.-.
A Model Early Childhood Prolraml
An Honors Thesis
Quality 11 the Key
(ID 499)
by
Christina M.
Rice
Thesis Director
Ball State University
Muncie,
May,
Indiana
1990
Date of Graduation:
December,
1990
",
-
This project serves as a planning guide for
administrators,
directors,
and educators of young children.
It is designed in such a way that persons wishing to develop
an early childhood program may refer to it as a source of
guitance from which they can begin their commitment to
It is also designed for
quality early childhood education.
those people who may not understand the ful I scope of early
childhood education or may question its intentions.
with,
To begin
I will briefly discuss the various aspects that are
involved with the planning of a quality early childhood
program.
Included wil I be the plans for a model early
childhood center.
will discuss various facets of a
Next,
quality early childhood curriculum.
Fi na I I y,
wi I I
summarize research that has been published showing the
effects of quality early childhood education.
in this project,
programs,
The key word
as should be in all early childhood
is qual ity.
Children need quality planning, a
qua:ity curriculum, and quality teachers to provide the kind
of quality environment that will be of most benefit to them.
Quality Plannina
In developing an early childhood program, as in
-
devBloping a shopping mall,
a business merger,
anything else you might think of,
first step to success.
childhood program,
or just about
quality planning is the
In the case of developing an early
exploring the market is a
logical place to
'
start.
cente~
pe~son
A
should
inte~ested
fi~st
avai lable now?";
satisfied with the quality of
ages of
the
ea~ly
child~en
needed?";
and "What
pa~ents?"
a~e
all
provide a child
"What
ca~e
childhood
ca~e
conce~ns
(Brown,
se~vice
local
imp~oved?";
could a new service be
all
of
(B~own,
The next
would be to
of
lea~n
p~ograms
coo~dinated
important concerns for
program
ca~e
it would be a
programs for young
"What can you
"How are the
the
fo~
1984).
Fo~
fami 1 ies? .. the staff?";
Again,
a~e
to someone planning to
do these programs seem to meet the needs of
prog~ams?tt
"Which
"What
"When is
Here more questions should be considered.
expe~iences?";
pa~ents
locations would be most convenient
to observe a variety of
might be
"A~e
p~og~ams?";
in these families?";
valid
thei~
a~e
now available?";
After answering these questions,
chi ::dren? ..
childhood
needs are in
p~og~ams
se~ve?";
"What ages do they
fami lies need good
ca~e
investigate the child
Questions such as,
the community.
ea~ly
in opening a new
good
idea
child~en.
example,
"How
the
"What aspects
from
thei~
suppo~ted?";
and "How
with the existing
these second step questions are
the developer of a new child care
1984).
logical
conside~
step in designing a child care
location.
the center must meet
local
To begin with,
zoning
the
cente~
location
~equirements.
The
location should be easily accessible to families who will
the
se~vice.
This can be done in a
numbe~
use
of ways.
Locations close to residential areas are convenient,
and so
-
are
locations near places of business.
In smaller
town~
communities where most people work in the
location near the business district may be a
small
a central
good choice.
communities where many residents commute to a nearby
larger city for
street
work~
a
location near a major highway or
Another
leading to the city may be a wise choice.
option for
schoo I.
location would be nearness to an elementary
This will
be especially convenient if after-school
This type
care is to be provided for children of ages 5-12.
of
In
location may also be convenient for parents who have
school-age children as well
as younger children.
Another major concern to the developer of an early
childhood program is the building in which the program wil
be r-un.
Will
you build a new building?
Or will
existing building?
Wil I you remodel
Many early
you use rented space?
This
childhood programs are housed in renovated residences.
provides a home-like atmosphere,
homes
in the proper zones.
but it is hard to find such
A building built especially for
use by young children has many advantages.
space may be allotted for
For example,
the many components of
the program.
It may be equipped with appropriate storage areas,
could include durable surfaces.
ren~ed
space,
some
In this case,
(CI ick,
1981).
and
it
If you are planning to use
landlords may be willing to renovate if
extensive structural
private schools,
an
changes are not needed.
Churches,
and community centers may also rent space.
sliding or movable partitions can be used
Along with these planning steps,
the developer of a new
child care program must also obtain a copy of all
What state or
requirements.
care,
education,
zoning,
such regulations,
planning?
local
fire,
regulations,
building,
apply to the type of
licensing
such as child
health and other
service you are
How wil I regulations affect funding?
How will
they affect the opening date projections of the facility?
And how will
they affect the families
served?
The State
Department of Welfare is usually the authority for
although,
sometimes it
is the State Department of Health.
Most agencies wil I have a
that
lists procedures,
necessary before
can be awarded,
packet of
clearances,
information available
and permits that are
licensing can be issued.
For example,
fire extinguishers,
alarms,
safe storage of flammable materials,
food storage and preparation,
lighting,
heating,
child must all
Before
licensing
states require evidence that certain building
requirements have been met.
utilities,
licensing;
plumbing,
fire walls or doors,
plans for evacuation,
toilet facilities,
and provision for
ventilation,
isolation of a
sick
meet standards set by the state.
There are three major types of day care facilities
required to obtain
is a
licenses
family day care horne.
in the United States.
Service of
this kind is for a
limited number of children and has the fewest
The second type is a
The first
group day care horne,
requirements.
in which
numbers of children are allowed when an additional
employed.
The third type
is a day care center.
larger
adult is
In this
situation,
a
larger number of children may be enrolled.
The
requirements are much more stringent and cover many aspects
of operation from physical
space to staff
safety~
and equipment.
food service,
fire
qualifications~
All
of these
licensing requirements are spelled out by the state,
be followed closely in order to provide a
program
(CI ick,
1981).
safe,
and must
quality
Although each state provides numerous
criteria that must be met for accreditation,
Association for
to
the National
the Education of Young Children
(NAEYC)
sets
high-quality standards that sometimes surpass the state
requirements.
It
is advisable that anyone opening a new
chi:d care center meet the NAEYC's requirements for quality.
A
I~st
of
these requirements may be obtained by simply
cal ling the NAEYC.
Finances and Budgets
Finances are a major concern for
early childhood program.
be made.
local
Firstly,
With the trend toward
human service budgets,
a
the developer of a new
preliminary budget must
lower federal,
state,
and
child care providers are under
increasing pressure to demonstrate that they are using their
share of public and private funds wisely and effectively.
For someone who may not be familiar with making educated
projections of
income and expenditures,
intimidating task.
to :fo I low.
this may be a
Here are some simplified hints and rules
Projected expenditures can be divided into fixed
costs,
variable costs,
costs never change,
shared costs,
and hidden costs.
even when the number of children enrol led
changes.
Initial
facility,
start-up and program preparation expenses,
or rent.
real
and projected investments in the physical
estate taxes,
certain supplies are
do change.
Fixed
uti I ities,
certain salaries,
costs for
and
Variable costs
included as fixed costs.
Variable costs include most staff wages,
curriculum supplies,
mortgage
in-service training.
food,
Some
var:able costs do not change steadily with
increases/decreases in enrollment,
points.
For example,
increases.
staff wages
but only at certain
jump when enrollment
Shared costs are those incurred with other
programs or agencies.
Hidden costs are those stemming from
free use of goods and services.
The first step in
formulating a budget is to project expenditures.
The second step of budget formulation is projecting the
program's income.
fees
To do this,
calculate the
to be collected and other sources of
generated through donations,
(Halpern,
1984).
subsidies,
when deciding what to charge for fees
grants,
and so forth
Other considerations
include whether the
children wil I be attending half or full
transportation charges,
Expenses for the first year wil
they will
income sure to be
Surveying existing child care programs wil
help to determine the "going rate".
income,
likely amount of
be once the school
consider that enrollment wi II
day,
other sources of
and registration fees.
probably be greater than
is established.
not be full
One must also
immediately
(CI ick,
1981).
The main thing to remember when calculating a budget is that
expenditures CAN NOT exceed projected income.
There are many other aspects to formulating a budget.
Determining optimal
enrollment,
monitoring spending,
and
determining appropriateness of expenditures and income are
all
However,
important factors.
more time will
be spent here
on other factors that go into providing a quality early
childhood program.
needed?
Who might help do an economic analysis if
The director of the program should try to do as much
as possible; however,
an accountant or a management
consultant with accounting skil Is can be helpful
up a bookkeeping system,
year,
in examining books at
when setting
least once a
and when considering a basic program change with
financial
implications.
To gain skills needed to do
budgeting and other kinds of economic analysis,
referral
to a
basic accounting book may help.
Where will
funds be found to support the program?
People and corporations are not
just going to give the
director of a child care program money for the asking.
are going to want to know what they will
get out of
wil I want to know what the benefits will
be.
approaching sources of funding,
-
They
it.
They
When
the director must be prepared
to face the doubts and skepticism that others might have.
Using economic terms and definitions may add credibility to
the director of an early childhood program.
There are three
kinds of economic arguments that can justify funding.
Firstly,
the program is cost-beneficial;
benefits of
optimal
out of
is yielding optimal
services.
approaches)
management of
it offers a
they are getting the most
Finally,
the program is cost-
low-cost approach
(relative to other
to achieving certain societal
increasing worker productivity in the
198£+).
It will
funds and
outcomes for children and
In other words,
the funds available.
effective;
Secondly,
the program exceed the monetary costs.
the program is cost-efficient;
personnel
the monetary
goals such as
long run
(Halpern,
also be of great benefit to cite evidence
from research that supports early childhood education as a
cost-beneficial
more detail
investment,
in a
but this wi 11
be discussed in
later section.
