What Parents Should Look for in Child Care

Regulations, Facilities, and Program Activities

Licensing of child-care centers and family child-care homes gives parents some protection. To determine which regulations apply in the area, contact the local or state department of health or social welfare. States vary in their requirements for the facilities and the staff. Criminal clearance of caregivers, health and safely regulations, and child-adult ratios are usually included. Many states have no special educational requirements for their family child-care providers and, as mentioned earlier in this chapter, thirty-two states require no prior training for teachers in centers (Children's Defense Fund, 1998).

The adult-child ratio affects the individual attention given to each child and the group size affects the interactions of children. The National Academy of Early Childhood Programs accreditation advocates the following standards. Ages of children are followed by adult-to-child ratio and group size.

Multi-age grouping is permissible and often encouraged. The staff-child ratio and group size requirements are based on the age of the majority of children, but when infants are included, ratios and group size for the infants must be maintained (NAEYC, 1984).

It is essential that parents visit a center and talk with the director, teachers, and children before enrolling their child. The school should welcome unannounced visits. The parents must check for safety in the total environment. Is the equipment appropriate and in good condition? Are gates latched so children cannot get out? Are activities well supervised? The child should also visit the program before being enrolled.

There should be a variety of developmentally and culturally appropriate activities as well as equipment and materials so that each child can develop in all areas—physical, social, intellectual, emotional, and creative. Physical development includes large and small motor skills and health issues. Particular attention should be paid to routines such as eating, toileting, and resting. Intellectual development involves the acquisition of language skills as well as general knowledge about one's "world" and how to function in daily tasks.

Children need opportunities to play and work with other children as well as to play and work alone. Activities should be balanced between active and quiet play both indoors and outside. Some activities should be teacher-directed while others should be selected by the child. The transition times between activities should be relaxed and provide pleasant learning experiences.

Learning centers should reflect children's families, cultures, and interests. Learning centers should include table-top activities with manipulative materials, activities with housekeeping props, dramatic play, books and quiet corner, music and movement, art and creative activities, cooking and science areas, and a block area. Look for outdoor climbing equipment, space to run, wheel toys, sensory motor activities such as obstacle courses, balls, beanbags, and hoops. Children need carpentry, gardening, and ample sand, water, and mud play. There should be nature walks and trips away from the center. (See How to Choose a Good Early Childhood Program by the National Association for the Education of Young Children, 1990.)

Children's View of a Child-Care Center or a Caregiver's Home

Who will take care of me? Will I be safe? What will I eat? Where will I go to the toilet? Where will I sleep? Who will be my friend? Judging the quality of a program from a child's point of view is what Lillian Katz calls from the bottom up approach (Katz, 1993).