What Makes a Quality Early Learning Program?

All programs in Early Childhood Education are not equally effective in promoting the learning and development of young children. The overall effectiveness of an early childhood program is dependent upon several factors: quality staff, suitable environment, appropriate grouping practices and consistent schedules.

Children in the 3-8 year old range acquire knowledge in ways that are significantly different from the way older children learn. Younger children learn best through direct sensory encounters with the world and not through formal academic processes.  Young children acquire knowledge by manipulating, exploring, and experimenting with real objects. They learn almost exclusively by doing, and through movement.  Early childhood programs should provide an environment that incorporates play, as well as an enhanced learning atmosphere to prepare them for the transition into a more traditional form of learning.  After all, even the experts agree that preschool age children learn most through play.

The physical environment (which includes the classroom setting as well as the outdoor setting) should provide opportunities for the children to explore and learn. An appropriate indoor environment should include furniture that is child-sized, sturdy, and comfortable. Manipulatives, puzzles, and other learning/play materials should be displayed on shelves that are easily accessible to small children. The quality of the physical space and materials provided affects the level of involvement of the children and the quality of interaction between adults and children.  The outdoor setting is also important in early childhood programs. Children need space outdoors for play, exploration, and social interaction. Specific times during the day should be set aside for recess and outdoor activities. This time can be used for physical movement, climbing and playing on playground equipment, digging and planting, and individual play.

Effective early learning programs must provide a consistent daily schedule.  Young children feel more secure when they can predict the sequence of events and have some control over their environment. They delight in reminding the teacher that “snack time comes next” or telling a visitor that “now we go outside.” In addition, predictability provides children with a rudimentary sense of time, as they begin to learn what comes first in the day, second, next, and last. A consistent schedule also helps build trust in the environment.

• Young children learn best through active, engaged, meaningful learning.
• Young children learn best in an early childhood program that is developmentally appropriate.
• Young children learn best in an early childhood environment that is appropriate for their age and stage of development.
• Young children benefit from a consistent routine or daily schedule in the early childhood classroom.
• Young children learn best when the school develops a sense of community for all participants.
• Young children function best in early childhood programs that value and reinforce continuity.
• Young children benefit from early childhood programs that provide a careful transition from preschool to kindergarten.
• Young children learn best when they are with teachers who consider them and respond to them as individuals.