Insurance is another dimension to consider when planning
A child care program will need
an early childhood program.
liability and property damage insurance to provide
protection for
the owner or operator of
legal
the school.
Fire
damage insurance to cover the building and its contents will
also be needed.
Insurance for accidents that may be incurred
by children and staff members
numerous types of
idea to consult
indebtedness,
insurance available,
legal
private assets of
is another concern.
There are
and it may be a
advice to be on the safe side.
the owner can be
good
Because
levied for payment of
it is very important for the owner of an early
chiidhood center to protect himself/herself against personal
loss.
Of main concern,
protection of
of course,
the children
(el ick,
is the safety and
1981).
The Board ot Direotorl
The board of directors formulates major school
and with the director,
It is
the school.
formulates
policies for operation of
important that the board of directors
participate actively in community relations.
other responsibilities,
support the budget.
dirE~ctor's
it is the board's
(Click,
1981).
Along with many
job to adopt and
The board of
role should be adapted from program to program to
fit the program's needs.
directors?
disciplines.
It
is a
Who participates on the board of
good idea to involve persons from al I
A lawyer,
a doctor,
children enrolled in the school,
school
policies,
might all
be members of
a
politician,
parents of
and the principal
of a
local
the board of directors.
Advertising and Reoruitment
What would an early childhood program be if people did
not know about it?
Advertising and recruitment are essential
aspects of a child care program.
advertise.
Small
ads placed in
neighborhood periodicals are a
on bulletin boards
cen~ers,
parks,
There are many ways to
local
newspapers or
good place to begin.
in places families frequent,
children's clothing stores,
and
Notices
community
.pediatricians'
offices may also be seen by families that may
be in need of child care.
long range advertising.
Telephone advertising
The director of
also consider the best possible time for
If possible,
center.
Fall,
because this
school
is best for
the program should
the opening of
the
it is best to plan the opening for
is the time parents are thinking about
for children.
another possibility.
make sure the school
The beginning of the calendar year
is
It is important for the director to
is ready to be seen at its best.
parents must see the physical
If
facility before it is finished,
be sure to present the schools objectives in another way.
A
brochure or other written materials covering the educational
objectives of the program wil I
help.
A clear presentation by
the director of essential aspects of the program and of
ways that
it will
be different from other schools will
effective way to put parents at ease
advertising and recruiting,
(Cl ick,
1981).
the
be an
When
the director should be as
creative and imaginative as possible.
The Direotor'. Role
It is obvious that many tasks
lie in the hands of the
director of and early childhood education program.
The
director may perform any of the following tasks:
*greet parents and children
*help some children part with parents for
*find substitutes for
ill
teachers
the day
.*review rainy day schedules with teachers
.prepare monthly financial
*arrange for
reports
repairs of the facility
*hire new employees
*outline agendas for staff meetings
*arrange conferences with parents to discuss problems
*resolve disputes between teachers
*show new parents and children around the school
*confer with the cook about menus for
the following week
*order supplies
*schedule trips for
(Cl ick,
pi).
In some schools,
the director assumes part or total
responsibility for
essential
groups of children
for
teaching a
group of children.
the director to foster
It is
good human relations
through use of effective and clear communication with
chi :.dren,
teachers,
and parents.
the director's responsibilities.
manager,
but also an organizer,
Director as Manager.
director as manager.
There are many elements of
The director
and a communicator.
To begin with,
we wi 11
child care
Democratic management means that the director
involves others,
policy-making.
especially the children,
in decisions and
The authoritarian style of management is one
in which the director makes all
pollcies.
look at the
There are three styles of management
that could be implemented by the director of a
cen::er.
is not only a
Finally,
the
decisions and determines all
laissez-faire style of management
dictates that decisions and policy-making is
providing occasional
left to others,
It should
suggestions by the director.
be recognized that the democratic style of management
most beneficial
to al I involved;
the director is stil I
in control
the children gain from it,
of the program,
and parents
can even be included if the director so desires.
director of an early childhood program,
for determining which state and
must be met regarding
director also provides
for
the school.
objt~ctives.
licensing,
is the
local
As a
one is responsible
regulatory requirements
health,
and safety.
The
leadership for setting over-all
goals
These will be used as a basis for curriculum
It is also important that the director evaluate
his/her own work as director and plan for continuing
pro::essional
a
gr-owth
good director,
(el ick,
1981).
Al I of the above make for
and consequently for a
good program.
The director also holds enrollment duties.
enrolls children and keeps accurate waiting
director
interviews prospective parents,
information about the program.
The director
lists.
The
giving them
He/she plans an orientation
for new parents and knows the changing needs of the community
in order to maintain ful I enrollment.
Another management responsibility the director holds
working with the curriculum.
to staff
school,
is
The director provides direction
in setting curriculum objectives appropriate to the
works with the staff to implement and maintain these
objectives,
curriculum.
and provides
leadership in evaluating the
The curriculum will
be discussed in more detail
in a
later section.
The director
is also responsible for the physical
This means he/she plans,
building and its equipment.
allocates,
and uses space effectively and plans for future
needs of the school
director
in the way of space and equipment.
is in charge of keeping records,
inventories,
repair schedules,
wei 1 as managing supplies,
program will
The
such as
and purchasing information as
and reordering as needed.
The
not operate efficiently without the director
managing these responsibilities wisely
(Click,
1981).
One of the most important jobs of the director of an
early childhood program concerns staff selections and
relations.
members.
The director recruits and hires competent staff
If
the school
make sure to,
care.
just opening,
first year of operation,
is being formed.
part of this process"
also help teachers
the school with
the reputation of
The teachers are an important
(Click,
p.28,30).
The director should
implement the goals of the program by
communicating with them openly and often.
center,
the director should
"Choose the first teachers for
During the
the school
is
it is very important for
When opening a new
the director to get to know
each teacher quickly and to provide opportunities for
teachers to meet each other.
requirements,
Along with the previous
the director must also prepare job descriptions
for each position,
objectives,
the
formulate and
implement personnel
and provide continuing assessment of staff
development and needs
(Click,
1981).
The director
is
obl~gated
also to build and maintain good community relations
by representing the school
at community functions and
encouraging staff members to do the same.
that the director
interpret the school
It is
important
and its objectives to
visitors and establish contacts with community agencies.
It is obvious that a quality director
is an essential
building block of a quality early childhood program.
director holds many managerial
responsibilities,
The
such as
managing the program with an appropriate management style
(preferably the democratic approach),
sta:f members,
the hiring of competent
keeping enrollment at an appropriate
working with the staff
level,
to implement a quality curriculum,
keeping up-to-date records of finances,
and maintaining a
good repertoire with parents and the community.
Director as Organizer.
As Click
(1981>
director has available to him/her three
when organizing a child care program:
matE~rials.
the
important resources
people,
time,
and
People are a director's most valuable resource.
The director must create and foster
member,
points out,
each parent,
each volunteer,
feelings that each staff
and each child is
important as an individual and also as a member of a closeworking group.
much easier.
,-
dirE~ctor.
If
this
is done,
Time is another
the director's
job will
be
important resource to the
Schedules must be flexible enough to al low for
unexpected and unplanned activities.
the staff members feel
A director who makes
they must stick to a
tight,
no-room-
for-adjustment schedule is only developing a sense of
uncomfortableness
in the staff that will
also rub off
on the
The director may choose to organize the program
children.
into small units for each activity or schedule blocks for
choices of several
The
latter is the best
"It is the responsibility of
method.
use,
activities.
and organize time well
(Cl ick,
as I=0ssible"
the director
and still
the director to assess,
satisfy as many needs
The third resource available to
p7).
The director must organize and
is materials.
distribute materials so that each staff member
supplied,
supply area or passing out supplies at intervals
If the director will
as needed wi 1 I suf f ice.
people,
wi 11
time,
fall
Either organizing an
while also minimizing waste.
open central
is adequately
and materials effectively,
only organize
a quality program
into place.
Director as Communicator.
states that,
"Much of
Click is correct when she
the work of early childhood education
is based on communication between adults and between adults
and children"
people,
eCI ick,
changes
to problems,
p7).
Closer relationships among
in behavior of one or more parties,
and sharing of experiences not otherwise
possible can develop through communication.
ways one can communicate with another.
-
basE?d on words,
symbols,
communication.
Nonverbal
expression,
othE~r.
chi [d,
solutions
movements,
and ideas,
or anyone else,
Verbal
communication,
is one form of
communication,
tone of voice,
When communicating with a
There are two
based on facial
and posture,
parent,
is the
a staff member,
the director should be sure what
a
he/she wants the other person to know.
He/she should also
carefully consider when to convey the massage,
time for
the sending-receiving process,
message should be conveyed,
someone else,
decide where the
decide how to convey the message,
and fol low up on the message.
think about when all
allow enough
This may seem
like a
one wants to do is communicate with
but communication is a cornerstone that can
make or break an early childhood education program.
essential
lot to
It is
that the director have good communication skil Is.
Because the director is such a vital
early childhood program,
a self-evaluation.
part of a quality
it is necessary that he/she perform
The director may want to concentrate on a
specific part of the job since there are many
responsibilities involved.
zero in on staff
appropriate for
"Have
For example,
relationships.
he/she may want to
Questions that would be
the director to ask himself/herself are,
I found the best possible teachers?";
descriptions include al I tasks
convey the attitude that
problems?";
"Have
"Do job
expect from the staff?";
"Do
I am willing to help others solve
I created an atmosphere in which teachers
see evaluations as a way to help them?"
