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CHAPTER 2 TYPES OF PROGRAMS

Overview
This chapter introduces the student to the many and varied types of early childhood programs
that are available today and gives students a framework of reference for ways to serve young
children and their families. “Indicators of Quality” help students begin to define what “quality”
and “excellence” mean in all early childhood programs. These standards include the most recent
NAEYC criteria for developmentally appropriate practices on which students learn to build
their experiences and work with young children. A multicultural aspect is reinforced by looking
at developmentally and culturally appropriate practices to ensure a consistency between the
child’s home and school experiences.

Moving from the most familiar or traditional types of programs to those that are newer and
emerging, this chapter cites specific examples that define each type of program so that
students begin to see how the issue of quality cuts across the field. Program philosophies are
related to one another and to developmental theories.

As needed, there is cross-referencing with other chapters where the program may be referred
to under another topic. This approach prevents repetition and gives an opportunity to enlarge
the student’s perspective.

A realistic and up-to-date picture is drawn through the use of current statistics and studies that
illuminate important child care issues. The inclusion of home schooling adds immediacy to any
discussion of early childhood programs. Topics such as the influence of Vygotsky on early
programs, the pros and cons of mixed-age groupings, and the issues of class size challenge the
students to wrestle with the balance between theory and practice.

This chapter includes the material on evaluating programs. We think it important that as students
learn about quality programs they be given the tools for assessing a program’s worth. We stress a
process of regularly scheduled evaluations that include a rationale and guidelines, as well as
strategies for inclusive evaluations. This discussion introduces students to the idea of evaluation
as an ongoing aspect of the early childhood field and prepares them for discussions of teacher
evaluations in Chapter 5 and evaluating and assessing children in Chapter 6.
A description of Head Start’s multiculturalism standards exemplifies ways in which a
commitment to cultural diversity can be implemented in an early childhood program. The
inclusion of Kagan and Kauerz’s four reflections of what future kindergartens must is helpful
to educate students on the current social and political factors facing early childhood education
today.

A strength of this chapter is the way it sets the stage for the necessity of considering quality and
appropriateness in activities for young children. The concept is introduced here as an
underlying tenet of any good early childhood program.
OUTLINE
I. Developmentally Appropriate Practice
in Early Childhood Programs B. Variations on Early Childhood
A. Three Core Considerations of DAP Program Options
B. Guidelines for DAP C. Infant/Toddler Programs
C. DAP in Action 1. Philosophy of Infant/Toddler
1. What DAP looks like II. Care
Early Childhood Core Programs 2. Unique Characteristics
A. Factors That Determine Types of D. Kindergarten
Programs 1. Length of Day
B. Special Program Features 2. School Entry Age
1. Mixed-Age Groupings 3. Curriculum: Developmental or
2. Looping: Continuity of Care Academic
C. The Core of Programs of E. Early Elementary/Primary Grades
Early Childhood Education 1. Unique Characteristics

1. Traditional Nursery 2. The Challenge of Academic

School/Preschool Standards
a. The Role of the Teacher 3. School-Age Child Care
b. Universal Preschools F. Homeschooling
2. Child Care Centers IV. Assessing Program Quality
a. Scheduling A. Indicators of Quality
b. Licensing B. Research Studies on Quality
c. Staffing 1. Issues That Affect Quality
3. Family Child Care C. The Process of Assessing Programs
a. Advantages 1. Why Program Assessment
b. Challenges is Important
III. Variations of Core Programs a. To establish accountability
A. Head Start: An Early b. To make improvements
Intervention Model c. To acquire accreditation
1. Early Head Start D. Essential Steps Before You Begin
2. Evaluating Early Intervention E. Implement the Findings
Effectiveness Summary Key
a. High/Scope Perry Preschool Terms Review
Study Questions
3. Head Start Today Observe and Apply
Helpful Websites
References

KEY TERMS
mixed-age grouping school readiness sociocultural
developmentally self-care laboratory schools
appropriate practice (DAP) assessment alignment
employer-sponsored child family child care
traditional nursery school care attachment
child care center educaring accountability
parent cooperative schools looping
Objectives

Examine the underlying theoretical principles of developmentally appropriate

practices applied to a variety of early childhood programs
Describe the core programs of early childhood education, program types, and their
differing philosophies
Identify the variation of program options and range of delivery systems that impact the lives
of children and their families
Assess early childhood programs utilizing indicators of quality early childhood practices
that support all children including those with diverse characteristics

Teaching Tips and Lecture Ideas

This chapter lends itself well to students’ interest, especially if students are currently teaching in
group settings. Questions that draw out the various characteristics of student teaching sites help
students to identify the type of setting they are currently involved in and how it varies from the
models. A guest panel of teachers from local programs, each describing their schools, would
also enhance student learning.

Also, a discussion of the first two chapters together would help students understand how theory is
practiced in an actual classroom. Components of clients (both children and parents), program
organization, and teacher/ assistant roles can be compared across philosophical orientation and
history. One way to approach this would be to base a discussion of students’ teaching sites on the
list, “Features of Early Childhood.” Another might be to ask students to identify their own
philosophies and then try to match them with corresponding programs.

A discussion of early academics as it relates to the program philosophy would be pertinent.

Students might want to discuss which programs would lend themselves to pressure by parents
and/or boards to teach inappropriate curriculum content. Which types of schools would be
most resistant to the current early academic pressures?

