• Staff showing affection and respect to children by:
  • listening to them
  • quickly comforting them when they are unhappy
  • holding, touching, talking and singing to them?
• Staff repeating the sounds infants make or helping toddlers name things?
• Growing independence supported by babies being encouraged to finger-feed themselves and toddlers feeding themselves?
• A variety of materials available for infants, including squeak toys, cuddly toys, music, mobiles, unbreakable mirrors, pictures, crawling areas, cause and effect materials, and little slides and tunnels?
• A variety of materials available for toddlers, including push-pull toys, stacking toys, picture books, music puzzles, telephones, dolls, large paper and crayons, sand and water equipment?
• Infants and toddlers trusting adults and turning to them for help?
• Infants and toddlers choosing their own materials?

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• Staff talking with individual children, using their names and encouraging them to talk about themselves (in their own method of communication - native language, sign language, etc.)?
• Staff on children's eye level?
• Humor recognized and encouraged?
• Children helped to talk and play together?
• Children encouraged to dress themselves, pick up their own materials, serve snacks and meals?
• Dolls, posters, and books that illustrate many cultures?
• Appropriate materials available including active play equipment, blocks, puzzles and manipulative materials, picture books, tapes, records, art materials, dolls, dress-up clothes and furniture, and sand and water equipment?
• Activities that promote creativity rather than displaying models for the child to copy?
• Activities that help preschoolers learn about sorting and classifying, counting, time and seasons the life cycle of plants or pets, and their own neighborhoods?
• Preschoolers being supported in resolving their own conflicts?

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• Staff nurturing children's capacities to solve problems, evaluate choices, make decisions and take risks?
• Staff showing interest in children's activities outside of the program setting?
• Opportunities and time each day for conversations between children and adults based on the child's interests?
• Children having opportunities to perform responsible jobs and participate in community activities?
• Materials and activities including books, play equipment such as bats and balls for organized games, construction materials for art and science projects, dramatic play, and cooking; records and tapes; musical instruments; board and card games; math manipulatives; literature selections and reference materials, writing materials and tools?
• Activities that encourage children to think, reason, question and experiment – such as cooking, gardening, trips within the community, and special visitors?
• Children trying new things, taking risks, solving problems and discovering how their world works?
• A room where children are busy, self-directed, and intent on their activities?

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When considering early childhood care and education programs for any young child, keep these indicators of quality in mind:

(Quality indicators may exceed minimum licensing requirements)

• The early childhood program displays its license to operate, issued by the Division of Child Care, Department of Human Services.
• Fewer children per adult caregiver; with stable, consistent relationships established.
• No more than 3 children in a class of 15 have disabilities.
• Every child has an individualized learning plan with any necessary modifications being made in the environment, schedule, and activities to meet that child's special needs.
• Staff have ongoing opportunities to plan their activities and to increase their own knowledge about their work.
• Activities related to ethnicity and culture are integrated on a daily basis, highlighting contributions of all ethnic groups.
• Positive guidance techniques are used such as redirection; planning ahead; encouragement; consistent clear rules; natural, logical, and fair consequences.
• The overall atmosphere of the group is pleasant, while a range of emotions expressed by the children is recognized and accepted.

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