Quality Programs for All Children

 From my perspective, it is hard to say what the current public opinion in the United States is with regard to the value and importance of providing quality services for young children and families because there are so many varying interpretations. Even with the argument of play, there are those (including parents) whom feel it is a waste of time; while others believe it is a critical component of "providing quality services" for early learners. From my professional and personal viewpoint, I believe the current public opinion with regard to providing quality services depends on who you ask. I have been actively involved in the early childhood field for about 12 years now and looking at the parents that I have met and interacted with, I have found that "quality" is a matter of perspective.

                                               


 Some parents just want a place to drop their child off because it is a necessity that they work but can't really afford those quality child care programs. There are other families that can afford (to a certain degree) quality programs for their children but don't really understand the significance or the value of such services. And lastly, there are those handful of parents who respect and appreciate high-quality programs and can afford the attendance for their child(ren).  From my standpoint, in being inside the centers in which is a substantial element of the early childhood field, most parents are not really concerned with if the center is quality or "high-quality" but more so how much is tuition and can I afford it. I believe it is the early childhood professional and those invested in this field whom are more concerned with providing high-quality services for all children and their families. But, what is the disconnect between the parents and the professionals?


"Every program has a culture — a set of expectations, language, routines, and ways of being together that shape the group’s identity. The culture you develop sets the tone, reflects who you are, and expresses how you want children and adults to live and learn together. Do professional development efforts to improve quality bring a culture of joy to the center, or merely a culture of compliance? For instance, do you see children and adults clearly engaged with each other and enthusiastic about what they are doing? Or, are they primarily focused on the schedule, regulations, and behavior management? Is there a palpable philosophy and identity in this program, or does it look like a page out of a catalogue that could be anywhere? Are the stories people go home with each day told with a sense of delight? Do the children and adults feel like they are part of a special community of friends who care about others and the world? (Carter, 2008, p. 33)". These questions influence the quality of the early childhood field, especially in regards to the early learning classroom. If the teachers, directors, and administrators do not express on a daily basis enthusiasm for the service that they provide, then how will the parents understand and in return appreciate/value the quality they receive?

                              

I hope that there will be a change in public opinion to the extent that the early childhood field receives the funding, support, and recognition needed (and deserved) so that we can incorporate well-trained, dedicated, passionate, properly educated individuals to continue the work and expansion of this field. I imagine that the related implications for young children, families, and the early childhood field will be a recognizable, across the board, mandated standard of high-quality and a zero tolerance for anything less.

  
 Reference

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35.