What to Look For in Group Child Care

"I have witnessed many changes in group child care in the United States in the last forty years. In the 1950s it was practically unheard of. Most women who could afford to stayed at home to raise their children and were often appalled at the suggestion that children might successfully be cared for outside of the home . (Of course I knew from my experience at Loczy that this was possible.) We seem to have come full circle. Group child care is almost the norm. Most children whose parents work go to group child care, whether it’s a family-run child care or a larger center. Child care cannot replicate a family environment. But good child care can offer a secure, predictable environment. I suggest observing several centers you are interested in before making your choice.

A center , whether a family or larger group child care, should have an identity or philosophy to provide continuity and security for the children. This philosophy should be written down and given to the parents so they know what takes place during the course of the day and how various issues such as feeding, crying, sleeping, and discipline are dealt with. Be sure to ask for this when you visit child care centers. How Many Children?/ How Many Carers? My first consideration is that the people who work at a child care center be patient and kind. My second is the number of children in each group. Fewer is better. I would like to see no more than four. When there are many children, there is less chance that their needs are being met. A good compromise in group child care is a place that provides for each child’s individual needs within the group situation . In good group care, each child’s individuality is respected, even talked about: “Today we’re having pears for lunch. Who likes pears? Carla?” If children are treated as individuals and talked to in a positive way, they feel appreciated.

There was a time when mixed-age groups were considered preferable in group care, but I don’t believe this is the best arrangement for infants and toddlers. I would look for a situation where your infant is with other children of the same age and stage of readiness so that the environment and the routines fit most of the children. It’s also more difficult for the carer to adequately meet the needs of a mixed-age group. Consider the number of carers . Again, fewer is better. A child needs a secure base from which he can feel free to explore. Ideally, he should have one primary carer so he is able to develop attachment to an adult. Having the same carer as a child grows from infancy to toddlerhood also promotes security.

When many carers are present, they tend to relax and rely on each other to help, perhaps feeling less obligated to pay attention to the children. If more than two people are interacting with the group of children, their roles should be well defined. Dr. J. Ronald Lally, who directs the Program for Infant/ Toddler Caregivers in Sausalito, California, a video-based training program, concurs. He notes in Young Children (November 1995) that a child’s identity is formed during the first years, part of which may be spent in child care. Among the policies he feels contribute to healthy identity formation for a child in child care are: the assignment of a primary carer to each baby; the same carer for as long a period as possible; a small number of infants in each group to promote intimacy; and a responsive learning environment rather than a rigid program of intellectual stimulation.

Are the Children Free to Play?

Another thing to consider is whether the children are pushed to learn or free to play. Many centers have an agenda to teach children, to be cognitively stimulating. If you think of the wide range of things children have to figure out on a daily basis, it’s apparent that their learning is ongoing. A child learns from everything around him. It’s more important for a young child to be accepted and loved for who he is rather than expected to do things he cannot do. There is no good reason for an infant or toddler to be placed in an environment where he is intellectually “stimulated” by being asked to memorize flash cards, taught how to work a puzzle, or given the task of building a tower out of blocks. Rather, he needs a sensitive, human environment— a few familiar people who are responsive to him and react to him when he expresses a need. The play environment should be set up based on what the child is ready for and interested in doing. The environment should be safe and geared to his developmental level so he can play freely using simple objects, without constantly hearing the word “no.” This reminds me of a story. On one occasion I visited the family of a child with special needs in their home. The mother was overjoyed when I came to the door, telling me how she was finally able to get her child to look at a ball she held out to him. I sat down and observed the child. The mother held the ball in front of the child who, ignoring the ball, had his eyes fixed on the ceiling. The mother tried and tried to get the boy’s attention with the ball, but her efforts proved fruitless. After observing the boy for a while, I noticed the source of his interest. He was intently watching a fly that was buzzing around the ceiling. I was happy to see that the observant child had focused on the fly and that it held his attention. For me, that was real learning.

In Young Children, David A. Caruso notes that “caregivers should plan many opportunities for each baby to generate responses to his or her own exploratory play rather than simply be stimulated by others.” This, combined with an attentive carer who provides this optimal environment for the child, promotes his security, trust, and all-around development. Ask yourself whether what the carers demand of your child is appropriate. Can your child deliver ? At this age it’s more important for a child to learn how to interact with his family and his peers, and to figure out his world, a process that never ends. The goal for your child at this age should be to feel good about himself. Look for a situation that has a dependable, yet flexible, schedule for the children rather than a set curriculum. Meals and naptimes should occur at the same times and in the same place each day, promoting predictability. Children depend on this reliable schedule for security, especially when away from home. However,carers need to be flexible with, and adaptable to, a child’s individual moods and needs. Stimulating children’s minds through planned activities or academic programs doesn’t promote security . A predictable routine does. If, for example, you are an adult who drinks coffee in the morning, you wake up and want your coffee. It’s the same way with children. There is a spark you see in their eyes when at the expected time you say, “Now we’re going outside,” or “Now it’s lunchtime.” They know what to expect and look forward to it.

The Physical Environment

The number-one rule should be safety. The child’s environment at the center must be absolutely safe. If the carer by mistake locked herself out of the facility for three hours, the children inside should remain safe, barring a few scratches or bruises they might inflict on each other. For safety’s sake and because they have different needs, babies and toddlers should be separated. The center should be clean and tidy. I believe an outdoor play area is a must. The more that children play outdoors, the better they eat, sleep, and feel. There is plenty of natural stimulation outdoors with the sky, clouds, and earth. Even the youngest baby may watch the changing patterns of shade and light. Rest time is important. Young children need ample rest and should be provided a comfortable, quiet place for this. It’s helpful for the carer to keep a log about each child (his meals, naps, and mood) that she can share with the parents. Since each infant may be on a different schedule of feeding and sleep, each activity can be recorded on a convenient form following the activity. With toddlers it can be done during the rest time as toddlers tend to nap at the same time. A carer may also want to record an anecdote that happened with the child during the week to further detail for his parents his time spent at the center. This log gives the parent a reliable way to understand her child’s activities.

Questions a Parent Might Ask about Group Care

As you consider a child care center, ask yourself:

- Would my child like to be here? If yes, why? If no, why not?

- Is it too dark or too light? Too big or too small?

- Will he have many people taking care of him or one or two special people who know him well?

- Is he allowed to move freely and do what he can do? If he is tired, is he allowed to sleep?

- Can he move around if he wants, or is he carried?

- If he moves around, is it safe?

- If he is a young baby, are there toddlers around who might step on his head?

- Does the environment help him to be able to do what he naturally can do?

- Are the toys simple or complicated?

How Many Hours?

In an ideal world I’d ease a child into child care, letting him spend a few hours there at a time. Four hours a day is all right . I would not like to see him spend more than six hours a day, five days a week there. It may be difficult for him to be away from his parents and his family for a long stretch of time. This may be a difficult recommendation to follow, considering parents’ work schedules and busy lives, but it’s what might be best for your child. Parents have often asked me whether it’s detrimental for a child brought up following the RIE philosophy to be in a child care situation that doesn’t follow it. Not necessarily. I strongly believe that good is good. Finding a kind, gentle person who pays attention to your child is the important thing. Honesty is a good quality, too. It isn’t necessary to sugarcoat everything. Parents have also asked me if child care prepares a child for having siblings. The answer is no. In group care, a child is there for a number of hours and then goes home. A sibling is at home to stay."

Gerber, Magda; Johnson, Allison (2008-04-21). Your Self-Confident Baby: How to Encourage Your Child's Natural Abilities

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