Some of the
following tips may help a director satisfy the questions
askE!d above.
,-
Remember to praise for work wei I done!
Remember to spend a few minutes each day with each teacher.
Try to understand the feelings of others by
help without being asked,
listening.
Offer
but encourage teachers to increase
their own abilities by trying new things.
Finally,
really
-.
consider suggestions made by others.
The director of an
early childhood education program should perform such selfevaluations regularly,
because a quality program needs to be
evaluated often to make sure everyone's needs are being met.
Improvements are always necessary and should always be
sought,
because children,
parents,
and teachers are always
chang i ng.
So far,
methods for planning a quality early childhood
education program have been discussed and the director's
responsibilities have been outlined,
but what exactly does
take to build a high quality early childhood program?
fol.:owing section,
programs will
it
In the
criteria for high quality early childhood
be discussed.
The PhYlioal Environment
The National
Chi [dren
(NAEYC)
Association for
the Education of Young
states that there should be a minimum of 35
square feet of usable floor
space indoors per child and a
minimum of 75 square feet of play space outdoors per child
(Brown,
1984).
It is suggested that activity areas be
defined clearly by spatial arrangement,
work individually,
group.
together
in small
so that children can
groups,
or
in a
large
Pathways from one area to another should be clear.
Space for
toddlers and preschool
children needs to be
arranged to facilitate smal I group and/or
activities.
individual
The space can be divided into such areas as
block building t
math,
sociodramatic play,
quiet book reading t
music,
sand/water table,
With a design such as this,
area
artt
science,
and woodworking.
the child is able to pick the
in which he/she wishes to work.
There should be
carpeted areas and ample crawling space for non-walkers,
alorg with sturdy furniture for
themselves up or balance.
these children to pull
It is advisable that school-agers
have their own separate space to facilitate a variety of ageThe children should have their own
appropriate activities.
individual
compartments in which they can hang up their coats
and store personal
belongings.
It is important that the
children have this space that they know is their own;
helps foster
feelings of self-worth and
should also be private areas
soli.tude.
Soft elements,
it
independence.
There
indoors and outdoors for
such as rugs t
cushions,
and rocking
The outdoor area should include a
chairs are important.
variety of surfaces and must be protected from access to
strE~ets
(Brown,
ins~ghtful
wil~
1984).
Along with other creative and
elements added by staff members t
help create a quality physical
these guidelines
environment.
Health and Safety
-
Licensing and accreditation with the appropriate
agencies has already been discussed,
but there are other
valid concerns when it comes to health and safety.
example,
For
written records should be kept for each child
-
containing the results of a complete physical
examination.
This examination must be performed by an approved health care
resource no more than six months prior to enrollment.
record of
immunizations,
of people who the center
the child,
A
emergency contact information,
names
is authorized to contact concerning
and pertinent health histories must all
be
included in a child's health file.
Staff members should be alert to the health of each
chi ld.
Individual
medical
problems and accidents should be
recorded and reported to staff and parents.
At
least one
staff member who has certification in emergency first aid and
CPR from a
cen·:er.
licensed health professional
must always be in the
Suspected incidents of child abuse and/or neglect
by parents,
staff or others MUST be reported to the
appropriate
local
health concerns,
agencies.
of the above
adequate first aid supplies should be
readily available,
medical
In addition to all
and a
plan should exist for dealing with
emergencies.
As far as the physical
faci I ity is concerned,
it should
be cleaned daily to disinfect bathroom fixtures and remove
Infants'
at
equipment needs to be washed and disinfected
least twice a week.
Toys that children have put into
their mouths should be washed daily.
-
disposed of
containers
immediately or held for
Soiled diapers must be
laundry in closed
inaccessible to the children.
The cover of
the
changing table must be either disposable or must be
disinfected after each changing of a
soiled diaper.
I tis
-.
imperative that the staff wash their hands with soap and
water before feeding and after diapering or assisting a child
with toileting and nose wiping.
A sink with running hot and
cold water should be adjacent to the diapering area.
All
equipment and the building itself must be maintained in a
safe,
clean condition and in good repair.
Individual
bedding
for nap-time must be washed once a week and used by only one
child between washings.
be washed right away
must be in the
Individual
if soiled.
cribs,
cots,
The sides of
infants'
locked position when occupied.
drinking water,
or mats must
cribs
Toilets,
and hand washing facilities should be easily
accessible to children.
and soap and disposable towels should
Children should be encouraged to wash their
be provided.
hands after toileting and before meals.
The hot water
temperature on sinks the children can reach must not exceed
101 degrees Fahrenheit
scalding.
All
(43 degrees Celsius)
to avoid
rooms should be well-lighted and ventilated,
and stairways should also be well-lighted and equipped with
handr·ails.
and all
caps.
or at
There must be screens on al I
electrical
Also,
outlets must be covered with protective
floor coverings should be attached to the floor,
least backed with non-slip material.
potentially dangerous products,
-
supplies,
in
windows that open,
Al I
chemicals and
such as medicines or cleaning
must be stored in the original,
labeled containers
locked cabinets which are inaccessible to the children.
Medication should be administered to children only when a
wri~ten
order has been submitted by a parent.
It
is
important that medication is consistently administered by a
designated staff member,
and it may be a
good idea to keep a
written record showing times medications were given for
parents to check.
Smoke detectors and fire extinguishers are
Primary and
They must be periodically checked.
a must.
secondary evacuation routes should be familiar
members,
and should be practiced monthly with the children.
This may be quite a traumatic experience for
children,
for
to staff
very young
so the teacher should try to prepare the children
the event as much as possible.
be posted in conspicuous places,
should be posted by the phones
Emergency procedures must
and emergency phone numbers
(Brown,
1984).
Some of the
above recommendations may seem to be common sense,
quality is important,
requirements,
but
and by meeting al I of these
the program is on its way to becoming a quality
early childhood education program.
Nutrition is an important facet of a child's
and growth.
learning
Meals and/or snacks should be planned to meet a
child's nutritional
requirements as recommended by the Child
Care Food Program of the USRDA in proportion to the amount of
time the child is at the center each day.
Menu information
should be provided to parents via newsletters or bulletin
boards
-
located where parents will
notice them.
Feeding times
and food consumption information should be provided to
parents of
infants and toddlers at the end of each day.
Mealtimes should promote good nutritional
habits.
Toddlers
and preschoolers should be encouraged to serve and feed
themselves.
Chairs,
suitable for
the size and developmental
children.
Meal
tables,
and eating utensils must be
should be seen as a
At
least one adult should sit with the
early in a child's
Developing good nutritional
life will
practices
help him eat healthily for
the
life.
Staff
responsibilities,
is staff
and Oeyelopment
~uallfloatlon.
As stated earlier,
ones,
the
backgrounds should be served
children during meals.
rest of his
pleasant social and
Foods indicative of
position while bottle feeding.
periodically.
the
Infants should be held in an inclined
learning experience.
children's cultural
levels of
one of
the director's
and probably one of
selection.
the most
important
Staff members must be at
years old and must be trained,
or
in the process of training,
in early childhood education and child development,
demonstrate appropriate personal
with children.
least 18
and must
characteristics for working
Staff members working with school-age
chi:dren should be trained in child development and
recreation,
or a
required will
(See TABLE 1).
related field.
The amount of
vary depending on the
level
training
of responsibility
In cases where staff do not meet the
specified qualifications,
a
training plan,
individualized and center-wide,
those staff members.
both
should be implemented for
Training should be appropriate to the
age group with which the staff member
is working.
I tis
practically a necessity that the chief administrator of the
program have some type of
training and/or experience in
bus~ness
If the chief administrator
administration.
an early childhood specialist,
the educational
is not
one must be employed to direct
New staff members should be
program.
adequately oriented about the goals and philosophy of
center,
emergency health and safety procedures,
special
of children assigned to the staft member's care,
cla!3sroom management techniques,
of the center.
the
needs
guidance and
and planned daily activities
The program should provide regular training
opportunities for
staff to improve their skil Is
with children and families.
in working
Staff should be expected to
participate in staff development workshops and seminars.
Visits to other programs,
service sessions,
all
access to resource materials,
and enrollment
in col lege
routes to be investigated for staff
Training might address these issues:
growth and development,
planning
courses are
improvement.
health and safety,
linkages with community
communication and relations with families,
detection of child abuse.
It is
or
important to make sure that
these training sessions are more than just
staff members wil I
have to sit through.
activities work best for adults as well
lectures that
Hands-on types of
as children.
very important to keep accurate and current records of
qualifications;
for example,
child
learning activities,
guidance and discipline techniques,
services,
level
in-
transcripts,
It is
staff
certifications,
and
other documentation of continuing in-service education.
Staff members should receive pre-employment physicals,
tuberculosis tests,
all
of
and evaluations of any infections.
the courtroom turmoil
care centers have received
and bad publicity that some day
lately,
child abuse and molestation,
regarding accusations of
it is absolutely imperative that
hiring practices include very careful
references.
a
It is also a
probationary period
teachers are more
molestation,
he/she will
With
good
(Brown,
checking of personal
idea that new employees serve
1984); not because new
likely to commit child abuse or
it is
impossible to know what kind of repertoire
have with the children and their families.
Staff
members can make or break an early childhood program;
therefore,
it is
hire competent,
in the best interest of everyone involved to
quality teachers.
