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Day Care: A Parent's Checklist

How to Evaluate the Quality of a Child Care Program
There are three areas to look at when you visit a child care program:

• The relationship between the Provider and the children
• The Program
• Physical aspects, health/nutrition and safety

Relationships Between The Provider and the Children
It is essential that you feel happy and confident about the provider that you choose. You may want to consider:

• Does the provider appear to be warm, friendly, calm and patient?
• Do the children seem happy and involved?
• Does the provider listen to what the children have to say?
• Does the provider have child-rearing attitudes that are similar to your own?
• Are difficult children handled in a manner you approve of?
• Does the provider understand what children can do and want to do at different stages of growth?
• Are children allowed to make choices?
• Does the provider talk to the children and encourage them to express themselves through words and creative activities?
• Does the provider hold and touch the children in a caring manner?
• Do children feel good about themselves?
• Does the provider use a positive reinforcement approach when discipline and guiding children?
• Are children encouraged to learn to get along with and to respect other people?
• Is enough attention given to all the children?
• Does the provider have previous experience or training in working with children?
• Is the provider someone with whom you can develop a relaxed, sharing relationship?
• Does the provider like the children?
• Do the children like the provider?
• How many different care givers will be with your child be with during the day? Are there different shifts of caregivers?
• How frequent is staff turnover? Can you expect the same person to care for your child for the next year?

The Program
Find out what type of program if followed. Some aspects of the center/home you may want to look at include:

• Is there a daily schedule? Does the daily schedule include experiences you consider important?
• Are a variety of materials and equipment on hand to help the children learn and grow mentally and physically?
• Do the activities encourage the children to think things through?
• Do the children experience success frequently?
• Is there time for children to work as a group?
• Is there time to play alone and also to interact with friends?
• Is there a posted, written schedule that is flexible?
• Does the schedule show active and quiet times throughout the day?
• Is there enough staff to gibe individual attention?
• Is the cost within your budget?
• Can you visit at anytime?
• Are the values of the program compatible with your values?
• Are the parents involved in the program?
• What is the educational program and philosophy?
• Does the facility close for vacations or holidays?
• What is included in the fee? (For example: lunch, snacks, diapers)

Physical Aspects, Health, Nutrition, and Safety
Look around the center/home to make sure it is a safe, healthy environment and that appropriate physical space exists. Be sure to look for and ask about:

• Is there an up-to-date license posted?
• Is the facility attractive, clean, and well lit with safety in mind?
• Can children reach materials and supplies?
• Is the equipment safe, suitable, and in good repair?
• Es there an opportunity for children to play on the floor?
• Is there enough space indoors and outdoors so all the children can move freely?
• Is there a place for a child’s own belongings?
• Is there a proper sleeping place for naptime?
• Are there emergency numbers and a telephone conveniently located?
• Is the facility free from safety hazards?
• Is the bathroom and diapering areas clean?
• What happens if a child becomes ill or hurt while in care?
• Are Parents notified about communicable diseases to which their children have been exposed?
• Is the menu posted?
• Is the kitchen clean and safe?
• Are the meals nutritious?
• Are the number of meals and snacks served appropriate for the time spent in the program?

Other Considerations
If your child is a infant or toddler:

• Is feeding and diapering done in a loving, patient manner?
• Is there time spent holding, playing, and talking with your baby?
• Is the infant kept clean?
• Is the setting “child proof” so that your toddler can crawl or walk safely?
• Are there a variety of activities and materials that are age-appropriate?
• Are there a variety of toys available to developing skills?
• Does the infant/toddler spend time outdoors?
• Is there a written or other effective feedback mechanism to give parents accurate information about daily eating, sleeping, and elimination?

If your child is a pre-schooler:

• Does the program offer a variety of activities?
• Does the caregiver join in the activities?
• Are there consistent age-appropriate limits?
• Are children encouraged to be creative and to make choices?
• Are Children allowed to do things for themselves?

If your child is school age:

• Does the provider give children supervision and security, while understanding their growing need for independence?
• Does the provider listen to children’s problems and experiences?
• Does the caregiver help children follow through on projects, homework, and suggest interesting things to do?
• Are the children’s ideas, values and opinions respected?
• Is there a room available in which to do homework?
• Is there time and place to be alone?
• Are there physical activities available geared to school-age children?
• Is there an outdoor play area?
• Is there a place for personal belongings?
• Is it possible for a child to attend outside activities?

Seven Key Points Research was conducted on how to evaluate the quality of a childcare center/home. These seven key points were developed and are recommended for parents’ use.

1. Arrival and Departure: If you are able to see children arriving for the day or leaving at the end of the day, you can see how other parents and the staff relate to each other. You will also be able to see how other children feel about coming to the center and leaving. Are teachers taking time to talk to parents and to greet each child? Do teachers invite children into the classroom activities as they arrive? When a child is upset about a parent’s departure, do teachers comfort the child and try to introduce him or her to something interesting?
2. Mealtime and Snacks: Watching the child at mealtime in a center is important for several reasons. Notice whether children are allowed to sit where they want, whether they are a part of serving the meal and clean up, and whether teachers sit with the children. Mealtime should be a chance for children to have a pleasant social time with each other and with their teachers, and to take part in the choices and tasks involved.
3. Indoor Activities (reading, storytelling, quiet projects, nap, etc.): This is an opportunity to note how teachers manage their classroom and how the staff coordinates itself. Is there a variety of activities and learning opportunities, allowing the children to make choices? Is there a balance between structured group activities and free play? Does child get some individual attention during the day? Do children seem involved in the activities, or are they forced to participate against their will?
4. Discipline: Notice how the staff handles problem sin behavior. What do they do about a lonely or crying child, fighting children or accidents? Does there seem to be a consistency in handling problems? What kinds of behavior do they see as “problem behavior”? Are withdrawn or extremely quiet children ignored?
5. Consoling and Comfort: How is the hurt or unhappy child handled? After an incident involving two or more children, are all of the handled satisfactorily, the “wrongdoers” as well as the “victim”?
6. Active Group Play: Is running around, jumping, and letting off steam tolerated? IS there indoor space where this can happen when the weather is bad? Is there a full range of activities provided for both girls and boys? Are both girls and boys encouraged to be active? Do teachers recognize when children need active play, and initiate active games? Is out door play a part of the daily basis?
7. Transitions: Transition from one activity to another are important. Are children allowed to finish what they are doing before they are expected to go onto something else? Do they get clear cues and signals about what is coming next or what is expected of them? Are children bored and restless between activities? Are they kept waiting?