What makes up a quality early learning program?

• Reach for the STARS! Child care and Head Start programs that participate in Keystone STARS meet many of these elements of quality as part of the STARS standards.
• Download a quick checklist of what to look for in a quality child care/ early learning program and questions to ask when you visit.

There has been more than 40 years of research to identify the elements of a quality child care/early learning program. Some of the most important elements are:

• A safe and healthy place for young children;
• Good teachers;
• Well-designed classrooms with appropriate learning activities; and
• Treating families as partners in their children's learning.

• Programs meet the appropriate regulations and have their certificate posted.
• Staff are trained in CPR and first aid.
• The facility is clean and orderly.
• There is an emergency plan and is it posted.
• Hazardous materials are locked away.
• Staff follow regulations on handwashing, diapering and preparing food.
• Staff have been trained in preventing, recognizing, and reporting child abuse.

Good teachers. The quality of the teacher is one of the most important pieces of a child care/ early learning program. 

• Teachers have education and training in early childhood education. Young children learn differently than older children and teaching styles are very different. It's important that your child's teacher has some education in child development or early childhood education. It's better if they have a Child Development Associate (CDA) credential or Associate's degree or Bachelor's degree in early childhood education. If they are a teacher certified in early childhood education, that's great!
• If you are looking for an afterschool program, teachers may have a Pennsylvania School-Age Professional credential.
• The program has low teacher turnover. Your child will bond with his/her teacher, and will experience stress if the teacher leaves during the year. It is better for your child if teachers stay longer.
• Teachers encourage children to safely explore and try new things. Children are comfortable, happy, and energized in the classroom. If there is a conflict or a child needs to be disciplined, the teacher handles this in a positive manner.
• You and your child get along well with the teacher. You feel that you can trust the teacher as a partner in your child's growth and learning.

• The classroom includes a number of learning stations, books and activities that are at the right skill level for the ages of the children in the class (or "developmentally appropriate.")
• The teacher prepares a daily lesson plan and uses a curriculum that is based on the Pennsylvania Early Learning Standards. By planning activities around the standards, the teacher is helping your child develop.
• The teachers take time to observe how each child is doing and checks the child's progress throughout the year using an "authentic assessment." Teachers will see how the child completes tasks and interacts with others, as well as look at artwork, writing and other work samples. Using this information, the teacher can determine how the child is developing and areas where the child may need extra support.
• The class sizes are small so teachers have time to work with each child one-on-one throughout the day. Regulations for group child care homes and child care centers require
• one staff person for every four infants (1:4)
• one staff person for every five 1-2 year olds (1:5)
• one staff person for every six 2-3 year olds (1:6)
• one staff person for every 10 3-4 year olds (1:10)
• one staff person for every 12 children in Kindergarten- 4th grade (1:12)
• one staff person for every 15 children older than 4th grade (1:15)

• If the classroom has children of different ages, or a mixed-age classroom, the ratios are a bit different.

Knowing the lingo. Early childhood educators may use some technical terms that you may not know, here are a few you may hear:

• Authentic assessment – an authentic assessment is one that measures a child's progress through observing the child in regular learning activities, rather than giving them a test.
• Child Development Associate (CDA) credential – This is a professional credential for child care/ early childhood staff, where the person takes 120 hours of training in early childhood education (usually college classes) and passes a verification visit to receive the credential.
• Child outcomes – this usually refers to how children have progressed through a program or school year, such as the percentage of children that were proficient in language, math or social skills at the beginning and end of a program year.
• Developmentally appropriate – learning activities and practices on behalf of the child that recognize that each child is unique and match the child's developmental abilities. Providing children with activities that are neither far below or above a child's skills.

• Families are encouraged to visit the program any time they want. Programs should allow you to drop in at any time. If they don't, this is a red flag.
• The teacher provides daily updates on your child's progress and provide you will tips and activities you can do at home.
• You feel comfortable talking with your child's teachers about any questions you have on his/her development or issues at home.

For a more in-depth look at what makes up a quality program, download "Is This the Right Place for My Child? 38 Research-Based Indicators of High Quality Child Care" from the National Association for Child Care Resource and Referral Agencies.