-
TABLE 1
(Staff Qualifications)
LEVEL OF PROFESSIONAL
RESPONSIBILITY
TITLE
TRAINING REQUIREMENTS
Pre-professionals who
implements program
activities under direct
supervision of the professional staff
Early
Childhood
Teacher
Assistant
High school graduate
or equivalent, participation in professional development
programs
Professionals who
independently implement
program activities & who
may be responsible for
the care of & education
of B group of children
Early
Childhood
Associate
Teacher
Child Development
Associate credential
or associate degree
in Early Childhood
Education/Child
Development
Professionals who are
responsible for the
care of & education of
a group of children
Early
Childhood
Teacher
BA in Early Childhood Education/Child
Development
Professionals who
supervise & train staff,
design curriculum,
and/or administer
programs
Early
Childhood
Specialist
BA in Early Childhood Education/Child
Development & at
least 3 yrs full-time
teaching experience
with young children
and/or graduate
degree in Early
Childhood Education/
Child Development
(Brown,
p6).
~------------------------------------------------------------
lnteraotions Amon, Staff and Children
Obviously,
it is important for staff members to interact
frequently with children.
It is essential
that staff express
respect for and affection toward children by smiling,
touching,
level
holding,
and speaking to children at their eye
throughout the day,
departure,
particularly on arrival
and
and when diapering or feeding very young children.
The staff should be available and responsive to the children,
encouraging them to share experiences,
ideas,
Teachers must speak with children in a
friendly,
courteous manner.
positive,
Conversations should take place
and open-ended types of questions should be
fre~uently,
asked.
and feelings.
Staff members should make time to speak to each child
individually (as opposed to the whole group)
possible.
as much as
The staff can encourage developmentally
appropriate independence by having the children pick up toys,
wipe spills,
toileting and washing hands on their own,
obtaining and caring for materials.
guidance should be used.
redirection,
problems,
and
Positive techniques of
These techniques
include
anticipation and elimination of potential
positive reinforcement,
than competition,
comparison,
should NEVER use corporal
and encouragement rather
or criticism.
Staff members
punishment or other humiliating or
frightening discipline techniques.
Constant,
clear rules
which are explained to the children and understood by adults
wil I eliminate many behavior problems
(Brown,
1984).
Pleasant
interactions between staff members and children will
provide much to a quality program.
Staff-Child Ratio.
The number of children in a
facilitate adult-child
among the children.
aged.
group should be
limited to
interaction and constructive activity
Groups may be age-determined or multi-
Maximum group size is determined be the distribution
of ages.
Optimal
group size would be smaller than the
max~mum.
Group size
activity,
whether
limitations vary depending on type of
indoors or outdoors,
children with special
needs,
and other factors.
the number of children assigned to a
staff members occupying an individual
defined space within a
the inclusion of
larger room.
A group is
staff member or team of
classroom or wellTABLE 2 shows NAEYC's
recommendations for staff-child ratios.
------------------------------------------------------------TABLE 2
~
(Staff-Child Ratios within Group Size)
£f.. Children*
infants
12
8
6
14
18
16
24
20
22
1: 9
1:10**
(1-12 mos. ) 1: 3 1: 4
toddlers
(12-24 mos)1:3 1: 4 1: 5 1: 4
2yr olds
(24-36 mos)
1: 4 1: 5 1:6**
2 & 3 yr olds
1: 5 1:6
1:7**
3 yr olds
1: 5 1: 6
1: 7
1:8**
1: 7
1: 8
3 & 4 yr olds
4 yr olds
1: 8
1: 9
1:10**
4 & 5 yr olds
1: 8
1: 9
1:10**
5 yr olds
1: 8
1: 9
1:10**
6-8 yr olds
1:10 1 : 1 1 1:12
(school age)
*Mu:ti-age grouping permissible and desirable.
infants are included,
When no
the staff-child ratio and group size
requirements are based on the age of the majority of the
children in the group.
and group size for
When infants are included,
ratios
infants must be maintained.
**Smaller group sizes and
lower staff-child ratios optimal.
Larger group sizes and higher staff-child ratios
acceptable only in cases where staff are highly qualified
-
(Brown,
p8).
Staff-Parent Interaotlon
It is of utmost
importance that staff and parents
communicate regarding home and center child-rearing practices
in order to minimize potential
conflicts and confusion for
Information about the program should be given to
children.
new and prospective families;
descriptions of
included should be written
the program's philosophy and operating
A process must be developed for orienting
procedures.
children and parents to the center,
enrollment visit,
which may include a
a parent orientation meeting,
introduction of children to the center.
It is
or gradual
important that
parents feel,
and genuinely are,
welcome visitors
center at all
times
eat
(to observe,
volunteer to help in the class).
should be established for
parE~nts
.
Changes
(Brown,
to discuss
Conferences can be an
but this need not be the
There are many precautions teachers can take to make
parents feel
more at ease with a parent-teacher conference.
To begin with,
must make a
the~e
least
and difficulties and
1984).
intimidating experience for parents,
.
state should be
as needed,
accomplishments,
home and at the center
cast~
or written system
Conferences should take place at
once a year and at other times,
children's progress,
or
sharing day-to-day happenings with
in a child's emotional
regularly reported.
in the
lunch with a child,
A verbal
pre-
is a
and probably most
real
important of all,
teachers
effort to avoid cal ling parents Q..!lly when
problem with a child.
If the teacher establishes
an open
line of communication with parents through frequent
"Happy-Grams",
parents will
not feel
panic-stricken when the
Some
teacher wants to speak with them about their children.
basic guidelines which will
parent conference are
1.
help teachers conduct successful
listed below.
Plan for the conference.
- - -----
Gather materials that
illustrate al I the topics you want to cover.
The
time spent in planning always pays dividends in the
long run.
2.
Set a time limit.
- - ---
Most parent conferences can be
conducted in about fifteen minutes.
3.
Care-givers should
Be on
and
on-time.
- time
--- start --
not make parents wait for them to start a
conference.
If parent conferences are scheduled one
after the other,
being on time keeps things moving
and avoids making everyone wait.
4.
Talk
~
parents understand
educational
~.
Don't use
jargon or words parents won't
understand.
5.
Be positive and provide specific helping
suggestions.
Parents expect that care-givers will
help guide and direct them with positive,
-
helpful
parenting suggestions.
6.
Sol icit a.nd consider parents'
feel ings and ideas.
Remember that parents have feelings
too and want to
be treated as competent human beings.
Parents know
a
great deal
about their children.
Use this
information to help everyone concerned.
7.
~
Bring closure
the conference.
Summarize who said
what and who is going to do what.
8.
Fol low
~
is only as
A parent conference
and follow through.
good as the follow-up.
results from a
conference,
then,
If nothing
in a
sense,
the
conference was a waste of everyone's time.
(Morrison,
p330-331).
Some of the information presented
sections may seem a bit much,
involved in a
planning
is
but there are many aspects
high-quality early childhood program.
the first step.
financing and funding
Meeting
the program,
organizing a board of directors,
out~ining
program may seem
Careful
licensing requirements,
obtaining insurance,
advertising and recruiting,
the director's responsibilities,
steps are also involved.
process
in the preceding
and other critical
Opening a new early childhood
like an overwhelming experience,
is broken down into smaller units,
it
but if
the
is an
experience that can conquered.
The next section will
consist of plans drawn by an
architect that could represent a model,
child environment.
high-quality early
·-
o
o
IS'
-- .....
_.....
-
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...... t
.'LLIAM Y.
......."........ '"
TINA RICE. THESIS
tllUCIC...-U .......
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caes
SAY[MAW[: ,. Ala:
-
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1 PLAN
e:s
0
0"
D
0::.:
D
D
D
D
---
D
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I
t
--
I
-
I
Jln
B
FRO~~T
ELEVATION
-
EE
-
-
SIDE ELEVATION
-
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-
BACK ELEVATION
-
-
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--
IS'
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I
I
-
These plans are representative of ideas and instructions presented
to me by Christina M. Rice. The design of the facility is a direct representation of her ideas. My involvement was merely to take her ideas and
put them into architectural form.
--
Now we have gone through the planning stages of building
an early childhood education program,
but what actually
happens from day to day in the program?
The next section
explores various aspects of an early childhood curriculum.
The Rl.ht to Play
Some uninformed
care centers,
individuals may hold the notion that day
and early childhood programs
in general,
nothing more than glorified baby-sitting services.
simply not the case,
hand,
however,
pen-and-penci I
be?
is
On the other
least it should not be.
learning tasks.
the world around them.
their
So what should the emphasis
right to play;
children
children play,
This
these programs should not emphasize formal
Children have a
through play,
at
are
play is a child's work;
learn to organize information about
Play is not a
interest
time-filler.
is self-directed,
When
and their
intrinsic motivation to solve problems stemming from the
world that
play,
is so important to them takes over.
they are not concerned with particular goals or ends,
but rather with the variety of ways
other words,
For example,
in thinking and problem solving
In
tAlmy,
1984i.
one child may see another child tossing a bal I
up in the air and may decide to
he may realize that
comes down,
to obtain the goal.
they experiment with possibilities and become
more flexible
this,
When children
imitate the act.
Upon doing
if he extends his arms as the bal I
he can catch the ball.
Very often,
when children
--
play,
their behavior
is not
stands for something else;
symbol ically.
Much of what they do
literal.
they represent their experiences
Researchers think that their ability to
conceive objects and situations as
else contributes to
later skil I
if
they were something
in hypothetical
understanding of abstract symbols and
( A I ny ,
play,
1984).
