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4: Quality Counts

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    The need for high-quality childcare continues to be a topic of interest as more and more families enter the workforce and more and more children need care. Every week, families from all socioeconomic backgrounds drop their children off at some type of childcare. According to the National Institute for Early Education Research, “In the United States, 76% of children ages three to four, receive education and care from someone other than a parent.” (NIEER, 2002). With so many children needing childcare, researchers and policymakers are tasked with figuring out how to best support the next generation of preschoolers. In this chapter, we will address the need for high-quality in early care and education as means to reduce the achievement gap between children from low to high socioeconomic families. We will also compare standard industry practices to what the field of early care and education recognizes as high-quality practices. Lastly, we will review some of the current observation methods, tools and techniques that can be used to ensure programs are implementing quality practices. [4]

    • 4.1: Closing the Achievement Gap
      This page emphasizes the critical role of high-quality early care and education for low-income children, which significantly boosts their future learning outcomes. Evaluations show benefits like improved math and reading scores, reduced special education needs, and increased graduation rates. However, financial barriers limit access for many families, exacerbating the achievement gap.
    • 4.2: Not all Preschool Programs are Alike
      This page discusses the challenges families encounter when selecting preschool programs amidst growing childcare demand. Key factors include cost, location, hours, philosophy, teacher qualifications, environment, and curriculum. Families navigate options such as state-funded and faith-based programs. In California, licensed childcare centers must meet specific regulations.
    • 4.3: Process Quality and Structural Quality
      This page explains the importance of high-quality early childhood programs, emphasizing both process and structural quality. Process quality includes interactions and health considerations, while structural quality refers to class size and teacher qualifications. Both aspects are interrelated, with smaller groups and qualified teachers enhancing supportive interactions, leading to better social and academic outcomes. Additionally, higher teacher wages contribute to improved process quality.
    • 4.4: A Look at Standard Industry Practices
      This page outlines the legal requirements for operating a childcare program in California, highlighting Title 22 Regulations focused on health, safety, and staff qualifications. It notes that curriculum and developmental practices are not included in these regulations. Annual inspections ensure compliance, addressing cleanliness and space, with penalties for non-compliance. Families can check a center's compliance status via the Community Care Licensing website.
    • 4.5: The Role of the Teacher in High-Quality Practices
      This page emphasizes the importance of teachers in creating high-quality early childhood education environments that meet diverse needs. Teachers should ensure safety, consider cultural and socioeconomic factors, and understand child development. Effective practices involve using suitable materials, engaging families, assessing children's progress, allowing sufficient learning time, and providing strong support systems.
    • 4.6: A Look at High-Quality Practices
      This page emphasizes the importance of high-quality early childhood programs that ensure continuous monitoring for effectiveness and adhere to regulations. Tools like ECERS and CLASS are utilized for assessment.
    • 4.7: Measuring High-Quality in Early Care and Education Classrooms
      One of the characteristics of a high-quality early childhood program is the practice of continuously monitoring children’s development, along with the environmental setting and teacher interactions. By evaluating the overall performance in these key areas, teachers, administrators and families can reflect, make necessary changes and improvements to support all students and families. There are numerous tools on the market that evaluate program quality.
    • 4.8: Conclusion and References
      This page emphasizes the importance of a rich learning environment and high-quality early childhood education for children's development, particularly for at-risk children in poverty. It highlights the need for educators to continuously assess and document their practices to improve quality and effectively meet the needs of children and families, addressing the ongoing achievement gap.

    This page titled 4: Quality Counts is shared under a CC BY license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam via source content that was edited to the style and standards of the LibreTexts platform.