How Preschools Make the Grade: ​A Visit to Three Quality Preschools

In the fall of 2021, I traveled to Texas to visit my friend and colleague, Judy Carnahan-Webb. She is a distinguished early childhood professional. Because of my background as a developmental, cognitive psychologist and my interests in education, Judy invited me to join her on a visit to three different types of preschools. They all met the requirements of accreditation by the National Association for the Education of Young Children (NAEYC).


The exceptional importance of quality early childhood education has been in the news in recent years. Preschool has many advantages.
It teaches children how to:
- Follow directions
- Learn to share
- Have a positive attitude toward later learning
Children also develop:
- Self-discipline
- A sense of accomplishment
- The ability to make friends
- Cooperation
Play is the “work” of a preschooler in a quality program.


NAEYC guidelines for accreditation include the participation of directors, teachers and families in the process. Programs are required to meet standards grouped into these ten areas:
  1. Relationships with children
  2. Curriculum
  3. Teaching approaches
  4. Child assessment
  5. Nutrition and health
  6. Staff qualifications
  7. Relationship with children’s families
  8. Relationship with the community
  9. Physical environment
10. Program leadership
(See https://www.naeyc.org/accreditation/early-learning/interested for the complete standards.)
 
The first preschool we visited was a privately-owned preschool with a focus on each child’s readiness to learn.
This preschool illustrates the standard related to teaching approaches.  "Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed."
Inside the preschool there were stimulating, educational pictures on the walls that also served as learning material. I observed how this school’s approach resulted in a child’s unsolicited, self-motivated behavior. For example, the alphabet was written over the sink where the children wash their hands. While I was standing there, a child standing on a stool washing his hands, pointed to each of the letters of the alphabet and correctly recited each letter without any prompting from an adult. The school’s outdoors were designed for stimulating experiences for children with a variety of activities to develop their physical and interactive skills and have fun learning. For example, when the weather is warm children are encouraged to go barefoot and experience the feel and freedom of walking on the ground.
The NAEYC Health standard was also represented by this school.  "Children depend on adults (who also are as healthy as possible) to make healthy choices for them and to teach them to make healthy choices for themselves."
Over to the side was a vegetable garden developed by refugees within the community. The farm-fresh produce was sold to the parents and the community, and stimulated a climate for healthy nutrition. In the future, the owner of this school plans to include children with handicaps, a specialty in her master’s degree. To incorporate a feeling of community, the owner is building her home next door to the preschool.

A variety of schools have developed a Barefoot Sensory Path. (photo from Pinterest)

The second preschool was a regional franchise that includes other schools with the same curriculum.
This school illustrated the Health and Physical Environment standards.  "Well-organized, equipped, and maintained environments support program quality by facilitating the learning, comfort, health, and safety of those who use the program."
Classrooms included children around the same age. Each age group was provided a curriculum based on the abilities of the children. The classrooms had an open feel, since each room was separated by glass partitions. I could see from classroom to classroom, and I actually found it to be a safety feature. Since our visit was during lunch-time, I observed nutritious, freshly prepared foods being served by a chef. Children were lined up against the wall waiting their turns and were then seated at a distance for COVID protection. Since in today’s world both parents often work, an after-school program was developed for children from the elementary schools.


The third preschool has been in operation for almost one hundred years and was church-based.
The physical environment was a definite asset at this preschool.  
I was amazed at the pristine interior. Professional artists had painted the walls with colorful art and positive, faith- based messages. The outdoors had a backyard feeling with a large mature tree and all the children were engaged in play. As with the second preschool their program has a specific curriculum, and classrooms included similar ages and abilities. There was also an after-school program for children with the emphasis on doing one’s homework first, and play only after this was completed. The facility was the largest of the three and even included a basketball court.
Community Relationships are important for the success of an after-school program. "The program establishes relationships with and uses the resources of the children’s communities to support the achievement of program goals."
In summary, all three preschools had excellent supervision of the children where one adult was always with them. The teachers and the staff welcomed the children and I witnessed a positive attitude within the schools. All three preschools had been accredited.
All three accredited preschools demonstrated the value of Relationships.  "Warm, sensitive, and responsive interactions with adults help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships with adults help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community." 
Seeing the quality of these three preschools, I found that it is important for parents to be aware of accreditation standards. Children need a positive experience and have knowledgeable teachers and staff, not just in Texas, but in all the states. Accreditation is an important factor for parents to consider in choosing preschools for their children. In areas where accredited preschools are more difficult to find, parents can evaluate the available child care options against the ten NAEYC standards to feel more confident that their children are in a safe and stimulating environment with skilled and loving staff who provide age-appropriate and culturally-sensitive learning experiences. 


Submitted by Jo Ann C. Brannock, PhD
MOTAL Board Member


Judy Carnahan-Webb resides in Houston, Texas. She is the founder and owner of Creative Trainers and Consultants. The company’s provides quality early childhood education for staff and teachers based on the research of preschool children’s development and capabilities. The result is well-qualified, educated and successful leaders within the preschool industry, which can result in the school becoming accredited.

Judy has a Bachelor of Science Degree in Business and English Education, and a Master of Science Degree in Early Childhood Education. She is a Registered Master Trainer, and has over 35 years of professional work in early childhood education. Judy is highly-qualified, and appears in court as an expert witness in cases of child abuse cases. In addition, Judy has been a member of over fifty organizations, many times serving on their boards, and has published a number of articles, one of which Jo Ann co-authored with her.