Almy
logical
transformations
(1984) also suggests that when children
they free themselves from external
restrictions
reasoning and
imposed by time and space.
rules,
from
However,
they make
up their own rules and establish roles and plots.
study of
Close
such play indicates that children's negotiations
with each other are complex;
they make
longer utterances and
use more varied vocabulary than in other situations.
When
children play with objects they discover what they can do
with them,
instance,
increasing their own repertoire of behaviors;
the catching a
play and exploration,
unfamiliar,
ball
example used earlier.
for
Both
involving the familiar and the
are essential
to children's understanding ot
world and their own powers
(Almy,
the
1984).
Play is the child's way of coming to terms with personal
experiences
world,
crucial
.-
idea3,
but
in and knowledge of
it
the physical
is not sufficient in itself.
and social
Teachers hold a
role by responding to and supporting children's play
while not overwhelming them.
Adults must provide
ever-expanding opportunities for children to
learn from their
own actions and observations
This may seem to
be quite a
task,
but with a
(Almy,
1984).
little practice and some
-
imagination and creativity,
it is definitely possible to
provide experiences in which the children themselves wil I
make the discoveries the adults are hoping they will
and probably a
make,
few the adults had never even thought of,
expand their ever-changing views of
to
the world around them.
Everyday Experienoe.
Using events and objects
in the curriculum that are
common almost every day helps children learn about the world
Joseph H.
around them.
Stephens,
Jr.
Carew's 1980 research on the subject.
of
(1984)
evaluates
Carew found four
types
intellectually valuable everyday experiences.
~resumably
To begin with,
there are the
language-mastery experiences.
These experiences include describing,
classifying,
comparing,
defining,
and vocabulary expansion.
number of
these types of experiences that can be incorporated
into the curriculum,
and even practiced at home between the
child and his parents.
their cereal
pattern,
color,
size,
or size.
(1984)
They can sort their socks by
whether r·ead or not,
etc.
The
limited only by one's imagination.
goes on to discuss Carew's second category of
experiences--spatial,
fine-motor events.
ordering of objects by perception,
matching,
children can classify
They can sort their books by cover
type of story,
possibilities are
Stephens
For example,
by shape or color.
coloc·,
There are an indefinite
or building.
These include
fitting,
Some examples of
stacking,
this type of
activity include having the child
other
like food
item)
line up his peanuts
at snack time,
making the
(or
line go away
Ask him to eat the peanut that is farthest away
trom him.
from him;
closest to him.
Another example may be to take a
walk and discuss which trees are tallest and shortest,
matching cards and their envelopes by
laying each card on an
envelope and then checking by putting the cards
The third
envelopes.
into the
type ot everyday experiences are the
concrete reasoning and problem-solving experiences,
including gravity,
experiments.
volume,
trajectory,
or reflection
Activities that would go along with this
category are dropping objects of various sizes and weights
from a certain height to see which ones will
first,
hit the ground
and pouring water from one container to a
a different size.
reccgnizes
The fourth and final
category Carew
is the expressive-artistic experiences.
activities include construction and role playing,
that children usually do very well
adults.
container of
Carew found
These
activities
without much help from
that everyday experiences
judged to be
intellectually valuable were predictive of children's
spatial
abilities,
language activities,
generate their own such activities.
experiences that
participants
much)
and abilities to
Intellectually valuable
involve the teacher and/or parents as active
(without overwhelming or directing the child too
can support intellectual
What does all
IQs.
of
this mean?
development
It means that
incorporate everyday experiences
(Stephens,
it is
1984).
important to
into the curriculum as
valuable
learning experiences,
and it is
important to
encourage parents to follow through with similar types of
activities at home.
Tranl1t1onl
Transitions are another
childhood curriculum.
important aspect of
It has been stated by J.G.
"The key to classroom management
self-control
out transitions
(Brown,
p88).
Stone that
is to help children develop
over their environment
responsible ways"
the early
in increasingly
The major task in working
is to arrange the environment so that the
children can begin to direct their own behavior.
Arrival
is the first
the most critical
transition time.
This
times for averting trouble.
is one of
It
is
important that the teachers or director try to give each
child and parent genuine,
undivided attention.
some children may be active eating breakfast,
Even though
or morning
group time may be going on when other children arrive,
important to check each child's emotional
arrive,
state as they
At the beginning of each day,
should be at the door,
not preparing for
easy to monitor,
volunteers,
Centers should have some of
.. -
activities
interesting,
and supervised by capable adults.
often means training parents,
--------------_.__
the teacher
the day;
available at this time for children should be
assist.
is
because a disturbed child may become a disruptive
child suddenly.
-
it
This
or students to
their best teachers
scheduled in the morning because sometimes children cling and
cry at separation from their parents.
Children may try to
test everyone's affection and temper by refusing to take off
coats or by running around stealing toys from other children.
Parents may be embarrassed or feel
bad and may react harshly.
Good communication is needed between early morning teachers
and others who arrive
Information gained during the
later.
Some
first few moments must be shared with other staff.
chi:dren may need an adult's presence each time a
nears.
If something unavoidable does distract the teacher
when children and parents are arriving,
herself
transition
she should excuse
rather than talk while attention is divided,
teacher should make a mental
note to spend time with that
When a child is bubbling over
child as soon as possible.
with news,
but the
the teacher should take her by the hand to
accompany him while he solves the problem and then resume the
conversation.
If a child comes
over to an activity,
effort to share a
in,
says "Hi",
and dashes
do not force a conversation,
special
time together
but make an
later on.
When
parents want to talk,
the teacher can ask them to stay for a
few moments.
is not possible,
if
If
this
he/she can cal I
the teacher should ask
later or sit down for a
few minutes when
the parent returns.
Sometimes making an appointment is the
best option
1984).
hectic,
(Brown,
Arrival
time can often be very
but it is important that the staff make the
transition from home to school
children and parents.
as smooth as possible for
the
Sharing time is another way to ease transition from horne
to school
and give the teacher
information about how the
child is feeling and what is going on in his
times
life.
Sharing
in which children are encouraged to talk about
interests J feelings,
and experiences are preferred to show-
and-tell J which can turn into a display of children's
toys.
If many of
Sharing time should be short.
are eager to share,
appropriate;
a
few short sharing times may be
Encouraging children to share experiences
may raise the issue of confidentiality.
from tel ling something personal;
issue may be magnified
Just say,
the children
let two or three children talk before and/or
after activities.
and the
Do not stop a child
the child may feel
How did you feel?" and go
(Brown J 1984).
Transitions occur all
day long.
When the teacher wants
the children to change from one activity to another,
can motivate them to do so quickly and
by turning off
the
starting a
lights,
little chantJ
can be a
but after
they
he/she
in an orderly fashion
playing a short melody on the
may take the children awhile to
smoothly,
rejected
in the other children'S eyes.
"This sometimes happens.
to other children
piano,
latest
or something of
the sort.
It
learn to make transitions
learn the procedures,
transitions
fun part of their day.
Infants and Toddlers
What
is different about
infants and toddlers?
They have
unique
physical~
intellectual,
and emotional
needs,
They grow and change very rapidly,
and styles.
especially vulnerable to inadequacies
Because of these differences,
per~50nal,
intense,
dif~erent
approaches to
skills,
and they are
in their environments.
their care must be more
and fami ly-centered.
There are nine
infant/toddler programming,
as
explained by Janet Brown (1984).
!::!.J..gll Qual ity Care Giving.
This approach provides good home-
style care in such a way that growth is nurtured during
typical
daily routines.
Individual
learning opportunities are part of
affection and
this approach.
esteem and autonomy are encouraged.
social
for
Play materials and
interaction provide enrichment for
Examples of
the children.
the care giving approach include using words
clothes and body parts during dressing,
providing
soft blocks and activity centers
in cribs,
during feeding,
in a quiet area of
room,
Self-
looking at books
singing songs
the
and making playthings available throughout the
day.
Babies'
In this approach,
Needs.
special
attention is placed
on the range of development requirements known to be
important
in the early years.
planning for
infants'
of this approach.
Adults'
awareness of and
needs are the cornerstone elements
Children's interests
in sensory,
exploratory,
and toy play and peer
considered.
Examples of the needs approach include
holding and hugging fussy babies,
interactions are also
providing self-feeding
-
foods,
playing pat-a-cake with an alert child,
new rattles and pictures regularly,
supplying
and clearing floor
areas for wobbly walkers.
This approach sees teachers and care givers as
Adult Roles.
the critical
modeling,
Their comfort,
element.
playing participation,
guidance,
and knowledge about
child development are children's assurance of
learning.
love and
Training and continued support are
emphasized.
providing
language
The two most
important responsibilities are
interesting activities for babies and
interacting positively with them.
Use of
theories of
Piaget and Erikson guide interaction and play.
Examples
of the adult roles approach include remembering the
baby's abilities and interests,
affection often,
using praise and
providing tasks that build thinking,
explaining events and using new vocabulary,
and giving
one-to-one attention to each child every day.
~_
and Learning.
belief
in this approach is on the
that the business of babies
interact.
Games,
The focus
Playing and
materials,
learning are seen as
in the context of play.
dramatic roles,
Examples of
inseparable.
and activities are described in terms
of how adults and children can be
other
is to play and
involved with each
Use of blocks,
creative materials are all
the play and
dishes and dolls for
vehicles,
suggested.
learning approach include using
pretend play,
joining two and three
sitting babies using toy assortment,
creating games with
-
bal Is,
music,
and puppets,
together at the sand table,
helping two toddlers play
and modeling sharing and
turn-taking with toys.
