these methods could Montessori believed in self-education in
also be used with other children. This led to the multi-age groups. The primary goal of the
development of the fi rst Montessori school in Rome. Montessori approach was for children to “learn
Montessori’s methods became known all over how to learn” in a prescribed environment. After
the world. After a short period of popularity, observing and analyzing the children, teachers
however, interest in this method declined for the would provide instructional materials. Materials
next 40 years. In the 1950s,there was a rebirth of were provided in a prescribed sequence, which
the Montessori method. Magazines and television related to the children’s physical and mental
helped make this method known. Today her development. This self-directed learning
philosophy, materials, and methods are used in approach allowed the child to interact with the
private and public schools throughout the world. environment by exploring materials. Montessori
felt that this approach would provide the child
freedom within limits. It would also help the
Montessori Approach children to learn logically.
In her fi rst schools, Montessori stressed Daily-living exercises designed to promote
proper nutrition, cleanliness, manners, and independence are stressed in Montessori schools.
sensory training. Children also worked with Children must learn to care for themselves.
special equipment she designed (Figure 2.3). Teachers provide little help. As a result, children
These materials were self-correcting and learn to button, zip, tie, and put on coats and boots.
required little adult guidance. The materials The purpose of sensory training is to help
were organized by the teacher from simple to children refi ne their senses and help develop
complex to make learning possible. By handling intelligence. They learn touch, sound, taste, and
and moving the materials, the children’s senses sight discrimination. One piece of equipment
were trained and they learned to think. They for this training is a set of sandpaper blocks that
also learned number concepts as well as motor, vary in texture. The children are told to rub their
language, writing, and self-help skills. fi ngers across the blocks. Their goal is to correctly

Figure 2.3 Materials used in a Montessori school are designed to help children learn with little adult guidance.

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 Chapter 2 Types of Early Childhood Programs

match blocks with like textures. Musical bells

Education
with varying tones are used in the same way.
Children match bells that have like tones. The curriculum in a Head Start program is
Academics are also stressed in the Montessori designed to meet the needs of each child. One
program. Before children are introduced to these goal is to build self-esteem that will lead to future
experiences, however, they must usually master success in school. Staff encourage self-confi dence,
sensory training. Then, to teach letter recognition, curiosity, and self-discipline.
sandpaper letters are used. After the teacher A variety of learning experiences are
introduces a letter, children are encouraged to designed to meet the children’s needs in all four
trace the letter with their fi ngertips. Numbers areas of development. Staff and the child’s entire
are taught in the same manner. When a child family work as a team to plan curriculum and
demonstrates knowledge of and interest in letters, teach children. Parent involvement is the heart of
he or she may begin reading instruction. the program.
Artistic or cultural experiences are planned
in addition to daily living exercises, sensory Nutrition
training, and academics. Children are exposed to
Many children who take part in Head Start do
artistic materials to learn about color and line. By
not receive nutritious meals at home. Providing
playing with instruments and dancing, they learn
nutrition services is a vital part of the program
music appreciation.
(Figure 2.4). Federal rules require the center to
provide at least one snack and one hot meal every
Head Start day. The nutrition program serves foods that
refl ect the child’s ethnic and cultural preferences.
In the 1960s,the federal government designed The goal is to help children make healthful food
a program to overcome the negative effects of choices and develop good eating habits.
poverty on young children. Head Start is a
comprehensive child development program that
provides a variety of medical and social services
to promote healthy development for children in
low-income families. Educational, nutritional,
health, medical, dental, social, mental health, and
other services are provided.
Head Start mainly provided services for
three- to fi ve-year-olds from low-income families.
Later it added the Early Head Start program,
which promoted prenatal outcomes and healthy
families. The program was expanded to include
infants and toddlers.
Head Start began serving homeless children
in 2007.Homeless children are those children
who lack a regular, fi xed, or nighttime residence.
It includes children living in cars, motels, or
shelters due to economic hardship. Head Start
also is required to provide services to the older
and younger siblings of homeless children.
Educational requirements for Head Start
teachers have changed. As of 2013,Head Start
teachers must have a minimum of an associate’s Figure 2.4 A well-organized, sanitary kitchen is an
degree. Many also have bachelor’s degrees. important link in providing sound nutrition for children.

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Unit One The Children and You

and teacher had studied under Froebel. Mrs.

Health
Schurz fi rst opened the kindergarten for her own
All children who attend a Head Start program children and four of their cousins.
are given a total health plan. Dental, medical, Today, kindergartens are part of most public and
and mental health services are provided. Prior to many private school systems. Attendance policies
enrollment, many of these children have never vary throughout the United States. Kindergartens
visited a dentist. Children who have not already are usually restricted to children who are at least
received childhood immunizations are given four years old. The purpose of kindergartens is to
them while they are enrolled. prepare children for primary school.

