How to choose an early learning centre

Ask anyone who works in the early childhood sector and you’ll soon find out it’s common for friends, family (and sometimes complete strangers) to ask them how they find a high quality service for their children.

It’s completely understandable that young families can be a little anxious about making the right decision as to where to send their little ones.

The information that is available stresses the importance of those first few vital years in a child’s life, and the impact that great experiences can have for their future. In this article you’ll find some simple things to look for, as you navigate finding that special early learning centre that will be able to provide the high quality, early learning and care for your child that you really want.  

While there is a lot that makes up a high quality early learning service, there are a few important aspects that are worth understanding a bit more about. These elements work in an integrated way to support children’s learning and care.

Relationships and interactions

High quality early learning and care is underpinned by the relationships educators build with children and families. Positive relationships assist young children to feel safe and secure, and this is a critical foundation for children feeling confident to explore their environments and to learn.

Whether the relationship is with a baby, or a five-year-old, relationships should be genuine, responsive and respectful. Relationships are formed through educators and children getting to know one another, over time.

Predictable and stable staffing arrangements and routines are important to getting relationships off to the right start.  High quality services spend a lot of time in securing the right people into their teams.

As well as being qualified and knowledgeable, high quality services have educators who genuinely enjoy working with young children and building great relationships.

When visiting centres, look for educators who are engaged with children and families, are welcoming and show delight in being with young children. Interactions should always be respectful, and consider the age and development of the child.

High quality interactions are not just about the business end of things, such as directing children or asking children to do things. High quality interactions provide space to have conversations with children about their interests and discoveries; even with infants who are non-verbal, high quality interactions include these types of sustained genuine interactions.

Early Learning programs and play-based learning

We know children learn best through play; however, many parents wonder how is play-based learning different to play at home or just simply having fun. 

Play-based learning is much more than simple fun, although fun should never be undervalued! Play based learning is an approach where children learn about academic concepts, the world around them, independence and relationships with others through experimentation, imagination, testing, rehearsal and practice.

Just about everything important to a young child can be learned through play. High quality programs support a play-based approach because it works best with young children.

That’s not to say it’s not a planned and purposeful approach; just the opposite. High quality programs strike the right balance between; educators intentionally initiating and guiding children’s play and, acting on and extending the play the children have initiated themselves.  

In both instances, the educator working in a high quality program, has a deep understanding of the children’s current level of development, emerging strengths and interests so they can plan to support their individual learning.

High quality early learning programs are always developed with individual children in mind. While some whole-group experiences can be seen in older rooms such as the 3 to 5-year-old children, the foundations of a high quality early learning program are a deep understanding, and response, to the individual learning and development needs of each child.

Even when larger groups of children are working collaboratively on a project for example, highly skilled educators nuance the individual learning goals and educational focus for children within the larger piece of learning.

This approach highlights the importance of the relationships that are developed between educator and child. The educators’ deep knowledge of individual children is critical to the quality of the overall program.

The physical environment

The physical environment is a significant component of a high quality program and influences how children use the spaces and places available to them. 

Loris Malaguzzi, founder of the Reggio Emilia movement, identified the environments as the, “third teacher” because of the critical influence the physical environment has on children’s learning.

Environments should provide children with opportunities for safe challenges, places to be quiet and reflective, places to be energetic, places to be by oneself and places to be with friends.

The ways in which environments are thoughtfully organised can send clear messages to children about how spaces can be used, and foster a genuine sense of inquiry and exploration. High quality environments aim to encourage children to make independent choices about where and how they play. 

The equipment and resources that are available for children within the physical environments are also an important element.

High quality programs offer children materials and equipment that is flexible in its use, so children can use it in multiple ways to explore and test their thinking.

High quality environments are not necessarily new; in fact, many are not. But there is always careful consideration, by the educator, on how each space; including the outdoor playground, is organised to support learning, development and independence.

Of course, safety, hygiene and general cleanliness are crucial aspects of the physical environment that should always be managed well.

As children play, the environments won’t look pristine; messy play and spreading out equipment into large spaces is all part of the learning and fun. However, rooms and playgrounds shouldn’t look uncared for.

The condition and maintenance of the physical environment are clear indictors of the pride and care the adults take in managing their spaces for, and with, children.

How does all this look in action?

The age ranges for children who access early learning centres covers the time of the most significant growth and change throughout the life-span.

It’s understandable then, that relationships, environments and play-based learning will look different for different age groups to cater for this rapid change.