Env:lronment.
This approach views babies as explorers whose
investigations are
limited only by the surroundings and
materials.
Curiosity and delight propel
educational
encounters using playthings and equipment
within their reach.
to facilitate
babies into
Materials are selected and arranged
learning and play.
An interesting care
giver and setting fulfil I the roles
in organizing
and mediating babies'
Examples of the
environmental
approach include organizing simple
activity centers
multi-level
materials,
in the room,
toys,
providing varied,
using textured natural
objects and
changing some playthings each month,
using water,
Task~
experiences.
sand,
and Activities.
and
and dough to explore.
This approach involves planned
independent and guided activities.
The developmental
sequence of predictable early milestones of
growth and
learning are the basis for designing activities to
enhance observable skills and understandings.
Enrichment activities add spice or help accomplish new
sk i I Is.
Examples of
the tasks and activities approach
include helping babies to use shape sorters and nesting
blocks,
providing seasonal
and flowers,
needs,
resources such as pumpkins
using developmental
arranging a
sequence of
checklists to spot
easy to difficult toys,
and encouraging persistence in finishing a
simple
puzzle.
In this approach,
Administration.
procedures,
forms,
charts,
and specific management strategies are described to help
care givers monitor children's progress and to manage
Detailed descriptions and smooth
the center.
functioning are seen as means by which very young
children are provided with safe,
experiences.
Examples of the administration approach
include recording babies'
interactions,
appropriate
play activities and
noting changes
in abilities and interests,
using suggested health and daily routines,
actual
to recommended care practices.
Parent-family.
of
comparing
For this approach,
it is the responsibility
the professionals to provide families with
information,
emotional
with other families.
support,
and shared activities
The emphasis
mothers and fathers as part of
is on including
the program as
in meetings and related projects.
learners
Examples of the
parent-family approach include helping parents to play
with their babies,
providing
demonstrating educational
of
the program activities,
babies'
ideas for
uses of
toys,
home activities,
describing goals
and pointing out changes
in
development.
Program Collage.
approaches.
This ties together al I of
the above
A good infant/toddler program integrates
aspects of each approach.
The director should ask,
"What are the program's major strengths?";
"Are there
gaps?";
"Are there appropriate differences
in the
chiid'5
expe~lence5
years?";
the earlier and later
du~ing
"Where is continuity maintained?" Good programs
for babies are enriching without being formal
concentrating too much on a
that begins very early,
experience,
(Brown,
single approach at the
Education is a
expense of others.
or
life-long process
is guided by maturation and
and has unique challenges at each stage
1984).
Physical Care of Infants
Infants,
obviously.
than do older children.
givers of
infants wi 11
need quite a bit more physical
Diapering
is one thing that care-
have to do often.
The changing table
should be about waist high and should have a colorful
hanging above
it.
while the diaper
is being changed.
A solution of 1/4 cup of
spray bottle
near the changing table for disinfecting the area.
that have been soiled by bowel
is
plastic bag and kept
lined with a
only.
mobile
The adult should sing or talk to the baby
bleach per gallon of water should be kept in a
small
care
Diaper-s
movements should be tied
in a
in a
covered waste container that
plastic bag and designated for
soiled diapers
The care giver should wash his/her hands and the
baby's hands after each changing
Feeding time
(Maxim,
1990).
is another event that occurs often in the
Be sure to
infant program.
babies'
each bottle with the
names so it is easily known which formula belongs to
which baby.
a child.
baby,
label
Hands should be washed thoroughly before feeding
During feeding,
make eye contact,
the care giver should cuddle the
and talk and hum to the baby.
There are many play activities that an infant will
enjoy.
Mimicking;
and action games,
knees,
for
tickling,
infants.
drop and fetch;
it.
and bouncing on the knee,
ar~
al I enjoyable
It is important that the care giver hold a
the baby and encourage him to reach
It is also important to
surfaces during feeding,
a
pat-a-cake;
such as swinging the baby between one's
favorite toy in front of
for
peek-a-boo;
lay the baby on a variety of
changing,
rest,
variety of surfaces such as plastic,
and play.
cloth,
Toys with
furry,
soft,
and smooth should be provided.
Crib toys are an essential
part of any infant program.
Crib gyms can be made by stretching a
length of heavy-gage
elastic across the crib and attaching it on both sides.
Several
shorter
lengths of elastic can be tied on so they
hang down a short distance.
Rattles,
can be securely tied to the shorter
plastic spoons,
lengths;
the items are big enough so the baby will
etc.
just make sure
not swallow them.
The infant wil I begin to enjoy hitting the objects and wil I
soon find she can grasp them.
safe.
on,
The eyes,
nose,
mouth,
Make sure cuddly toys are
and such should be embroidered
so the baby can not pul I them off and swal low them.
Music boxes are definitely an asset to the infants'
environment.
pacifiers.
pacifier,
floor,
Care givers should check with parents about
If
the parents want their child to have a
If
one should be sent from home.
it drops onto the
it should be immersed in boiling water for 25 minutes.
Squeeze toys made from vividly colored fabric and stuffed
with old pantyhose make wonderful
playthings for
infants.
Doughnut shaped toys are probably the best because the
(Maxim,
can firmly grasp the toy
their
1990).
Adults should use
imaginations to create inexpensive toys for
Care should be taken,
large enough that
however,
infants will
infant
infants.
to make sure the toys are
not choke on them.
Aotivitie. tor Toddler.
Toddlers are busy
walk,
little people.
and are fal ling down often.
They enjoy pul ling and
pushing toys and can stack two to four
repeatedly pick up and
are openly affectionate.
hop,
(2 to 3 years of age)
They can pedal
tricycle
And anyone who has been around
low furniture to hold onto.
enjoy surprise boxes and music boxes.
and records are a
a
are
that they invariably ask "Why?"
Young toddlers need
will
They enjoy scribbling
and gal lop.
and other wheeled toys.
toddlers much knows
Toddlers
They crave adult attention and
Older toddlers
learning to jump,
objects.
throw objects and are fascinated by
looking inside containers.
energetically.
They are beginning to
good suggestion.
Blocks,
They
Record players
balls,
nesting
toys,
plastic containers,
items
Toddlers enjoy playing Fol low the Leader,
for
toddlers.
It,
Lotto games,
(Maxim,
and pounding toys are popular
1990).
Pouring Fun,
and
Name
laundry basket Basketbal I
Toddlers are very energetic,
and teachers
should provide many stimulating activities to keep up with
their busy minds.
Older Pre.ohooler.
The curriculum of older preschoolers
olds)
includes many facets.
special
routines,
Children feel
the other children.
art,
the names of
games should be
constructive
"areas" for
such as color,
shape,
these activities.
and perceptual
introduced and reinforced throughout the
Language and
integral
and the names
and music can al I be incorporated into the
Basic concept skills,
listening,
learn the names of
the months,
Sociodramatic play,
curriculum by defining special
year.
comfortable with
and these routines help children
the days of the week,
play,
important to include
daily routines such as calendar concepts and
attendance recordings.
of
It is
(4- and 5-year-
literacy skil Is,
rhymes and poems,
parts of
such as speaking,
and reading stories are all
the preschool
such as mathematics and science,
introduced to the children in a
curriculum.
Formal
subjects,
should not be formally
"sit down and
learn" method.
Certain basic concepts from these and other subjects can be
explored with young children,
but the
learning should be
in
the form of
games,
manipulatives,
experiments,
opposed to pencil
Simple,
and using
and paper activities such as
Another fun activity for
worksheets.
cooking.
songs,
these youngsters
is
uncooked recipes and supervised cooking
recipes can be great activities for
If
preschoolers.
an
cooking activity is fol lowed by discussion and the making of
an experience chart,
lis~:ening,
the children are practicing speaking,
and reading skills all
Experience charts are a wonderful
any kind of
visit by a
has
field
guest,
tr-ip,
(Maxim,
at once
1990).
means of education.
walk to the park,
the children can tell
After-
exciting event,
a
or
story about what
just happened while the teacher writes exactly what they
say on
large,
mural-size paper.
This helps the children make
the connection between their spoken words and the words the
teacher
is writing on the paper.
finished,
it is
exactly as
chi I dr-en.
At some point,
it a
is written
the chi Idren wi 11
to the
start to be able
just because they remember saying
This step is exciting,
step to reading.
exciting to work with,
go back and read
it was said and written,
few moments earlier.
is the first
the story is
important that the teacher
the story,
to "read" what
After
Preschool
because it
children are so
because they are extremely interested
in the world around them,
and they are starting to make the
transition into young people who can communicate effectively
with adults and who may someday become important
For
of
these reasons,
leaders.
it is of extreme importance that educators
these children do their best to provide a
stimulating
env~ronment
that it
is
It is also for
for young children.
important for- society,
in gener-al,
these reasons
to begin to
look at early childhood programs as more than babysitting
services.
Choolinl Good TOYI and Aotiviti ••
What are good toys for young children?
Good toys for
young children are attractive and interesting,
constructed,
durable,
children's abilities,
and useful
well
wei I
They are matched to
and safe.
good for children of different ages,
Safe toys for young children are
in various ways.
made with no sharp parts or splinters and wil I not pinch
the child.
The toys should be painted with nontoxic,
free paint,
should be shatter proof,
clean.
Toys should be arranged on
and should be easy to
low,
open shelves,
are easy for children to reach and return.
to note that wonderful
from common household
fabric scraps,
lead-
It
is
so they
important
toys and play materials can be made
items,
such as plastic containers,
and magazines.