Parental Involvement Schedules

Head Start recognizes the parent as the child’s There are two basicscheduling patterns in
fi rst teacher. Supporting parental involvement kindergarten: half-day and full-day sessions.
is vital to the program’s success.Parents are The half-day sessionusually runs from two and
encouraged to help recruit new children, assist one-half to three and one-half hours per day.
in the center, and take part in policy meetings. Full-day sessionsrun from six to eight hours
Thus, Head Start parents are able to infl uence per day, which provides children more time in
administrative decisions. a structured setting. Studiesshow that children
attending full-day developmentally appropriate
Kindergarten kindergarten programs are better prepared for
primary-grade learning. They are equipped
In 1837,the fi rst kindergarten was opened in with stronger learning skills and understand
Germany by Frederick Froebel. The kindergarten appropriate behavior. They learned more in
curriculum stressed play. Froebel believed that mathematics,literacy, and languageskills than
self-development took place through creative those children attending half-day programs.
activities such as play. The children in this
kindergarten, like many today, engaged in Goals
painting, stringing beads, blockbuilding, and clay
Goals for a kindergarten program vary from
modeling. The children also cared for pets, sang
state to state. During the past decade, these
songs, and gardened.
programs have become more academic and focus
The fi rst American kindergarten was opened
on areas such as math, literacy, and science. Goals
in Watertown, Wisconsin, in 1856.It was held in
may include developing the following:
the home of Margerenthia Schurz. This mother

FOCUSONHEALTH
Conducting Daily of last attendance, a staff member will look for such
signs of illness as eye drainage, vomiting, diarrhea,
Health Checks
skin rashes, itchy skin or scalp, or nits (with a lice out-
As children arrive at the early childhood facility, a break) and will check for elevated body temperature if
trained staff member should conduct a daily health symptoms warrant it.
check. This helps reduce transmission of communica- If a child becomes sick during the day, a facility
ble disease. Through observation, talking with parents must provide a separate place for the child to rest in
or legal guardians, and talking with children, the staff comfort with supervision. Parents or guardians should
member will look for changes in behavior or appear- be called and asked to take the child home. Written
ance from the previous day that indicate illness or records about daily health checks are a requirement
injuries of children or family members. Since the date for all facilities.

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 Chapter 2 Types of Early Childhood Programs

• literacy skills that include oral language,

phonological awareness, uppercase and
lowercaseletter knowledge, and print
knowledge
• math skills that include number sense,
measurement, geometry, and calculating
• life science that focuses on animals, the
human body, and plants
• earth science that focuses on weather and
recycling
• social studies skills that focus on family life,
lifestyles, and responsibilities to peers and
society
• social learning skills that foster the
development of self-esteem and self-worth
following directions, using time wisely,
positive peer interactions, and developing
independence

Figure 2.5 School-age early childhood programs

Curriculum provide activities and care before or after school.
Kindergarten curriculum may vary depending
on state’score learning standards and school district safely. This is a good option only for children
requirements. Learning standards are tools that are who are mature enough to provide self-care until
agreed upon by state boards of education with the parents arrive.
assistanceof educators in the fi eld. They represent
the agenda that has been determined for teaching
and learning. Standards are designed to help
ParentCooperatives
teachers set goals, plan curriculum, and evaluate the Parent cooperatives are preschools, usually
students and themselves. serving children from 3 to 5 years old. They are
typically formed and run by parents. Parents
bring a unique understanding of their child,
School-Age Child Care which helps the teacher create a learning
environment that meets the need of each child.
School-age child care programs provide
Parents assist in the classroom on a rotating basis
care for children before and/or after school
as a requirement of enrolling their child in the
(Figure 2.5). They are designed to meet the
program. They also attend meetings and assist
needs of working families. These programs are
with preparing budgets, hiring teachers, and
often sponsored by schools, preschools, YMCAs,
setting program policies and goals.
YWCAs, religious organizations, or child care
Cooperatives provide developmental
centers. Children from 5 to 10 years old most
experiences for adults as well as children.
often attend. The program supplements regular
Specifi cally, parents
classes. These children are provided assistance
• obtain guidance in their jobs as parents
with homework. They also play games and take
part in other large motor activities. • learn what children are like at different ages
As an alternative, some parents use check-in and stages
services. These services hire workers who call • gain several free mornings or days each
the home to check whether the child has arrived month

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Unit One The Children and You

