According to Schweinhart (1988), author of various ECD publications including 'A school administrator's guide to early childhood programs' notes:
"Long-term benefits result only from high-quality early childhood development programs--ones characterized by a child development curriculum, trained teaching staff, administrative leadership and curriculum support, small classes with a teacher and a teaching assistant, and systematic efforts to involve parents as partners." (p. 7)
Not all ECD programs are effective in aiding child development; there effectiveness is dependant upon various factors including quality staff, suitable environment, appropriate grouping practices, consistent schedules, and parent involvement. Following are some important features ECD programs should adopt for better results.
Programs should invest in training there teachers and caregivers so they can effectively communicate with children and understand how to meet the diverse needs of children.
Also programs should have lower child to teacher ratios since it is important for children to get personal attention at an really age and it is also vital that there individual learning patterns be identified and understood.
Caregivers should understand that children learn best when they are active participants who are engaged in a meaningful learning process; and they must incorporate this fact in their teaching techniques
The program should account for different development stages and an effort to ensure that children's experiences match his or her development abilities
A balance should be maintained between individual and group activities since both are important in teaching children how to work independently as well as get opportunities to interact and learn from others.
Teachers and caregivers should ensure they regularly interact with children and build a close and trusting relationship with them as well as with each other. Thus creating a sense of community within schools is important.
Learning activities should physically engage students as well as entail quite activities as well. Young children benefit from early childhood programs that provide a careful transition from preschool to kindergarten and from kindergarten to the primary grades.
Young children benefit from a consistent routine or daily schedule in the early childhood classroom; it should also reinforce a sense of continuity.
For further information, refer to the following sources:
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 (National Association for the Education for Young Children, 1996)
Curriculum and Assessment from Getting Schools Ready for Children: The Other Side of the Readiness Goal (Southern Regional Education Board, 1994)
Developmentally Appropriate Programs (Kostelnik, 1993)
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea100.htm