Toys need not cost a
lot,
too nany can overstimulate a child and make it hard for
to select something interesting
The following chart gives a
of
(Brown,
good
toys.
rattle,
Lui labies,
idea about which types
large rings,
nursery rhymes,
him
1984).
toys and activities are appropriate for
Birth to 3 months:
and
given age
levels.
squeeze or sucking
poems.
Bright
-
pictures of
faces
Bell s
hung so the baby can see them.
firmly attached to baby's wrist,
Cardboard or vinyl
ankle,
booties.
books with high-contrast
Brightly
illustrations to stand in baby's view.
Mobile with parts visible from
patterned crib sheets.
the baby's position.
soft doll,
4 te) 6 months:
noise when batted,
spoons,
squeezed,
chew,
covered in plastic,
and shake.
Measuring
books with bright
Pictures of
hung at child's
Fingerplays,
mirror.
or mouthed.
Cloth or vinyl
teething toys.
pictures to grasp,
Toys that make
texture ball.
level;
simple songs,
faces
unbreakable
peek-a-boo.
Socks
with bright designs or faces.
all
7 to 12 months:
of
stuffed animals,
beads,
blocks,
container-so
Recordings of
blocks,
the above,
and puppets.
bal Is.
Board books to read,
voices,
animal
1 to 1-1/2 years:
Puzzles
al I of
(2 to 6
large
Games
old magazines to tear.
sounds,
and music.
Wooden
Water toys that float.
large plastic bal Is.
vehicle with wheels.
box.
Container for
Nesting toy or plastic
large soft blocks.
Rubber or
plus rag and baby dol Is,
Soft plastic or wood
like peek-a-boo.
the above plus surprise or music
large pieces with knobs).
and recordings with songs,
rhymes,
Books
simple stories,
and
Wide watercolor markers,
pictures.
crayons,
Geometric,
large blank paper.
cardboard blocks.
People and animals,
measuring cups,
boats,
cardboard box to crawl
unit,
vehicles:
containers,
wood or
in.
Large
washable doll.
Toys that
jingle or move
Kitchen cupboard of safe pots,
when used.
or
Sand and water play--plastic
Pounding bench.
rubber.
non-toxic fat
pans,
I ids,
and utensils.
self-help toys--sorting box,
1-1/2 to 2 years:
pegs.
Large spools or beads to string.
lar·ge colorful
clay,
bel Is,
and pans.
illustrations,
drum.
toy telephone,
2 to 3-1/2 years:
Books with
Soft dough
short stories.
Smal I broom,
Shopping cart,
holes with
wagon,
sponge,
camera,
steerable riding toy,
washable dol I.
wood puzzles with 4 to 20 pieces.
Pegboards,
sewing cards,
dominoes.
Picture/story books about familiar
poems.
Classical,
tempera paint,
glue.
1/2
folk,
stacking toys,
chi ldren' s
inch brushes,
large pieces.
Hammer
roofing nails,
nailing block.
(13 oz.
steel
dol I with a
few clothes,
music.
things,
Finger or
shanked),
white
soft wood,
wood block,
Wagon or
riding toy.
dol I bed.
lotto,
wood train set with
Triangle,
texture- and sound-matching games.
large rubber ball,
picture
blunt scissors,
Unit blocks and accessories,
wheelbarrow,
pots
Washable
Dress'-up clothes
(hats,
shoes,
shirts),
hand puppets.
puzzles with more pieces,
3-1/2 to 5 years:
Smal IeI' beads,
board games.
objects to sort.
Flannel
study numbers and
letters.
thick crayons,
easel,
chalk,
book and
narrower paint
paste,
tape and
vehicles.
Constr-uction set
Woodworking bench.
saw,
sandpaper.
Sand and water play--egg beater,
muffin tin,
Xylophone,
Roller skates,
maracas,
bat and balls,
tambourine.
balance board.
bean bags and target.
size stove or sink,
cartons,
Planks,
Bowl ing pins,
boxes,
toy telephone,
more dress-up clothes,
accessories.
settings.
5 to 8 years:
Airport,
plastic
ring toss,
old tires.
play food,
dolls,
house,
vehicles.
Chi ld-
cardboard
carriage,
and
other miniature
Finger or stick puppets.
all
toys for 3- and 4-year-olds plus more
complex puzzles.
and card games.
weaving.
doll
simple
More unit block shapes and
real istic model
with smal leI' pieces.
letters,
More detai led books,
col Jage material.
accessories,
smal I
board with pictures,
Potters clay,
record sets.
dispenser,
parquetry blocks,
Sturdy record/tape player,
science book.
brushes,
simple card or
More difficult games,
Yarn,
Magnets,
big needles,
balance scales,
including board
mesh fabric,
magnifying glass,
math games made for 5- through 7-year-olds with pieces
to handle.
Books with chapters,
favorite stories
children can read and adults can read to children
7- and 8-year-olds),
children's recipe books,
for older children to write
stapler,
hold punch,
simple camera,
Brace and bits,
attribute blocks.
pump,
funnel,
crayons,
More unit blocks,
film.
metric measure.
oil
hollow or
screwdriver,
screws,
Sand and water play--food coloring,
containers.
Harmonica,
kazoo,
Outdoor toys--playground ball,
jump rope,
Frisbee,
bicycle,
typewriter,
activities.
charcoal,
props,
recorder.
register,
diaries
Watercolors,
in privately.
chalkboard,
(even
guitar,
tetherball,
roller skates.
Cash
Nature
other dramatic play props.
7- and 8-year-olds are beginning to be
interested in hobbies,
group and team games,
clubs,
and
time to "hang out" and talk with friends.
(Maxim,
p305-308).
Parent Involvement
Parents can play an important part in the early
childhood education curriculum.
Teachers must
learn to
respect and use the abilities of parents.
Parent
involvement
wil I benefit the school
(1981)
points out
and family.
Click
that parents who took part in early cooperative school
they
learned a
lot about their children and gained a
knowledge of child development;
they found comfort
found
greater
in knowing
that other parents experience the same problems as they;
learned that the school
is a
social
unit as wei I as an
they
educational
It is
one.
important for parents not to feel
intimidated by teachers and for
parents will
mus~
teachers to not fear
take over their classrooms.
that the
Parents and teachers
work together to determine the best environment for
chi Id' s physical,
social,
and
intellectual
growth.
in the classroom,
activities at home,
committees,
can be taught how to expand on
can be part of planning and advisory
can offer professional
ski lis for consultation,
and can provide enrichment to the curriculum
Click (1981)
initial
incentives must be provided,
contact with parents.
1981).
Also,
and contact must be sustained.
impressions of the school
not parents feel
tCI ick.
says that the first step in bringing about
parent involvement is
The first
There are
Parents can
many ways parents can take part in the program.
be aides
the
may determine whether or
welcome and able to be involved.
Some
suggestions include having the parent and child come to
school
during or after school
hours for
initial
contact,
so
the teacher can have a chance to talk to the child and parent
in the school
setting.
Also,
maybe a
home visit could be
scheduled before the day the child is to begin school.
Initial
contact can also be gained through an open house.
Teacners must be
children.
just as responsive to parents as they are to
A few words of greeting when the parent brings the
child to school
in the morning and a brief chat at the end of
the day wil I help the parents feel
area should be provided for
appreciated.
the parents.
The
A lounge
lounge should
-
Couches and tables
convey a nice home-like atmosphere.
On the tables,
should be attractive.
pertinent articles
about child care and child development should be displayed
for
the parents to read
help keep parents
if
informed of school
that affect their families.
recent newsletter,
A bulletin board will
they wish.
and community events
The weekly meal
menu,
most
and activity ideas that the parents can
try with their children at home can all
be posted on the
bul ietin board.
The most
the parents'
important incentive for parent
interest in their children.
sponsored by a
business or corporation,
allowed paid time away from the
In a
schoo I.
day care center,
involvement
Also,
in a
is
pi'ogram
mothers may be
job to visit or help at the
participation can be
encouraged by arranging dinner meetings right after school.
Care for
children can be provided while parents participate.
To sustain interest,
frequent
feedback about children's progress,
recognition of
parents feel
useful
parents'
contributions,
and
making
and good about themselves wil I all
help.
Activities can be geared to adult needs and unrelated to the
children.
For example,
sewing classes,
classes
in nutrition,
clas3es
in family finance,
and trips to museums or theaters
(Click,
1981).
feel
However,
it
is
important that the
parents know what their children do every day,
impo~tance
reason,
of
and the
the activities the teachers prepare.
it would be a
good
idea to
"Activity Night" and provide finger
For this
invite parents for
painting,
block building,
-
soc:~odramatic,
music,
and science exploration experiences.
Teachers should encourage the parents to really dig
enjoy the activities.
in and
While the activities are going on,
teachers should discuss with parents the skills that each
activity builds
parents will
in the children.
At the end of
the evening,
have art papers to take home and share with
their children
(and maybe even hang on the refrigerator next
to the child's papers).
extent of parent
Records should be kept to show the
involvement:
should be current;
lists of committee members
minutes of meetings should be taken;
attendance at committee meetings and board meetings should be
kept;
copies of
resoultions made at meetings should be
available for al I parents
in the school;
correspondence
pertaining to parent activities should be copied and filed;
evaluations of
parent involvement should be recorded;
information regarding any citations or awards to parents
should be kept.