• become familiar with creative activities,

Fees
materials, and equipment
Due to the parent’s involvement, fees charged
• gain a more objective picture of their child’s
at a parent cooperative are usually less than
development
at other programs. Hiring only a head teacher
Due to all of these experiences, many
helps reduce operating costs. Parents serve as
parents have reported feeling a greater sense
the classroom aides. Generally, each parent will
of self-satisfaction in their parenting roles. The
assist in the classroom several times each month.
number of parent cooperatives has diminished
In addition, parents volunteer to perform many
as mothers’ participation in the workforce has
of the service activities. They may clean and
increased.
maintain the building, prepare snacks, type
newsletters, and do some special jobs, such as
Advantages and Disadvantages painting the classroom.
There are many advantages to teaching in
a parent cooperative. Since the parents assist in Laboratory Schools
making the administrative decisions, collecting
fees, and ordering and repairing equipment, the Laboratory schools, or university- and
teacher can devote more time to the children and college-affi liated programs, are located on a
curriculum. Another advantage can be the special postsecondary or college campus (Figure 2.6).
relationships that many times develop between Although they provide excellent programs for
parents and teachers. children, their primary purpose is to support
A major disadvantage of a parent cooperative practicum experiences for future teachers and
is the lack of control on the teacher’s part. provide research opportunities. Most of these
Although the teacher acts as an adviser, parents schools have a highly qualifi ed staff, a well-
are usually responsible for making rules. At planned curriculum, up-to-date facilities, and
times, there may be differences of opinion excellent equipment. Campus child care centers
between teacher and parents. For instance, typically provide care for students and faculty
parents may feel that children do not have to help children. They also provide research facilities for
return toys to the storage place. The teacher may faculty.
feel differently. This can cause problems for many
teachers. High School Child
Sessions Care Programs
Parent cooperatives usually operate for two In the last few decades, many high schools
or three hours, two to fi ve days each week. These have started providing career training for
programs may offer full-day or half-day programs. child care occupations. Like the laboratory
Some programs only operate on selective days schools, these programs train future child care
of the week, such as Tuesday and Thursdays or professionals. Some high schools have their own
Monday, Wednesday, and Friday. Sometimes these child care laboratory facilities where students
groups are structured by the children’s ages.For can work with preschool children. The preschool
example, on Tuesday and Thursday mornings, a program may operate two, three, or even fi ve
group of two-year-old children will be scheduled. days a week. Preschool children of high school
On Monday, Wednesday, and Friday mornings, students, faculty, and community members
three-year-olds may attend. Other centers may usually attend the program.
prefer to use the “family-type” grouping. In this The high school students plan and present
type of setting, children of mixed ages may all be the curriculum under the supervision of a teacher
included in one group. who has a degree in early childhood education.

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 Chapter 2 Types of Early Childhood Programs

rapidly during the last two decadesof the twentieth

century. After paying expenses,remaining revenue
is returned to the owners or stockholders.
Nonprofi t centers are often sponsored by an
agency. Religious groups, universities, colleges,
YMCAs, YWCAs, hospitals, and recreation
departments sponsor the largest number. To
qualify for nonprofi t status, the center must be
operated for charitable purposes. Nonprofi t boards
are eligible for grants and government funding.
Due to the additional funding, these programs are
able to provide care that some families could not
afford. If the center is profi table, dividends cannot
go to private individuals. All profi ts have to be
returned to the organization.

PublicSponsorship
Publicly sponsored programs are nonprofi t
since they are eligible for federal, state and federal
grants. Some of these funds may come through
school districts. Other funds may come through
social service agencies.
Head Start is an example of a publicly
Figure 2.6 Laboratory schools generally have highly sponsored program. Most parents pay no fee for
qualified staff, well-planned curriculum, and excellent their child to attend Head Start. A fee is required
equipment. if their income exceeds the federal guidelines for
the program, however. Most of the expenses for
Some high school students may observe the the program are covered through grants received
children while others work directly with the from the federal government. Funding is usually
children. The following week, the students provided on an annual basis.
shift responsibilities. Those who observed the
preceding week work with the preschoolers while
the other students observe them.
SAFETY FIRST
Sponsorship of Early References and
Childhood Centers Background Checks

Child care programs vary how they are In order to keep children safe from abuse, all early
childhood providers must submit to reference and
operated and funded. They can be either for-profi t
background checks before starting employment at
programs or nonprofi t. Most observers are unlikely a child care facility. This may include fingerprinting
to be aware of the differences between for-profi t and checking state social service records for
and nonprofi t operated centers.They all look alike previous child abuse convictions. People who are
from the outside. For-profi t centers rely are parent known sex offenders or who acknowledge sexual
fees to operate. They are privately owned businesses attraction to children will not be allowed to work in
child care.
in local communities. For-profi t centers can also
be part of regional or national chains, which grew

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Unit One The Children and You

