Important things to look for in choosing a program for your child:

A high-quality early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. In an accredited program you should see:

• The physical environment must beckon children to speak, read, write and support their natural disposition to progress as readers and writers. Here are some guidelines for creating a physical environment that appeals to young readers and writers.
• You should see a comfortable, cozy, well-lit area away from the very active areas in the classroom. Here children can “read” on their own, “read” to one another or be read to by an adult, without being interrupted. A variety of books that contain text about different subjects and appeal to the interests of the children should be available. Books must also reflect the identity, primary language, and culture of the children.
• The art area can offer children a variety of writing tools and materials, including paper of various colors, markers, paint brushes, and crayons.
  Pencils, crayons, and paper need to be available in the block and housekeeping areas for children to use to make signs, develop shopping lists, and write captions and notes.
• Dramatic play props, such as laundry tickets, cash register receipts, and menus, should be available.
• You should see paper, pencils, crayons, and markers in areas near tables or other surfaces where children can access them easily for writing.
• You should see a variety of age-appropriate and culturally-diverse materials around the room. These should be well displayed so that children can readily find what they want. Books can be placed in the housekeeping area, and newspapers, magazine and reading games also can be used.
• You should see a variety of written materials that have been created by children, teachers, and parents that reflect the interests of the children (e.g. a class book that has been created based on an experience that children have had, photographs and stories from the community that were produced after a walk in the community).
• You should see teaching strategies and experiences that develop an awareness of the difference in spoken words, syllables and sounds. Songs, finger plays, games, poems and stories, phonemic patterns such as rhyme and alliterations should be prominent.
• You should see children compare letter shapes and sound similarities of words and letters, for example, using alphabet sorting boxes, alphabet books, and puzzles, and listening to patterned, predictable texts and nursery rhymes.
• Frequent, positive, warm interactions among teachers and children.
• Planned learning activities appropriate to children’s age and development, such as reading stories, block building, painting, dress-up, and active outdoor play.
• Specially trained teachers and administrators.
• Ongoing professional development.
• Enough adults to respond to individual children.
• Many varied age-appropriate materials.
• Respect for cultural diversity.
• Healthy and safe environment for adults and children.
• Inclusive environments.
• Nutritious meals and/or snacks.
• Regular, two-way communications with families who are welcome visitors at all times.
• Effective administration.
• Ongoing, systematic evaluation.