Finding the right environment for your child and family isn’t simple, but it’s certainly doable. Begin with these initial questions:
Where? Do I want my child in a home or school setting, full or part time? Home settings can be cozy, but caregiver credentials vary. California licensing requires a child to caregiver ratio of no more than 4:1 for infants, 6:1 for 2-year-olds, and 12:1 for 3- and 4-year-olds in school settings.
In home settings, the maximum group size is 12, and there must be at least two caregivers for settings of more than six children. Cost will vary depending on the type of program and number of hours of care. You will also want to consider the distance from home or your work to the school.
When? Are there socialization concerns or separation issues? Is an at-home parent ready for time alone? Is the child ready for kindergarten? Children should have at least one year — but preferably two years — of a quality group experience before starting kindergarten.
Who? Will your active child be restless in a program with limited outdoor time? Will the school encourage children to sample a variety of indoor and outdoor activities? How will children learn conflict-resolution skills and develop resiliency? Will your sensitive child become easily overwhelmed in a large crowd? Also think about yourself. Does the school have a community that you can become part of? Are there opportunities for you to be involved in ways that work within your time constraints and interests?
Now that you’ve thought about the basic questions, here are some popular teaching philosophies to consider when choosing an early learning program:
Developmental: A developmentally appropriate, play-based program supports learning in gross-motor and fine-motor skills, language and cognitive development, and social and emotional learning. Classrooms are teacher- directed or child-centered, depending on the school orientation. Includes free play time, as well as more structured circle times or group activities.
Montessori (Maria Montessori, 1870-1952): Classrooms are structured, with children moving from activity to activity at their own pace. Children are self-directed and encouraged to work independently, often in multi-age classrooms.
Parent cooperative: Parent participation is required, either in the classroom, at home or on a parent board. The basic philosophy is that children and parents go to school together with guidance from a qualified teacher. There is often a parent-education component either during the day or in evening meetings.
Reggio Emilia (Loris Malaguzzi, 1920-1994): Emphasis is on relationships with peers and adults, creative thinking skills and project work. Each project lasts from a few weeks to more than a month. Children’s progress is documented through posters or portfolios that capture a child’s learning process. The curriculum emerges from the children’s interests.
Language immersion: Children are taught in a foreign language. The classrooms and teachers may follow any of these teaching philosophies.
Waldorf (Rudolf Steiner, 1861-1925): These schools incorporate imaginative play, a multi-sensorial approach and learning by doing. Programs may include a lot of creative activity and natural materials in the classroom. Teachers receive specialized training, lead many group activities and often remain with the same set of children for several years.
Religious: These schools, affiliated with a religious organization, may incorporate a lot, a little, or no religious training.
University (or lab) schools: These are vehicles for teacher training and ongoing child development research. Children may benefit from the latest research in the child development field and are expected to be active participants in student research studies.
Academic: These programs stress preparation for kindergarten and elementary school, with early reading or formal reading readiness activities, an introduction to paper-and-pencil mathematics and a focus on achievement. The preschool day is structured, often with separate times for work and play.
Outdoor nature programs: Most of the time is spent outside exploring nature.
Once you’ve found an early learning environment that supports your child and family needs, be sure to communicate your enthusiasm for your child’s first school experience. For many children, this is the beginning of a new, special relationship with another trusted adult. Be supportive, confident and patient as your child learns to navigate the world outside the home. Become friendly with the teachers, caregivers and parents, and always focus on your child’s strengths. Your child will benefit from the gift of an early start.
See the accompanying Parents Place evaluation checklist on page 21.
Stephanie Barry Agnew is the parent-education coordinator at San Mateo Parents Place. She can be reached at (650) 931-1841 or [email protected]. Parents Place programs are listed at www.parentsplaceonline.org.
Checklist for early-childhood programs
Choosing a preschool for your child? Here is Stephanie Barry Agnew’s list of things to look for:
Physical environment
- Does the classroom have a variety of developmental, age-appropriate play materials?
- Are there tables or rug space for playing with materials?
- Are the indoor and outdoor play areas big enough for the number of children enrolled?
- Are there a variety of outdoor play options? Is there shade?
Interpersonal environment
- Are you and your child warmly welcomed?
- Do the children look happy, calm and engaged?
- How are peer conflicts handled?
- Are teachers using positive forms of redirection and discipline?
- Do staff members share the children’s daily experiences with parents? How?
Activities
- Is there a balance of indoor and outdoor play?
- Are children free to choose their activities?
- Are there a variety of basic visual art media and opportunities for dramatic play?
- Is musical play encouraged? Singing, dancing, instruments?
- Are age-appropriate self-help skills encouraged?
- Are children encouraged (not forced) to participate in circle time?
- Do teachers have time to read a story to the group and one-on-one daily?
Schedule
- Do teachers adapt the schedule to meet children’s needs (more time for art if children are engaged, more outdoor time if needed to work off excess energy)?
- How are transitions between activities handled?
Staff concerns
- Is there a high turnover of teachers?
- Is the staff knowledgeable about early childhood development and the correlation between play and learning?
- How much experience, education and training are required to teach at the school?