State funds may help support programs

designed for educational purposes. These programs
Employer Sponsorship
may be housed in a university, college, secondary Some employer-sponsored child care
school, or vocational school. Examples include child providers haveextendedtheir services.They may
care centers, preschool centers, laboratory schools, include special activities for school-age children
and high school child care programs. and carefor older adults and mildly ill children.
Publicly funded child care centers, preschools, The employer may pay part or all of the costs of
and laboratory programs may receive several the services.The centercan be locatedon-siteor
forms of fi nancial support in addition to parental nearby.
fees. For instance, a publicly funded child Employerssponsor child careto reducethe
care center may also receive funds from the confl ict between family and work responsibilities.
United Way, community donations, and tuition. Studiesshow that there is lessemployeeturnover
Likewise, a laboratory school on a college campus and absenteeism at companies that provide some
may receive tuition donations or scholarships form of child care. At such companies, employees
through alumni groups. have better work attitudes, new employees are
attracted,community relations improve, and the
PrivateSponsorship company receives good publicity. Moreover, there
The largest group of privately sponsored are tax incentivesfor companieswho sponsor
child care.
programs is the privately owned center. These
Companies can provide child care assistance
centers rely on parent fees to cover most of the
in several ways (Figure 2.7). A company-owned,
operating expenses.
on-site child care center is one option. Such a
A privately sponsored program may be
center may be located at or near the work site.
housed in a religious organization, hospital,
With this type of program, the company may hire
or offi ce building. Many of these programs are
a director to run the program. Other companies
nonprofi t. They may be governed by a voluntary
contract with child care chains or fi rms
board of community members and operated as a
specializing in child care to operate the center.
service to the community.
There are advantages and disadvantages to an
Most private programs are operated by
on-site child care facility. One advantage is that
independent owners. Many of these centers
parents can spend breaks and lunch hours with
are operated by families. Their motivation in
their children. In large cities, however, this model
operating a center is to provide a service that
may not work. Employees who commute long
makes a profi t.
distances to work may fi nd it diffi cult to travel
Child Care Corporations with children on public transportation or in car
pools.
Some child care centers are a part of chains
operated by large national corporations, although
some chains are privately held. Examples include
Knowledge Learning, La Petite Academy, and Figure 2.7 Types of Employer-Sponsored
Bright Horizons Family Solutions. Midsize chains Child Care Assistance
typically operate on a regional basis.Often these
centers are built and located in large cities and • Company owned, on-site center
suburban areas.To make a profi t in these centers, • Off-site center sponsored by one or more
the enrollment must be high. The chains are companies
managed by a central administration that furnishes • Company sponsored, vendor provided centers
the fi nancial backing and sets policy. Curriculum
• Vouchers provided by company to subsidize care
guides may be developed by curriculum specialists
• Sick child care
hired by the organization and provided to the
• Referral services
center staff in each of the locations.

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 Chapter 2 Types of Early Childhood Programs

The off-site center is another option. This resource specialist or contract a resource and
model is often used when several companies form referral agency.
a group. Each company may not have enough Generally, parents are given a list of
need for their own child care center. By sharing community child care centers. Specifi c
a facility, the costs and risks are shared by all the information on each center is collected and given
companies in the group. to the parents. Included are the center’s location,
The off-site location may be closerto the fees,hours of operation, goals,enrollment
parents’ homes. Therefore, transportation times capacity, policies, curriculum, staff qualifi cations,
are shorter. If spaceis available,this type of and specialservices.Maps showing the location
model may also serve other children from the of the centers are often provided to help the
community. parentsin the selectionprocess.
The vendor model allows companies to
purchasespacein a child carecenteror several
centers. This model is ideal for small companies.
Universal Prekindergarten
It is not ascostly asopening a center.There are Another type of early childhood education
no costs for start-up, investment in a building, or program is called universal prekindergarten
center administration. (UPK). UPK is sponsored at the state level. These
Companies respect parental choice when programs are designed for three- and four-year-
the voucher model is provided. Parentsreceive old children and provide a high-quality, literary-
a voucher or coupon worth a certain amount rich environment. Children benefi t from being
of money from the company. Some companies involved in this environment before they enter
will pay for all child care costs, while others pay kindergarten. They then start kindergarten eager
only a portion. This model may be preferred by to learn and ready for success.When children
parents who do not live close to the work site. lack quality early learning experiences, they start
Thus, it is a useful model for companies in large school at a disadvantage to others.
cities. Studies show that pre-K benefi ts all children,
One disadvantage of the voucher model is but has greater benefi ts for disadvantaged
that the money received must be declared as children, although other children also receive
income on tax returns. However, the employee substantive benefi ts. Large gains depend on high-
can deduct the cost of child care from federal quality pre-K programs.
taxes (and state taxes where allowed).
Child care for ill children is provided by some
companies. This benefi t can take two forms. A
FactorsAffecting Quality
center may provide services for children who Early childhood programs vary in their
are ill and cannot attend school. When this is practices and program quality. Quality indicators
done, the health department as well as the state must be examined to ensure that the needs and
licensing agency must be notifi ed. This works well-being of children are being met. The quality
best for children who are recovering from an of programs is infl uenced by the following
illness, but are not well enough to return to factors:
school. The second form allows for a nurse to be • teacher-child ratio
sent to a sick child’s home to provide care. This • group size
allows the parent to go to work.
• staff qualifi cations
Finding a quality child care program near
home is a problem for many parents. To assist • adult-child interaction
parents in this process, some companies provide Teacher-child ratio is important because
a referral service that matches the parents’ needs teachers can be more responsive and interactive
with centers. The company may hire its own when there are fewer children in the group.