Along with quality toys and activities for
quality
involvement with parents helps promote a
early childhood education curriculum.
of
the children,
quality
There are many aspects
the curriculum that must be monitored closely to make sure
quality
is kept.
curriculum,
Play should always be involved
everyday experiences help the children develop
intellectually and help them make sense of
infa~ts
care,
in the
their world,
and toddlers are unique and sometimes need special
older preschoolers are rapidly developing
intellectually,
and parents should be included in all
of
this
and made to feel
wil I make all
welcome at the school.
involved feel
A quality curriculum
more comfortable and satisfied
with the program.
In Support of Early Childhood Eduoation
Many people do not understand the ful I realm of early
To many people,
childhood education.
day care centers are
merely baby-sitting services for parents who have to work and
can not stay home with their children.
in a quality early childhood setting,
been conducted which prove this.
studies are the Perry Preschool
To begin with,
Epstein,
Perry Preschool
Michigan.
(1985)
Project,
and many studies have
Two of the most famous
Berruets-Clement,
spent two years
123 children born between
group.
level
group
in preschool,
while al I the younger children
in preschool.
This
longitudinal
study
The subjects were
low-income blacks whose parents average education
was 9.4.
Forty-seven percent of
single-parent homes.
prog~am
preschool
The 4-year-olds selected in 1962
followed the children to the age of 19.
primarily
the
which was conducted in Ypsilanti,
1958 and 1962 were randomly divided into a
spent one year
Barnett,
summarize the effects of
For this 1962 study,
and a non-preschool
is not the case
Project and Head Start.
Schweinhart,
and Weikhart
This
each year.
Teams of four
The program
hours each w0ekday morning;
the children
lived in
teachers stafted the
lasted 7-1/2 months for 2-1/2
the child-teacher ratio was 1:5
-
a
I'
The teachers also made home visits to each mother and
~3.
child for
The major sources of data for
1-1/2 hours weekly.
the results were interviews with the children at age 19,
reports from primary and secondary schools,
records,
and records of social
the children who were
in school
competence,
involved in the preschool
longer,
were
group.
education classes when
On measures of social
when comparing the study group to the control
members of
the study group were arrested
and the females had fewer
socioeconomic success,
employed,
program
scored better on tests of functional
in special
compared to the control
group,
is concerned,
less often classified as mentally retarded,
and spent fewer years
res~onsibility,
The results
service agencies.
As far as scholastic success
were as fol lows.
stayed
police and court
teenage pregnancies.
twice as many of
less often,
On
the study group were
and half as many were receiving welfare as compared
to members of the control
group.
the return of
investment was 3-1/2 times the cost
of
the initial
In a cost-benefit analysis,
two years of preschool and seven times the cost of one
year.
The major benefits to society include reduced cost of
later education and
increased earnings,
welfare assistance and crime
This
is not to say,
however,
produce marvelous effects.
be carefully designed.
to have
(Schweinhart et ai,
that all
preschool
The content of
programmatic
1985).
programs
the program must
Quality is essential
long-term benefits.
invo_vement,
decreased costs for
if a
program is
Quality calls for "parent
leadership by supervisors and
-
directors,
competent and genuinely enthusiastic teachers,
articulated curriculum of proven effectiveness,
service training program,
The concern for
the early 1960s
righting the wrongs of poverty in
in design to the Perry Preschool
with progr'ammed activities,
first,
scores,
but after a
as well
as home visits.
few years the children'S scores
group children's scores
The difference,
however,
standardized test scores,
teachers'
This
Project,
At
the research on Head Start showed an increase
out near control
1986) .
preschool
lead to the development of Head Start.
program is similar
in-
p553).
The Head Start Program is another familiar
project.
sound
and the feedback provided by
CSchweinhart et ai,
program evaluation"
a
an
but
in test
leveled
(Featherstone,
is not to be found
in
in children's abilities to meet
expectations and to avoid being
labeled failures.
It is plain to see that the bandwagon is growing in support
for early childhood programs,
money-wise.
dol lars annually are funded by the federal
Head Start,
1.5 b i I I ion
government for
other federally funded child-care programs,
programs for disadvantaged children,
handicapped children
and incentive grants for
CSchweinhart et ai,
1985).
Studies have been done comparing three different models
of preschool
programs for disadvantaged 3- and 4-year-olds.
Schweinhart discussed three part-day programs with Ronald
Brandt
(1986).
authoritarian.
initiated
One program was heavily teacher-directed,
or
The other two programs focused on child-
learning activities.
The High/Scope model,
where
-
teacher and child collaborate to plan and the teacher's role
is
largely facilitator of
traditional
learning was one model.
nursery school,
where the teacher tries to
respond to children's needs and
activities,
in which the children choose
but do not necessarily engage in planning was the
The children in the teacher-directed model
othEH mode 1.
involved in twice as much delinquency,
instances of property damage,
vio.ence,
A
five times as many
twice as much personal
twice as much drug abuse,
and were
less
likely to
be involved in sports and other student activities.
parents did not think as highly of them
(Brandt,
models were successful
however.
on short-term IQ,
Schweinhart and Weikart
that good preschool
benefits for
low-income children by
Project;
Home Program;
New York,
NY.
1965; Long
Island,
All
long-term
looking at seven
MI.
NY.
1968; Milwaukee,
TN.
The Perr"y
The Mother-Child
The Harlem Study;
The Rome Head Start Program;
1975; New York State.
structure.
1986).
provide more evidence
1962; Murfreesboro,
1962; Ypsilanti,
The Milwaukee Study;
Program;
Their
The seven studies they reviewed are the
Early Training Project;
Pre::chool
(1985)
programs have short- and
exemplary studies.
were
WI.
1966; Rome,
The seven studies differed in
compiled of classroom programs five days a week,
but all
some were
some were
are of merit.
Outcomes for participants at each period of their
included improved intellectual
GA.
The New York Pre-K
Some were compiled of only home visits,
twice-weekly tutoring sessions,
1966;
lives
performance during early
childhood;
better scholastic placement and
improved
scholastic achievement during the elementary years;
rates of delinquency and higher rates of
All
~ormalize
early childhood education?
To begin with,
reasons why.
the symbolic world,
that mental
points out,
capacities.
when
does not
past
or kindergarten
As Elkind
Technology can
learning to read,
knowledge
Elkind makes a
formal
level,
development;
the material
good argument
education programs at the
"modern technology does not
research on child development
indicate that children are brighter than in the
and children with a year or two of day care or
nursery school
p9).
some people
is accelerated.
lead to knowledge of
against the introduction of
accelerate mental
With
(learning to recognize and decode them)
(comprehension).
preschool
1986).
it can not alter our biological
For example.
does not automatically
(Elkind,
is simply not true.
but
about written symbols
decoded
There are many
in this generation,
development
this
extend and amplify,
why don't
they need to conceptualize the concrete
more exposure to technology
may feel
So,
"before young children can enter
wor_d which the symbols represent"
(1986)
& Weikart, 1985).
of these results seem to be saying the same thing:
quality early childhood education pays off.
we
lower
graduation and
(Schweinhart
employment during adolescence
and
School
are not in need of formal
programs
readiness does not mean pushing first
material
down to 4-year-olds.
writing,
and arithmetic.
(Elkind,
grade
It does not mean reading,
Children
learn from toys,
from
.-
play,
from touching and moving things around,
thi~gs
to see how they react,
from poking
(Brandt,
and from their senses
19813).
The most valuable benefits of early childhood education
are attitude and behavior,
not test scores.
In the past,
the:e was not much evidence to support early childhood
education,
to
but recent research has begun to change this due
longitudinal
studies through elementary school
Helen Featherstone suggests that,
adu.: t hood.
schooling becomes available to all,
who would otherwise repeat a
(Featherstone,
pi7).
grade or require a
Care must be taken,
part of
that
and quality must always be
From planning,
to
to reviewing support for early childhood
quality is the key word.
up by Schweinhart et al.
life of
however,
looked at various aspects of building a
quality early childhood program.
education,
expectations
the program.
This project has
curriculum,
special
alongside their peers"
programs do not become to formal,
an essential
"if pre-
thousands of youngsters
education placement wil I meet their teachers'
and proceed through school
and even
This project
when they state,
is summed
"The quality of
today's young children has profound consequences for
tomorrow's adults.
For better or worse,
of early childhood education"
(p553).
that
is the promise
-
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"Child's Right to Play"
Administering
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Janet F. Brown, ed.
National Association for the Education of Young
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Washington, D. C.
1984.
p68.
Brandt, Ronald S.
"On Long-Term Effects of Early Education:
A Conversation with Lawerence Schweinhart"
Educational
Leadership.
November, 1986.
pp15-18.
Brol,,'n, Janet F., editor.
Administering Programs for Young
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National Association for the Education of
Young Chi ldren.
Washington, D.C.
1984.
Click, Phyllis.
Administration £i Shcools for Young
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Delmar Publishers Inc.
Albany, NY.
1981.
Elkind, David.
Principal.
"In Defense of Early Childhood Education"
May, 1986.
pp6-9.
Featherstone, Helen.
Principal.
May,
"PRESCHOOL:
It Does Make a Difference"
1986.
pp16-17.
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"Surviving the Competition:
Economic
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Janet F.
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National Association for the Education of
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Washington, D.C.
1984.
pp163-171.
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Columbus, OH.
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Phi Delta
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April, 1985.
pp548-553.
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Phi Delta
Kappan.
April, 1985.
pp545-548.
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"Everyday Experiences and
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Administering Programs for
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National
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1984.
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