The first five years of a child’s life are nothing short of incredible. During these years, connections are being made in the brain at an alarming rate which will never again be made; the base, the foundation is being built for everything which follows in after life. Language develops; social behaviour emerges and the foundation for all future learning is laid. The effect of these early experiences is not merely upon childhood but upon the whole life of the individual.
But here is where many of the parents fail to understand fully. All early childhood environments are not of the same quality. The difference between quality care and mere basement supervision may be very fundamental and may affect the child’s level of confidence and curiosity and dealing with social relationships and problems, as well as various other facts in the child’s life. The real nature of what constitutes quality will be of utmost importance in the eye of the parent who really wants to give his child the best possible start in life so that he might conquer the world for itself.
An Environment Which Speaks Without Words
Come into a real quality early childhood centre and a story is told the moment the space is entered into. The environment has been created for young children. There is no sense of feeling cramped or hurry, but of spaciousness and togetherness and care. Spaces have been created which invite a child to explore on the one hand and spaces in which he can spend his quiet moments on the other. The natural light comes in through the windows, and there is a flow which is logical for the little child exploring its own environment.
Quality centres do not feel either cramped or chaotic, but there are zones for differing types of play and learning. There are art zones for messy artistic expression, zones for quiet reading, areas for the construction and building and outdoor areas which emphasise the association with indoor learning. Materials accessible to children promote independence but safety regulations appease parents’ fears.
The importance of the physical environment is not realized by many. Children are responsive to environments that are welcoming and meaningful. When Choosing the Right Childcare becomes a priority, parents often discover that the best centres have been designed specifically for early childhood rather than adapted from other uses. When the adventuresome nature of becomes a priority, parents find that the best centers for their children were designed specifically for early childhood development. Others which seem appropriate, have been adapted from areas of concentration for older children.
Educators Who See the Whole Child
The most important part of quality early-childhood education lies in the people who work with the children. Quality philosophys attract educators who know child development (not just those who like children). Such people realize that each situation allows for a learning experience and that their work is much more than supervision.
Quality educators observe children, analyze their interests, strengths, weaknesses, etc. They record the learning experiences through pictures and notes for each child, or group of children, thereby creating a composite for each individual in relation to growth. More importantly, they use this composite for adaptation of environment and situations necessary for development.
These educators realize that the delicate balance of providing help and yet urging independence is a fine line. They measure when to prevail upon the aid, and when to allow children to work through problems when they feel security and support. It is here that the difference in educator and baby-sitter becomes clear through these little moments of judicious intervention.
A Curriculum That Gives More Than Activities
Quality programs for early-childhood education work for well researched educational hypotheses rather than ignoring time with unrelated activities. The programmes used in these schools work with established philosophies that cover all aspects of development – physical, emotional and social and cognitive. The programme is flexible rather than rigid but is constructive and each experience is built on previous experiences.
Play is the essence of all quality programmes, but it is play with a purpose that is necessitated by an understanding of how children learn best. Art activities represent work to keep the hands from being idle, and develop fine co-ordination of hands and brains and further the use of adult values and outlook on life and relationship with their fellows. Outdoor exercise is not interpreted to be of value in using up energy, but to teach children the necessity of learning to evaluate risk in activities with physical challenge and to foster the ties between children and nature.
Quality programmes work under the realisation that education goes on all day and not only in direct structured experiences. Meal times become educational in learning to develop social skills and independence. Transition periods require teaching in delay and routines. Child versus child improprieties are also differently used educationally in quality programmes when they are used effectively by persons trained to handle them.
The relationship between child and care giver is the base on which all quality early childhood care rests. In quality programmes the child becomes securely attached to educators, which gives the emotional security that it needs to be able to explore and take risks and to learn from its mistakes.
These relationships take time for maturity, and that is the reason that in the quality centres there is a great amount of time spent to have the same staff working always. When children understand who will be helping them, they thrive; and when educators know children’s personalities, likes and dislikes, and developmental needs, they teach effectively, too.
Quality programmes are also about the centre/family relationship. Parents are contacted regularly about their children’s experiences, and educators find out, too, what the particular values and aims for the family are. This partnership approach permits smooth continuity between home and centre, where further learning may be done.
Assessment without Anxiety
Quality early childhood programmes assess children’s development continually, but not in ways which are uncomfortable or stressful. There are no formal tests, but educators observe and document progress in all developmental areas as a means of assessment. Small achievements are celebrated, and areas are noted where more input may be needed.
This assessment serves various purposes: it enables educators to plan suitable experiences, it tells parents something about the state of development of their child, and it ensures early diagnosis of all problems that may become apparent, and hence stands the best chance of successful intervention. The thing that separates quality programmes in this respect is that achievement enhances the experience, rather than detracts from it.
Parents of children in quality programmes receive regular updates which go beyond the basic day-to-day reports. Actual evidence of the child’s learning is presented to them in the form of photographs, samples of children’s art work and evaluations that give details of both achievements and developing new interests.
The Ripple Effect of Quality
The good effects of quality early childhood care goes on and on, well beyond the early years. Children involved in good programmes start school better prepared, with stronger social skills and greater confidence in their ability to learn and grow. They see challenge as opportunity, not threat.
Again and again, research shows that experience in quality early childhood programmes gives children advantages that keep compounding. They have stronger foundations on language and literacy skills, better facilities with respect to emotional regulation, and better attitudes toward learning. The advantages do not vanish with age but continue to be of assistance to children while they are in school and later on in life.
For families, quality quarters for their children not only provide parents with peace of mind, it allows them to concentrate better on their work, knowing that their children are not only safe but are in surroundings where they are encountering valuable learning experiences. The relationship with quality teachers helps parents better understand their child’s growth and improvement and they relate better, being encouraged in their involvement with their child’s life at home.
Recognizing Quality When It Is Found
Quality early childhood care can be recognized when parents know what things to look for. It finds expression in the pleasant but exciting atmosphere. It finds expression in the intelligent interactions of educators’ and children. It finds expression in the pride that individual staff members have in their work. Children in quality programmes are usually self assured, inquisitive and self assured in their independence and in calling for assistance when it is needed.
Quality programmes invite inquiry on the part of the parents offering clearly and openly information regarding their methods and philosophies of operation. They are glad to tell the parents frankly what they are doing and why they are doing certain things with respect to the curriculum and daily programme.
The “investments” in quality early childhood care provide dividends that are expected to last for a lifetime. It is true that while the initial costs are almost staggering, the long range return, in school readiness, social adjustment, willingness to learn, provide dividends so great that the investment in quality care is one of the best purchases parents can make for their children.