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Unit One The Children and You

They can also provide more individualized increases as well as their motivation, which
attention. SeeFigure 2.8 for the adult-child will make them more engaged and successful
ratios recommended for various age groups by learners.
the National Association for the Education of
Young Children (NAEYC). When there are a large
number of children per caregiver, the children’s
Selecting a Child
behavior and adult-child interaction are impacted. Care Program
Group size also affects the quality of a child’s
experience. Group size should be infl uenced Selecting an early childhood program is one
by the age of the children. Check your state’s of the most important decisions that parents
licensing guidelines. These regulations mandate make. Comfort with the children’s care and
the minimum ratio and maximum group size. education can greatly affect the quality of family
NAEYC also has suggested guidelines. life (Figure 2.9). For this reason, parents need to
Staff qualifi cations are another factor affecting make this decision carefully.
quality programs. Staff should have specifi c When searching for the right program,
training in early childhood education and child parents consider many factors. Each family makes
development. A large national study showed that this choice based on its own needs, priorities,
teachers with this background had better adult- goals, and budget. Many parents do consider
child interaction skills and were more positive. As some common factors, however. SeeFigure 2.10
a result, the children enrolled in these programs for a list of questions parents can use to compare
showed greater cognitive and social skills. It is programs.
recommended that full-time head teachers have First and foremost, parents want their
a bachelor’s degree in child development or early children to be safe and comfortable. They want a
childhood education. Some teachers may have
graduate degrees, although assistant teachers
usually have less education than head teachers.
Warm, caring, encouraging, and intentional
adult-child interactions are at the heart of a
quality early childhood program. Through
social interactions, young children learn to
communicate, think and reason. Their confi dence

Figure 2.8
Recommended Adult-Child Ratios

Age of Children Recommended Ratio

6 weeks to 1 year 1 adult to 3 children

1 to 2 years 1 adult to 5 children

2 to 3 years 1 adult to 6 children

3 to 5 years 1 adult to 8 children

Figure 2.9 Parents are greatly comforted when they
see their children playing happily in the early childhood
5 to 6 years 1 adult to 10 children
program they have chosen.

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 Chapter 2 Types of Early Childhood Programs

Selecting Quality Child Care

Yes No
1. Is the center accredited by the National Association for the Education of Young Children?

2. Do the ratios and group size meet NAYEC’s recommendations?

3. Do the children appear to be happy, active, and secure?

4. Does the center provide in-service training and continuing education for the staff?

5. Are all staff members educationally qualified?

6. Do staff members attend in-service training, professional meetings, and conferences on

a regular basis?

7. Are staff meetings conducted regularly to plan and evaluate program activities?

8. Do staff members observe, assess, and document each child’s developmental progress
on a continuous basis?

9. Does the curriculum support the children’s individual rates of development?

10. Does the staff value and include each child’s family, culture, and language in the
curriculum?

11. Are the indoor and outdoor environments large enough to support a variety of
activities?

12. Is the environmentinviting, warm, and stimulating?

13. Is equipment provided to promote and challenge physical, cognitive, social, and
emotional development?

14. Are safe and sanitary conditions maintained within the building and on the playground?

15. Are teacher-child interactions warm, frequent, and positive?

16. Are teachers using developmentallyappropriate teaching strategies?

17. Are multicultural perspectivesincorporated in the curriculum and classroom

environment?

18. Are families welcome to observe and participate in the program?

19. Is sufficient equipment available for the number of children attending?

20. Do the teachers communicate in the child’s home language?

21. Does the climate in the center feel inviting and positive?

22. Do teachers meet with families regularly to discuss the child’s abilities, needs, interests,
and progress?

Figure 2.10 To help ease the parents’ stress in choosing child care for their children, you may wish to supply them
with this questionnaire.

