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Part 1 Organizing a Quality Child Care Program
sciences (formerly home economics), or early
childhood education prepares teachers to meet
children’s needs. They are better able to make
decisions about program activities and guid-
ance. They know where to go for information.
Trained staff also understand that working with
young children is a challenging job requiring
careful thought and planning.
States vary in terms of the training required
for different positions. Some states require four-
year college degrees for teachers and adminis-
trators. Child development specialists and the
major professional organizations in this field
recommend this requirement. Other states
require a two-year degree (Associate’s Degree)
for these positions. In some states, a combination of child development coursework
and on-the-job experience is acceptable. In general, there is an increasing awareness
that trained personnel are necessary for a good program. All states currently have
some requirements regarding acceptable levels of staff education and/or training in
their licensing requirements.
Low Adult-to-Child Ratio
Young children need warm, supportive, on-going relationships with consistent,
caring adults. They need adults who know them well and understand them. If an
insufficient number of adults are assigned to a group of children, the overall quality
of care is diminished. When the adult-to-child ratio is too high, each caregiver has a
larger number of children under their care. As a result, more time must be spent on
basic care routines. Staff has less time to spend interacting with each child, helping
them learn, and addressing individual needs. Staff members are more likely to be
stressed when they are responsible for a large number of children. When the adult-to-
child ratio is low, there are more adults for the group. Each child is able to have indi-
vidual attention from an assigned primary caregiver. Program activities can be
planned with each child in mind.
State licensing requirements identify adult-to-child ratios for the different age
groups of children. These vary from state to state. In general, younger age groups
require more adults than older age groups.
Small Group Size
Most state licensing standards also regulate the maximum number of children that
can be in a group based on the ages of the children in the group. Young infants and
toddlers must be in smaller groups. Older preschoolers can be in slightly larger
groups. As the group becomes larger, each child must try to cope with both more chil-
dren and adults. The types of activities that can be planned are limited. The indi-
vidual attention that each child receives is reduced. Even when the adult-to-child ratio
is low, large groups result in a more chaotic environment. Chances are greater that a
child's needs will not be responded to appropriately in a larger group.
Good Programs Have:
Trained teachers and staff
Low adult-to-child ratio
Small group size
Developmentally appropriate activities
Child-initiated activities
Clearly defined curriculum
Positive guidance
Parent involvement
1-4 Quality programs for children have certain
important characteristics in common.