Characteristics Of A High Quality Program - 1203 Words

When researching early childhood programs, it’s important to look for characteristics of a high quality program. Components and characteristics of a high-quality program include, but are not limited to: a curriculum that is developmentally appropriate; teachers with adequate training; a safe environment; small group size and low adult to child ratios; and communication between parents and teachers (Schuyler Center for Analysis and Advocacy, 2012). Developmentally appropriate curriculum means using knowledge about child development to create a program that is suitable for the age and stage of development of the group of children you are teaching. At the same time, your program considers the needs of each individual child† (â€Å"Developmentally†¦show more content†¦Rooms should be organized for the safety and supervision of all children. Materials that are age-appropriate should be safe, and accessible to the children. Adequate staff must be available to meet an d ensure that all needs are met appropriately. High-quality programs should accommodate for indoor and outdoor play, and space for active and quiet play. Activities should allow for gross motor development, and provide safe surfaces for the children in case of falls or accidents. To meet the needs for emotional safety, staff should be understanding to the anxiety felt by both child and parent after separation, and help to ease this anxiety. Consistent schedules and clear expectations of staff and an age-appropriate environment will help to settle the child into the program, and provide a feeling of safety. The National Association for the Education of Young Children (NAEYC) has described a high-quality program as providing a â€Å"safe, nurturing environment that promotes the physical, social, emotional and cognitive development of young children while responding to the needs of families.† Early childhood education and interventions have various benefits for children. Experimental evidence has proven that program intensity matters, and that early intervention home-visit programs support cognitive development benefits with an intensity level of three visits per week (Powell Grantham-McGregor, 1989; Ramey Ramey, 1998). In one study in particular, it was