The results are in. Children who participate in quality preschool programs do better academically, professionally, and personally.  A high-quality preschool program focuses on early childhood learning and development while providing childcare for working parents.  It exposes children to academic concepts as well as critical social and emotional skills. Young children benefit from opportunities to interact with peers and learning to trust caregivers separate from family members.  To find the right environment for your child and family, begin with these initial questions:

• WHERE? Do I want my child in a home or school setting, full- or part-time?  Home settings can be cozy, but caregiver credentials vary. The smaller group size and mixed aged can be more comforting for slow to warm or very young children.  Center-based programs offer more social variety and a larger environment to explore. Cost will vary depending on the type of program and number of hours of care. There are also part-time options for parents who don’t need full-time care. Outdoor/Nature focused, and Parent Participation programs are great ways to let your children explore new things and meet new people while you also make connections to other parents.
• WHEN? Are both parents returning to work?  Is the at-home parent ready for time alone?  Is the child ready for TK or Kindergarten?  Some families need care soon after a baby is born, while others may only need socialization experience before beginning formal elementary school. Many parents are working remotely from home at least some of the time, but still need someone to give their young children the care and stimulation they deserve and need.   Children should have at least one year—but preferably two years—of a quality group experience before starting kindergarten.
•  WHO? Think about your child.  Will your active child be restless in a program with limited outdoor time?  Are children encouraged to sample a variety of indoor and outdoor activities?  How do children learn conflict resolution skills and develop resiliency?  Is your sensitive child easily overwhelmed in a large group?  Also think about yourself.  Does the school have a community that you can become part of?  Will you feel supported by teachers, administrators, and other parents? Are there opportunities for you to be involved in ways that work with your time constraints and interests?

Now that you’ve thought about the basic questions, let’s find out what type of preschool/child care best fits your child’s temperament and learning style.  Here are some popular teaching philosophies to consider when choosing an early learning program:

Developmental: A developmentally appropriate, play-based program supports learning in all five areas of development, including gross-motor and fine-motor skills, language and cognitive development, and social and emotional learning.  Classrooms are teacher-directed or child-centered, depending on the school orientation.  Includes free play time, as well as more structured circle times or group activities.

Montessori (Maria Montessori, 1870-1952): Classrooms are structured, with children moving from activity to activity at their own pace.  Many Montessori programs incorporate three principles: observation of the child, personal liberty, and preparation of the environment. Special materials emphasize the use of all the senses.  Children are self-directed and encouraged to work independently, often in multi-age classrooms. 

Parent Cooperative: Parent participation is required, either in the classroom, at home, or by serving on a parent board that operates the school.  The basic philosophy is that children and parents go to school together with guidance from a qualified teacher.  The focus is on child development.  There is often a parent education component either during the day or in evening meetings.  

Reggio Emilia (Loris Malaguzzi, 1920-1994): Evolved from the parent cooperative movement, these programs involve the community in the world of the child.  Emphasis is on relationships with peers and adults, creative thinking skills, and project work. Each project lasts from a few weeks to more than a month.  Children’s progress is documented through posters or portfolios that capture a child’s learning process. The curriculum emerges from the children’s interests. 

Language Immersion: Children are taught in a foreign language.  The classrooms and teachers may follow any of these teaching philosophies. Many language immersion programs adopt the Montessori philosophy.

Waldorf (Rudolf Steiner, 1861-1925): Develops a child’s intellectual powers in harmony with his or her nature.  Waldorf schools incorporate imaginative play, a multi-sensorial approach, and stress “learning by doing.” Programs may include a lot of creative activity and natural materials in the classroom.  Teachers receive specialized training, lead many group activities, and often remain with the same set of children for several years. 

Religious: Usually affiliated with a church, synagogue, or other religious organization, these programs may incorporate a lot, a little, or no religious training and may follow any of these teaching philosophies.

University (or lab) Schools:  These programs are vehicles for teacher training and ongoing child development research.  The staff is usually required to have a higher learning degree, and there may be several student-researchers in the classroom at any one time.  Children may benefit from the latest research in the child development field and are expected to be active participants in student research studies.

Academic: Academic programs stress preparation for kindergarten and elementary school, with early reading or formal reading readiness activities, an introduction to paper-and-pencil mathematics, and a focus on achievement.  The preschool day is structured, often with separate times for “work” and “play.”

Outdoor/Nature Programs:  These programs are usually oriented toward spending most or all of the time outside exploring nature.  Most of these programs involve daily field trips to different locations at which the children explore the nature of the location with the guidance of a teacher who plans activities that apply to the place.  Some of the programs include parents; some do not.

Once you’ve found an early learning environment that supports your child and family needs, be sure to communicate your enthusiasm for your child’s first school experience.  For many children, this is the beginning of a new, special relationship with another trusted adult. Be supportive, confident, and patient as your child learns to navigate the world outside the home. Communicate openly and often with your child’s teacher to help him/her be in the best position to meet your child’s needs. Become friendly with the teachers, caregivers, and parents, and always focus on your child’s strengths. Your child will benefit from the gift of an early start.

Stephanie Barry Agnew is the Assistant Director of Parents Place, in The Center for Children and Youth.  She works with parents in groups and individually to help them through a wide variety of parenting issues, including discipline and school choices. She can be reached at 650-931-1841 or StephanieA@jfcs.org.

Learn more about all the Parents Place programs at https://ccy.jfcs.org/

To book an individual consultation about school choice or any other parenting question you may have, please email: ccyintake@jfcs.org