Quality Indicators Of Christian

Early Childhood Programs

Developed by the
CDEA
Child Development Education Alliance

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The values of parents are becoming an important factor as they search for an early childhood program for child. Often parents choose a Christian program because they believe their Judeo-Christian values will be reinforced and their children will reach higher academic goals. In many cases, this is true. It is also true that parents often do not have enough information to make informed choices when trying to make a decision between Christian programs A and B. While price and location are factors in their decision, they are willing to drive a little farther and pay a little more if they are confident they have chosen the correct program for their child.

Parents, you may benefit by using the following guidelines when selecting a Christian Program. Though the guidelines do not guarantee quality, they are key elements to use as quality indicators of Christian early childhood programs.

1. The physical indication that the program's space is safe, clean, organized and well-stocked with children's resources and materials:

       Is the environment clean and sanitary?

       Do the children look healthy or do many children seem to have symptoms of illness?

       Are the meals and snacks nutritionally balanced and served in a sanitary manner?

       Does the environment look child safe?

       Does the curriculum provide a variety of learning activities for the concepts being taught?

       Do the teaching materials change from week to week in order to stimulate the interests of the children?

       Are the adult-child ratios only at a manageable level, or do they provide a ratio which allows the teacher to interact positively on a one to one level with each child?

       Is a system in place for drop off and pick up that guarantees your child will be given only to you or your authorized representative?

2. The evidence of staff nurture, care, and interaction with children and parents in an empathic manner.

       Programs, like people, develop their own personalities. Do the children seem happy and interested in the activities provided in the room?

       Is there a low hum of interactive learning?

       Do the teachers seem relaxed, pleasant and genuinely pleased to have you visiting their program?

       Are the dress and the climate of the staff professional as well as warm and inviting?

       Are the discipline procedures consistent and based on good guidance techniques?

       The goal of discipline is to guide children to make good choices. Discipline should not humiliate the child, but redirect his/her behavior in an acceptable direction.

3. The on-going demonstration of parent involvement within the program and activities:

       Are you provided with parent information and policies?

       Are you taken on a tour of the facility? Are the teachers and director responsive to your questions and concerns?

       Do the parent policies invite you to come for lunch, participate in field trips, come for holiday fun, or just drop by and spend a day with your child?

       Does the program hold a parent orientation?

       Will you be receiving calendars and newsletters at least monthly, keeping you informed of the activities of the program?

4. The display and documentation of well-trained staff who offer a wide range of interesting, age-appropriate lesson plans:

       Are the weekly lesson plans posted in the room?

       Is there evidence of the implementation of these activities in the classroom?

       Do the teachers have training in the principles of child development?

       Is the training from a reputable community or Christian college or university?

       If the training was secured from a secular school, is there additional training in the moral/spiritual development of the child from a reputable source?

       Does at least one lead teacher in each room have a minimum of an entry-level credential such as a CCDE, CDA, or an equivalency?

5. The exhibition of good management by the director and committee or board with business and programmatic components:

       Does the administrator have a minimum of an entry-level credential in early childhood?

       Does the administrator have training in management?

       Does the administrator exhibit a professional attitude with staff and other parents?

       Does the administration have readily available a list of community resources that may be needed by the children or their families? i.e. services for children with learning disabilities.

       Does a board or committee from the sponsoring church guide the program? Are financial reports available to the parents as well as the church?

6. The compliance with federal, state and local guidelines or exceeding these standards through accreditation:
While most Christian programs are licensed, some are religious exempt. Many, but not all, Religious Exempt Agencies have standards that meet or exceed state guidelines. All programs have state licensing standards available to them and should choose to meet these standards if their Religious Exempt Agency's standards are marginal. Minimum standards have been set by the state to insure a safe, healthy learning environment for the children. Some states now offer additional safeguards and indicators of quality with 5 Star or Gold Seal designations. A few National Christian Accrediting Agencies have obtained this status and offer additional validation to the quality of the program.

7. The evidence of age-appropriate learning activities and Biblical truths interwoven throughout the curriculum. The total child goes to preschool. With the child goes not only the mental potential, but also the physical, emotional, social and moral/spiritual potential as well. Look for a program that will support your family values and allow your child to fulfill his or her maximum potential in all of the developmental areas.

A. Mental Development - Children learn differently. Some learn best through visual stimuli, some through auditory, some through materials they can touch and hold, and others through body movement.

       Is the material offered through activities that will provide your child a learning opportunity regardless of his/her learning style?

       Are there books and other language development materials located throughout the room?

       Does the program provide a print-rich environment with opportunities to explore receptive and expressive language?

       Does the schedule reflect a minimum of two circle times with stories and other language activities?

       Are pre-math concepts included?

B. Physical Development - Academic learning does not take place in a vacuum. Physical exercise is a must for children to reach their full potential.

       Does the schedule reflect periods for active as well as quiet learning times?

       Do the children paint at the easel, move to the rhythm of music, or participate in other activities which enhance large motor as well as small motor skills?

       Does the schedule provide for 30 minutes of outside time daily in the morning and afternoon?

C. Social Development – Children grow socially when they are engaged in activities with their peers. 

       Do the learning activities provide opportunities for children to interact with each other?

       Is learning through normal play encouraged?

       Are children allowed to experience give and take situations that lead to cooperative play?

       Do the activities lay foundations for developing into caring, competent and productive adults?

       Are appropriate behaviors of the children supported with words of encouragement from the staff?

D. Emotional Development – In order to achieve success with new tasks, children must have a sense of self and the confidence to try new things.  Every child does not experience success right away, but must succeed in some activities in order to gain the confidence needed to try new skills and more difficult tasks. Your child may be the one who needs these and other successful creative experiences.

       Do the learning activities include opportunities for the children to be successful and develop a love of learning and an "I can" attitude?

       Are creative activities such as creative art (not to be confused with directed art or projects) offered to promote the success of every child?

E. Moral Spiritual Development - Biblical truths are taught through Bible stories, short verses, songs, and Bible-related conversation interwoven into activities. These Bible truths should be carefully combined with positive experiences and happy times at preschool.

       Is the Bible-related material appropriate and understandable for the age and maturity level of the children?

       Are the concepts interwoven throughout the day so that the children can apply the values to their classroom experiences?

       Are the concepts used in a positive way to encourage the child rather than as a threat or judgment?

       Do the teachers model the values and characteristics you want your child to learn?  Values are caught, not taught.

       Do the teachers model the values and characteristics you want your child to learn?

       Does the program philosophy concerning family lifestyle, celebration of Christian holidays, and other Biblical concepts support your values?

Programs that offer children choices within guidelines, laden with happy experiences and Bible truths will enrich your child's learning experiences and awareness of God's love. Choose a Christian program which allows your child to develop fully in all five areas of learning. Value the uniqueness of your child and make sure the program you select does too. Take the time to shop around for the Christian program that offers these valuable assets. You would not shop for a car without knowing what you want, asking questions, and looking at all the details. Any program that does not welcome your interest, answer your questions, and offer you an invitation to tour the facilities is not the program you want for your child.

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Quality Indicators is the Position Statement of CDEA,

Child Development Education Alliance
P O Box 1491 Orange Park, FL 32067-1491
Phone 904-573-8831 Fax 904-573-8839