Relationship with a Responsive Adult. A relationship
with a responsive adult nurtures children’s interest in learning
and their emerging abilities. The quality of the teacher-child relationship
influences social skills and school-readiness.
Adult-Child Ratios. Small groups and low adult-child
ratios allow for increased teacher-child interactions, greater child-initiated
activity, increased language skills and more positive social interactions
among children.
Well-Planned Curriculum. A well-planned curriculum
with identified learning outcomes, which includes and integrates
cognitive, social, emotional and physical development, leads to
improved and more complex thinking skills.
Inclusive Programming. Children living in circumstances
that place them at-risk of school failure have been shown to benefit
from programs that include components that compensate for a lack
of opportunities at home. Planned curriculum, cultural activities
and access to supportive services enhance developmental outcomes
for children. Inclusive programming includes children with special
needs, as defined in a medical sense, but it encompasses far more
than just physical or cognitive special needs.
Professional Development. The professional development
of teachers is related to program quality and predicts outcomes
for children. Formal education and training have been consistently
linked to positive caregiver behaviors.
Effective Supervision. High-quality supervision
is an essential component of exemplary programs. Professionals given
the opportunity to reflect on their practice, interactions with
children and effectiveness of classroom activities contribute to
program quality.