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Unit One The Children and You

program that welcomes their child and promotes

all areas of the children’s development. Cost and
The Selection Process
location are important, too. Working parents Most parents follow the same process in
usually prefer the convenience of a program near selecting a child care program. As a teacher, you
their home or job. need to understand your role in this process.
Parents must choose a program they can Parents need to know about a program before
afford. For example, parents with lower incomes they can choose it. Your role will be to help
may need to use a public program or a private parents gain the needed information.
program with low fees. As parents begin a search, they want
Quality of the program is a key factor. Parents to identify options. Some parents start by
are interested in the program’s goals, activities, contacting a child care resource and referral
and schedule. Variety and balance among agency for a list of licensed programs in their
activities is desirable. Quality programs offer community. Other parents go online or search
ample materials, equipment, and space. These the telephone book to identify programs in the
programs also offer smaller group sizes and more community. Parents may also ask people they
adults within each group. This allows children to know about experiences with the available
receive more attention and personal care. programs. Many parents seek the advice of other
Many parents ask about the training and relatives, friends, coworkers, and neighbors who
experience of the staff. Studies that show staff use early childhood programs. Parents often
members with early childhood education degrees trust this more than information given by the
and experience are often more sensitive to program itself.
children’s needs. They provide more stimulating, Next, parents often begin calling available
developmentally appropriate care and education. programs. First questions often involve what age
Well-trained staff members ensure that learning groups the program serves, whether openings
experiences are meaningful and respectful for the exist in their child’s age group, and what the
children and their families. hours of operation are. Then, parents might ask
Asking about staff turnover rates can help about fees and location.
parents in choosing a program. Parents should Parents who are still interested will ask
avoid choosing programs with high staff turnover. about the program, staff, and activities. From
First, frequent staff changes may be a sign of low there, they may arrange a visit to the program.
staff wages or poor working conditions. These A visit during program hours lets parents
may indicate problems with the quality of the inspect the environment, observe the program,
program. High staff turnover also interferes with and meet the staff. Parents may want to see the
children’s sense of security. To feel secure, young whole facility, including the kitchen, restrooms,
children need consistency and predictability. classrooms, and outdoor play areas. They will
They need to form close relationships with one often ask to see the daily and weekly schedules
or two caregivers. They also need a predictable as well as the menu for meals and snacks.
environment. Staff turnover disrupts the Parents also want to observe the interactions
environment and prevents children from forming of staff with children and other adults in the
close relationships with caregivers. program.
Parents want a facility that is safe for their After the visit, parents may have additional
children. For example, many centers have a questions. They may need to visit a program
security system that helps them monitor who several times before making a fi nal decision.
enters and leaves the building. The building Parents may also want to bring their child to
should also have smoke detectors, carbon see how the child responds to the environment.
monoxide detectors, fi re extinguishers, and With all of this information, parents can decide
evacuation plans. Parents desire a facility that is which program will best meet the needs of the
clean and in good repair. child and family.

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 Chapter 2 Types of Early Childhood Programs

Licensing Rules and • adult-child ratios

• staff educational requirements
Regulations • background checks
Licensing rules and regulations are • personnel policies
standards set to ensure that uniform and safe • number of square feet per child for both
practicesare followed. Licensing rules and indoor and outdoor spaces
regulations are typically stated in terms of • daily schedule
conditions that affect the safety and health of
• transportation policies
the children. They are also designed to protect
parents,employers,and employees. • fire safety and fire drills
Currently, every state in the U.S. has licensing • exits, fi re doors, construction materials,
rules and regulations to promote safe,healthful lighting, heating/air conditioning
environments for children in out-of-home care. • health and safety requirements hand
Many licensing systemsexist becauseno two washing, proper sanitizing food preparation
states are alike. Communities have different areas,toileting areas,toys, play equipment,
needs and vary considerably. These rules and diaper tables, sleeping and fl oor areas
regulations change in response to research,
• foodservice and nutrition
monetary considerations,and politics.
• parent involvement
A child care license is a state-provided
certifi cate granting permission to operate an early • staff training
childhood center or a family child care home. You can obtain your state’s regulations or
Many states require that the license be posted compare regulations from different states online.
in the center’s entryway. Most licenses include
the center’s name, period for which the license is
effective, and number of children permitted to
Center Accreditation
attend. Programs are typically monitored with The best indicator of high-quality early care
scheduled and unscheduled inspections. When a and education is accreditation.Accreditation
violation is noted, some states require that a copy certifi es that an early childhood program has
of the offi cial violation be posted in the entryway. met a set of professional standards. The National
Once the violation has been corrected, the posting Association for the Education of Young Children
can be removed. This is a way of communicating (NAEYC) administers a voluntary professional
the status of the center to families, prospective accreditation system. This system, changed
employees, and the community. in 2018,has been designed for early learning
Before opening a new center, the fi rst step is programs serving children from birth through
to contact the state licensing agency to obtain an kindergarten. It is also designed for programs
application. Not all programs need to be licensed, that serve school-age children in before-school
however. Some licensing requirements depend on and after-school care.
whether the children attend full-time or part-time.
In some states, parent cooperatives, churches, and
military programs are exempt from obtaining a
license. Centers in public schools or university Workplace Connections
laboratory schools are also exempt in some states. Interview a school-age child care teacher about the
It is important to carefully study your state’s challenges of his or her job. Write your questions
standards. Typically, the following topics must be prior to the interview.
addressed in writing to obtain a license: 1. What does a typical daily schedule involve?
• admission procedures and enrollment records
2. Write a report about the interview.
• written policies and record keeping

