Ten Criteria for Quality Preschool1
Resource: Early Childhood Action Tips, Nina O'Donnell

Quality preschool programs are characterized by an enriching learning environment supportive of children and parents. The National Association for the Education of Young Children (NAEYC) has established 10 criteria that identify a quality preschool.

1. Interactions Among Teachers and Children

Interactions between children and adults provide opportunities for children to develop an understanding of self and others and are characterized by warmth, personal respect, individuality, positive support, and responsiveness.

"The foundation of quality preschool is knowledge of the children.
We learn about the child and give them a nurturing relationship with adults outside the home." Liz Hurtig, Chicago Public Schools

Teachers facilitate interactions among children to provide opportunities for development of self-esteem, social competence, and intellectual growth.

2. Curriculum

The curriculum engages children actively in the learning process, provides a variety of developmentally appropriate learning experiences.
The curriculum encourages the children to pursue their own interests in the context of life and the community and the world.

3. Relationships Between Teachers and Families

Teachers and families work closely in partnership to ensure high-quality care and education for children; parents feel supported and welcomed as observers and contributors to the program.
Teachers work in collaborative partnerships with families, establishing and maintaining regular, ongoing, two-way communication with children's parents to build trust and mutual understanding.
Every preschool should be an open-door school and a welcoming place for parents. Parents are encouraged to volunteer, and in many schools, required to do so. This is especially important in the beginning days when the child might be away from parents for the first time.

4. Staff Qualifications and Professional Development

The program is staffed by adults who understand child and family development and who recognize and meet the development learning needs of children and families. The quality of the staff is the most important determinant of the quality of an early childhood program.

5. Administration

The program is efficiently and effectively administered with attention to the needs and desires of children, families, and staff. Effective administration includes good communication among involved persons, positive community relations, fiscal stability, and attention to the needs and working conditions of staff members.

6. Staffing

The program is sufficiently staffed to meet the needs of and promote the physical, social, emotional, and cognitive development of children.

7. Physical Environment

The indoor and outdoor physical environment fosters optimal growth and development through opportunities for exploration and learning.

8. Health and Safety

The health and safety of children and adults are protected and enhanced. The provision of a safe and healthy environment is essential. No amount of curriculum planning or positive adult-child interaction can compensate for an environment that is dangerous for children.
Good-quality childhood programs act to prevent illness and accidents, are prepared to deal with emergencies should they occur, and also educate children concerning safe and healthy practices.

9. Nutrition and Food Service

The nutrition needs of children and adults are met in a manner that promotes physical, social, emotional, and cognitive development.

10. Evaluation

Systematic assessment is conducted on the effectiveness of the program in meeting its goals for children, families, and staff.

1 Reprinted from the Spring/Summer 2000 issue of Continuance. Continuance is produced by the Intergenerational Initiative at Southern Illinois University at Carbondale. Reproduction rights granted.