Quality is a word that is highly overused in the description of child care programs. Yet there are key indicators from research that suggest that philosophical foundation, family partnerships, staff qualifications, and staff to child ratio are strong contributors to determining program quality.
Cincinnati Early Learning Centers Inc. philosophy provides a basis for the types of activities available for the children and the kind of care they will receive in our centers. Our core belief is that growth is a sequential and orderly process, and that each child has a personal pace and a unique way of developing physically, emotionally, socially, and cognitively. It is the role of the teacher to build on those things children are able to do in each of the growth areas by creating a rich environment and encouraging children to play. Classroom environments are designed to reflect the needs of the children at their individual developmental levels. The work of Piaget and Erikson provides the theoretical framework around which the curriculum is planned. It is crucial to note that each decision that is made by CELC be it educational, programming, financial, or other is driven by this program philosophy.
We support the rights and responsibilities of parents and the development and well being of families. The family is our foundation and our starting point for developing services and program content. Together with the family the child is our focus. We believe that only through partnership with the family can the goals for our children be realized. A strong, trusting relationship between the family and our program is the foundation for achieving common goals in the best interest of our children. Together the staff and parents create the best program for our children and families.
Research has shown us that the strongest indicators of quality early childhood programs are ratios and the education and experience of the teachers. CELC centers offer the lowest staff to child ratios. The teachers are highly educated and possess a strong knowledge of development, the capacity to observe and assess children on an on-going basis, develop curriculum that will match children’s abilities and interests and support them emotionally throughout the day. Tasks such as these cannot be accomplished by “well meaning adults who love children”. This is why our agency chooses only the most educated teachers with a strong background in developmental theory and who possess an empathic approach to children’s growth and development.