Characteristics of Quality Early Learning Environments

The quality of a child's future depends on the quality of caregiving in the first five years. First-rate early learning programs that are safe, healthy, stimulating, organized, and, most importantly, led by well-trained teachers, help children enter school ready to learn and succeed.

• Teachers with four-year degrees and specific training in early childhood education
• No more than 8 infants and toddlers and no more than 20 preschoolers in a classroom
• Teacher to child ratios of 1:3 for infants and 1:10 for preschoolers
• Teachers who crouch to eye-level to speak to children, and who hold, cuddle, show affection, and speak directly to infants and toddlers
• Families and teachers exchanging information about the child's development and learning progress

• A room well-equipped with sufficient materials and toys
• Classrooms in which materials and activities are placed at eye level for the children
• Materials and toys accessible to children in an orderly display
• Centers that encourage safe, outdoor playtime
• Frequent hand-washing by children and adults
• Visitors welcomed with appropriate parental consent

• Children who are engaged in their activities
• Children offered breakfast and lunch and a time to nap
• Children participating with teachers and each other in individual, small-group, and large-group activities
• Children receiving a variety of stimuli in their daily routine using indoor and outdoor spaces and age-appropriate language, literacy, math, science, art, music, movement, and dramatic play experiences
• Preschoolers who are allowed to play independently

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• Unengaged teachers sitting on the side of the classroom but not participating
• Shouting, swearing, or other displays of hostile discipline
• Infants and toddlers crying without being attended to

• Small, cramped centers or homes without designated appropriate spaces for different ages
• A center or home that smells of urine, has visible safety risks, or is unclean
• Frequent use of television or video to occupy children
• Children easily distracted or frightened by visiting strangers

• Children wandering aimlessly, left unsupervised, or displaying unchecked aggression
• Children restrained in car seats or in high chairs at times other than meal time
• Children spending a lot of time waiting around for turns
• Children expected to sit at desks, perform highly structured tasks, or other forms of age-inappropriate expectations



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