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Unit One The Children and You

The purpose of this voluntary national The fi rst step involves submitting an enrollment
system is to conduct a thorough evaluation based form and fee. After this is received, programs are
on recognized quality standards. The process mailed a self-study kit focusing on 10categories of
helps strive for continuous quality improvement. center operations. Administrators, teachers,and
Program accreditation assists families in their parents evaluate program quality and guide quality
search for high-quality programs for their improvement efforts using the tools in the kit. Their
children. In addition, it helps assure parents that purpose of this process is to determine strengths
their children are receiving quality care. and weaknesses.Improvement plans need to be
Four steps are required to prepare programs developed for the weak areas.SeeFigure 2.11 for a
for initial accreditation. Included are enrollment, list of standards for high-quality programs.
application/self-assessment, candidacy, and site visit Step two, application/self-assessment, involves
to demonstrate how the program meets standards. compiling evidence of how the program meets

Figure 2.11 NAEYC’s 10 Essential Standards for High-Quality Programs

Standard 1: The program promotes warm, sensitive, and responsive relationships that help children
Relationships feel secure.

Standard 2: The program promotes learning and development in language, cognition, social,
Curriculum emotional, and physical development.

Standard 3: The program recognizes the children’s different needs, learning styles, capacities,
Teaching interests, and backgrounds. The program uses developmentally, culturally linguistically
appropriate teaching approaches that enhance each child’s development and learning.

Standard 4: The program is informed by ongoing systematic formal and informal developmentally
Assessment of appropriate assessment approaches.
Child Progress

Standard 5: Nutrition and the health of the children are promoted to protect them from injury and
Health illness.

Standard 6: Teaching staff have the specialized knowledge, educational qualifications, and
Teachers professional commitment needed to promote the children’s development and learning.

Standard 7: Collaborativerelationships are established and maintained with parents to foster the
Families child’s developmentand support optimal development.These relationships need to
be based on mutual trust and respect to encourage families to fully participate in the
program.

Standard 8: The program establishes relationships with and utilizes community resources such as
Community parks, museums, libraries, and zoos to support the achievement of program goals.
Relationships

Standard 9: Indoor and outdoor environment are safe, properly organized, and maintained to
Physical facilitate the children’s development.
Environment

Standard 10: The program has effective systems, policies, and procedures to support stable staff.
Leadership and Strong fiscal, personnel, and program management skills are supported so children,
Management families, and staff members have high-quality experiences.

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 Chapter 2 Types of Early Childhood Programs

the 10 Early Childhood Program Standards. Many teachers will make extensive changes in
Applicants use the self-assessment tools to their classroom practices in preparation for an
document how their program meets the standards. evaluation.
Candidacy, the third step, is the time when Four rating Early Childhood Educating
materials and a fee are forwarded to the Academy. Rating Scales (ECERS) were developed at the
The fi nal step is a validation visit that is conducted University of North Carolina. The purpose of the
on-site by trained professionals. A decision is made instrument is to determine how programs meet
by a team of experts representing the National the three basic needs of children: protecting
Academy of Early Childhood Programs. children’s health and safety, building positive
Quality early childhood education is a relationships, and providing stimulating
fi eld that is changing continuously. Studies learning experiences.
show that accreditation has improved program Each instrument focuses on a different
quality. Improvements are made in a smoother setting, and is valid and reliable.
and easier process. Figure 2.12 contains a list of • The Infant/Toddler Environmental Rating Scale
organizations that have accepted standards for (ITERS-R) is designed to evaluate programs
quality practice. with children from birth to two yearsof age.
• The Early Childhood Environment Rating Scale
Quality Rating Systems is designed to assessprograms with children
from two through fi ve years of age.
Many states have implemented quality
rating systems (QRS) that can help parents judge • The Family Child CareEnvironmental Rating Scale
program quality. These systems are important is designedto assesschildren in homesthat
tools to assess,improve, and communicate the serve infants through school-aged children.
level of quality. The information collected by • The School-AgeCare Early Rating Scaleis
using these evaluation instruments tells teachers designed to assesschildren from 5 to 12 years
what is expected in quality environments. of age.