Following are topics that provide good research subjects and can stimulate class discussion:
• Whether or not parent/child programs are offered by the local public school system, what
services they provide, who qualifies for their use, and a description of the programs
available. See Parents as Teachers national Web site for research directions.
• Using the NAEYC guidelines for developmentally appropriate practice, ask students to select
the one practice that they now use that would be the most difficult for them to change to a
more developmentally appropriate approach.
• Again, using NAEYC developmentally appropriate guidelines, ask students to
investigate and reflect on the link between these guidelines and the accreditation process,
to cultural sensitivity, and academic readiness.
• In small groups, have the students define the term “culture” and explore the implications
of these definitions for those who teach young children.
• Discuss NAEYC’s position statement on licensing and regulation of early child care and
education programs by the states. What suggestions do students have to resolve the issues of
cost, enforcement, exemptions, church/state controversy, creation of a common set of
standards, and so on?
• Discuss the “trilemma” of child care: quality, affordability, and compensation as it relates to
high staff turnover, high child/staff ratios, teacher/caregiver training, and the ability to pay.
• Head Start Performance Standards define an “environment of respect.” Ask students
to develop a rationale for each of the five components listed and cite an example of
what activities and behaviors would reinforce those principles.
• Early childhood extends from birth through age eight. Discuss strategies for forging links
between preschools and kindergartens and between kindergartens and first, second, and
third grades. What examples can be found locally for a comprehensive coordinated early
childhood system? Ask students to find and interview a primary grade teacher who employs
developmentally compatible teaching methods.
• To reinforce and familiarize students with the concept of evaluations, have students discuss
the Perry Preschool Project.
• Ask for students who are working in an NAEYC-accredited program to share the process
and outcomes with the class.
• Showing students some of the self-study materials for accreditation and using some of
the NAEYC’s videos about the process will help students understand both the intent and
the complexity of assessing “quality.”
• Assign Edith Dowley’s Insights article, “Early Childhood Education in the Shipyards” to
Assign “Brain Research Says” and engage the students in a debate about redshirting. Then
have students visit their local elementary schools and inquire as to how the school decides if
children are ready for kindergarten or not. What are their reactions to what is going on
locally?
• Have students who are currently working share what evaluations are completed on the
teaching staff. How often are they evaluated and what is done with the results?

Answers to Review Questions in Text

1. The three core considerations of developmentally appropriate practices are 1) What is known
about child development and learning; 2) What is known about each child as an individual;
and 3) What is known about the social and cultural contexts in which children live. They
contribute to children’s learning through a) responding to children’s interests; b) actively
involving children in their own learning; c) making play the primary context for children’s
learning; d) teachers being responsive to individual children; e) teachers setting challenging
yet achievable goals; f) teachers realizing different children will learn different concepts from
the same lesson; and g) all aspects of development being integrated.

2. The core programs of early childhood education are traditional nursery school, child
care centers, family child care, Head Start. They are similar in that they all serve the
same age groups about 2 ½ to 5 year -olds. They are different in their philosophy of
care, their settings, and their fees.
 3. The variations of the core programs and who they serve are:
Laboratory Schools: Children of faculty and students, serve as observation area
for specific programs
Parent Cooperatives: Organized and run by parents for young children Employer-
sponsored Child Care: Serve employees of a business who are in need of child care

For-profit Child Care: Children ages 6 weeks -12

Religious Facilities: Parents who want faith based curriculum
Non-profit centers: Subsidized by sponsoring organization

4. The three most important factors that determine the quality of an early childhood program
are teacher/child ratio, the size of the group, and the education and experience of the staff.
They all have the ability to influence program assessment positively or negatively. Low
teacher/child ratio, small group size, and higher education levels and experience of staff lead
to higher assessment scores on evaluation instruments such as ECERS. Conversely, high
teacher/child ratios, large group size, and lower education levels and less experienced staff
lead to lower scores on evaluation instruments such as ECERS.

Recommended Resources
Films/Videos
Building Quality Child Care: An Overview. NAEYC video.
Caring for Infants and Toddlers. NAEYC video with Bettye Caldwell discussing unique needs of
this age group.
Culture and Education of Young Children. NAEYC video with Carol Brunson Phillips.
Curriculum for Preschool and Kindergarten. NAEYC video with Lilian Katz.
Environments for Young Children. NAEYC video with Elizabeth Prescott and Elizabeth Jones.
The Nurturing Community. Video #1 in Raising America’s Children series.
Seeing Infants with New Eyes. NAEYC video with Magda Gerber. Teaching the Whole Child in
Kindergarten. NAEYC video Toddler Curriculum: Making Connections. NAEYC video. Tools
for Teaching Developmentally Appropriate Practice: The Leading Edge in Early Childhood
Education. NAEYC video.
What Is Quality Child Care? NAEYC video of a Bettye Caldwell address on professional
child care.

Other Resources
Goffin & Stegelin (Eds.). Changing kindergartens: Four success stories. Washington, DC:
NAEYC. Congregations and child care: A self-study for churches and synagogues and their early
childhood programs. NAEYC.
WebSources
Parents as Teachers National Organization http://www.parentsasteachers.org
Reggio Emilia Programs http://zerosei.comune.re.it
Bureau of Labor Statistics http://www.bls.gov
Department of Health and Human Services http://www.dhhs.gov
Families and Work Institute http://www.familiesandwork.org
National Institute on Out-of-School Time http://www.niost.org
National Network for Child Care http://www.nncc.org
National Association for Family Child Care http://www.nafcc.org
Child Care Exchange http://www.ccie.com
National Center for Education Statistics http://nces.ed.gov/
Culturally Linguistically Appropriate Services http://www.clas.uiuc.edu
Center for Child Care Workforce http://www.ccw.org
International Nanny Association http://www.nanny.org
Head Start http://www.nhsa.org/
Early Head Start National Resource Center http://www.ehsnrc.org
ChildStats.gov Census http://www.childstats.gov
Bureau Children’s http://www.census.gov
Defense Fund About http://www.childrensdefense.org
Homeschooling http://homeschooling.about.com
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