Figure 2.12 Standards for Quality Practice

Association Types of Programs

National Association for the Education of Young Children (NAEYC) Birth through kindergarten programs
National After-School Association (NAA) School-age programs

National Association of Family Child Care (NAFCC) Family child care programs

National Association of Child Care Professionals(NACCP) Child care centers

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Chapter 2 Review
8. Describe how a check-in service works for school-
Summary age children.
9. _____ are formed and run by parents who wish to
Many types of early childhood programs are take part in their children’s preschool experiences.
available. Each type of program takes a unique
approach to meeting children’s developmental needs. 10. What is the primary purpose of a laboratory
Programs may be sponsored in a variety of school?
ways. The type of sponsorship may affect goals and 11. Publicly sponsored programs are funded
philosophies. Employers are using a variety of ways to by _____.
provide program benefits for their employees.
Families consider many factors in choosing the 12. Describe one way employers can provide child
best program for their child. As a teacher, you will care assistance for their employees.
need to strive to make your program one that families 13. Explain why teacher-child ratio is important.
choose for their children.
Families may look for programs that have been 14. Why might a high staff turnover be a concern to
licensed by the state and accredited by NAEYC. parents?
Accreditation certifies that a program meets a specific 15. Why might parents want to select an early care
set of standards. Public recognition of a high level of and education program that was accredited?
excellence is one of the main benefits of achieving
accreditation.

Vocabulary Activity
Check Your Career IQ 16. Write all the terms on a separate sheet of paper.
For each term, quickly write a word you think
Now that you have read the chapter, check your relates to the term. In small groups, exchange
comprehension by taking the chapter posttest. papers. Have each person in the group explain
a term on the list. Take turns until all terms have
been explained.
Recall and Review
1. In what type of program is child care provided in a Critical Thinking
private home with a small number of children?

2. What is Montessori’stheory of education? 17. Determine. Write an essay outlining the value of
center accreditation.
3. Give two examples of daily living exercises that
promote independence in Montessori schools. 18. Draw Conclusions. Arrange a visit to a school-
age child care program. Ask to review the curricu-
4. Describe the purpose of Head Start. lum. Write a report on what you learn.
5. What is the goal of Head Start’s nutrition 19. Compare and Contrast. Identify, compare, and
program? contrast criteria parents use to select the best
6. Name the basic kindergarten schedules. child care program for their children, including
financial considerations.
7. List five objectives for a kindergarten program.

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20. Determine. Check the website of your state 28. Research and Speaking. Research the political
department of education to find out your state’s platform of Lyndon Johnson and the part the War
kindergarten requirements. on Poverty and Head Start may have played in
his successful election. Has the United States
21. Identify. Visit a family child care home. Ask the
government been completely supportive of Head
provider to outline the daily schedule. Identify
Start since its inception? What changes have
instances of predictability that are provided for
been made to the Head Start program through the
children.
decades, and what is in store for its future? Pres-
22. Identify. Search for licensed and registered child ent your findings in a presentation to the class.
care programs by state, city, and region. Create a
29. Speaking. Debate the advantages and disadvan-
database of those in your area.
tages of teaching in a parent cooperative.
23. Draw Conclusions. Research the National As-
30. Writing. Visit the website for the National Acade-
sociation for Family Child Care (NAFCC) orga-
my of Early Childhood Programs. Review the 10
nization. What are the goals of NAFCC? What
NAEYC Program Standards. Write an article on
eligibility criteria must providers meet? What is
their importance.
the role of an NAFCC Accreditation Observer?
Why do people like being an NAFCC Accreditation 31. Research and Speaking. Search the Internet for
Observer? Write a summary of your findings. large companies in the United States that provide
some form of employee assistance for child care.
24. Identify. Visit the NAEYC website to find informa-
What type of assistance is provided? What choic-
tion for parents on selecting early childhood care
es do employees have for child care benefits, if
and education programs.
any? What is the percentage of employees who
take advantage of these benefits? Use presenta-
tion software to present your findings.
Core Skills 32. CTE Career Readiness Practice. Imagine it is
five years in the future and you are starting your
25. Research and Writing. Research kindergarten first full-time job. Your goal is to maintain health
readiness. Some sources contain kindergarten and wellness by developing a plan for handling
checklists and other information for parents con- workplace stress. Investigate and evaluate the re-
cerning their children’s kindergarten experience. sources on the National Institute for Occupational
Write a brief article directed to prospective kinder- Safety and Health link on the Centers for Disease
garten parents about what to expect. Control (CDC) website. Then write your plan for
26. Writing. Privately sponsored child care programs preventing job stress.
operated by a house of worship may include
religious education as part of the curriculum. De-
scribe your feelings about this subject. Should all Portfolio Project
students enrolled have to take part in the religious
curriculum activities the program provides? Write
33. Write a short essay on your vision of a high-
a short essay detailing the advantages and disad-
quality child care center or preschool program.
vantages of this type of program.
Include characteristics of the program you
27. Research and Writing. Using Internet or print feel would best meet the needs of the children
resources, research the biography of Maria served by the program. These may include
Montessori. Write a one-page report detailing how facility, curriculum, child-adult ratios, teacher
Maria Montessori’s early experiences in medicine qualifications and training, equipment, and
led her to define a philosophy of early childhood accreditation. (Refer to Figure 2-11). What
education. Discuss her contribution to the way would encourage parents to enroll their
children are educated today. children in this program?

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