As a parent, no decision you make will be more important, or more difficult, than choosing a child care situation that best meets your family's needs. We are committed to helping parents find answers to their questions regarding how to locate quality childcare and other early care and education concerns.

Choosing Quality Child Care

This information is available for download in Adobe PDF format: Choosing Quality Child Care checklist.

Begin by visiting several child care homes and centers. On each visit, think about your first impression and:

1. Look	Does the place look safe for your child? Do the caregivers/teachers enjoy talking and playing with children? Do they talk with each child at the child's eye level? Are there plenty of toys and learning materials within the child's reach?
2. Listen	What does the child care setting sound like? Do the children sound happy and involved? What about the teacher's voices? Do they seem cheerful and patient? A place that's too quiet may mean not enough activity. A place that's too noisy may mean there is a lack of control.
3. Count	Count the number of children in the group, then count the number of staff members caring for them. Obviously, the fewer the number of children to each adult, the more attention your child will receive. A small number of children per adult is most important for babies and younger children.
4. Ask	It's very important that the adults who care for your children have the knowledge and experience to give them quality care. Ask about the background and experience of all staff, including the program director, caregivers, teachers, and any other adults who will have contact with your child in the home or center.
5. Be Informed	Find out about efforts in your community to improve the quality of child care. Is your caregiver/provider involved in the activities to improve quality?
6. Choose	Consider your options: child care centers, family child care homes, Head Start programs, PreKindergarten Early Intervention, School-age Child Care and summer camps. Call your local resource and referral agency to get more information about these choices.
7. Call	Before making a final decision on a center, call the licensing unit of the Florida Department of Children and Families (407) 245-0470 or go to www.myflorida.com/childcare/provider, to find out if that center has had any violations and, if so, what they were.

Consider Your Options

Your first question should be "What type of care best meets my child's needs?" Several types are available outside the home and each offers its own benefits:

• Child Care Center: Care and educational activities offered to a group of children in a licensed, non-residential setting accommodating more than five children.
• Family Child Care Home: Care and educational activities offered to a group of five children or less in the home of a person who provides the care and is licensed through the The Florida Department of Children and Families.
• School-Age Child Care: These are programs for children ages 5 through 12 covering before and after school time; some offer school holiday programs and other times when school is not in session. Again, these may be in schools, child care centers, family child care homes, youth organizations and religious organizations.
• Summer Camps: These day camps are offered in public and private schools, child care centers, family child care homes, religious organizations and youth organizations, and through the county and municipalities. Licensing is not required.

Many child care programs are subsidized with federal, state, or local funding. If you need help paying for child care, please call 4C at (407) 522-2252.

Child Care Checklist

Basics

• License is displayed.
• Required staffing ratios are met.
• Written policies are available (including discipline policy).
• Group size is small enough to allow individual attention.
• The hours meet my needs.

Physical Facility

• The room is bright, cheerful, and clean.
• Enough space is provided for activities.
• Children get things themselves.
• There are enough toys, paints, books, etc. for all children.
• Equipment (chairs, tables, sinks, toilets) is all child size and in good condition.

Staff

• Caregivers have worked there for a year or more.
• Caregivers appear to enjoy what they do.
• Positive discipline techniques are used.
• Children are treated as individuals.
• Caregivers comfort the children when needed.

Parental Involvement

• Parents may make surprise visits (open-door policy).
• Lines of communication between parents and staff are open.
• Parent participation is encouraged.
• Parents are notified if accidents occur.

Program

• Daily schedule is posted.
• Quiet and active play is balanced.
• Activities are age appropriate and address the child's needs (physical, emotional, social, developmental).
• A variety of music is played during the day.
• The children have opportunities to be read to during each day.
• Rest/nap policy is reasonable.

Health and Safety

• Emergency contacts are kept on file.
• Staff members have CPR/First Aid training.
• Staff members observe safe hygiene (wash hands before and after diapering each child and wiping faces).
• Staff members change gloves after each diaper change.
• Diaper changing pads are of non-absorbent material.
• Infants/toddlers are able to explore the environment safely.

Training/Credentials

• Staff members have participated in more than the required minimum training.
• Lead teachers have a college degree in early childhood education or CDA Credential.
• Centers have NAEYC (National Association for the Education of Young Children) or other accreditation.
• Family child care providers have NAFCC (National Association for Family Child Care) or CDA.

General Impression

• Children seem happy here.
• I would feel comfortable leaving my child here.
• I would be happy here as a child.
• There is a calm and nurturing environment at this facility.

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What does it mean to be ready?

"Ready or not, here I come!" This is a common phrase we hear used by young children in their play. It takes on a whole new meaning; however, when we use it to refer to a child who is entering kindergarten. National, state, and local efforts struggle with defining "school readiness." In 1999, the National Education Goals Panel identified five areas that are important to a child's successful start to school:

1. Children's health and well-being
2. Social and emotional development
3. Approaches to learning
4. Language development
5. General knowledge about the world around them

The "academics" usually considered part of the definition of readiness was not specifically included. This is because these items can be taught and learned by any child whose needs in the five areas have been met. This approach to readiness is often referred to as "developmentally appropriate practices."

In a recent study, 92% of kindergarten teachers ranked healthy, rested and well-nourished children as the number one quality of successful kindergartners. More than half of the teachers rated the following as essential to school readiness:

• Vision, hearing and dental problems are detected and addressed
• A child knows his name and has a basic awareness of self, family and community
• A child can follow basic rules and routines

It is never too early to start providing the kinds of experiences that will help a child enter school ready and eager to succeed. Children are born ready to learn. They are naturally curious beings. Children learn best through their everyday experiences with the people they love and trust, and when learning is fun.

Parents/guardians and preschool teachers make a dynamic team when it comes to preparing children for school. An adult's support, interest, and enthusiasm go a long way to giving a child self-esteem which is key to preparedness. A child will often display these skills prior to entering kindergarten:

Personal Needs

Prior to entering kidergarten, a child will often, without help, be able to...

• Use the toilet
• Wash hands
• Put on and take off coat
• Tie shoes
• Snap, button, zip and belt pants
• Use silverware
• Eat unassisted
• Put away toys when asked

Social Skills

Prior to entering kidergarten, a child will be able to...

• Follow two-step directions
• Cooperate with other children
• Play with other children without hitting or biting
• Sit still for up to 10 minutes
• Follow rules

Intellectual Skills

Prior to entering kidergarten, a child will be able to...

• Hold a book upright and turn pages from front to back
• Sit and listen to a story
• Know first and last name
• Know some songs and rhymes
• Tell and retell familiar stories
• Know own age

Health Needs

Prior to entering kidergarten, a child needs...

• Required immunizations
• Dental check-ups
• Regular nutritious meals
• To run, jump, skip, climb, swing, use balls

Remember children develop at their own pace and in their own way. Recent research suggests that many factors go into determining "readiness." They vary for each child, family and situation. As defined by the National Education Goals Panal, readiness includes ready children, ready families, ready communities, ready early care and education, and ready schools. All are necessary so that all children will experience success.

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What about after school?

What children do after school is just as important as their school time activities. After school programs play a significant role in the lives of children and can offer more than a place to go when school is out.

After school care statistics

The Jacksonville Children's Commission details the importance of after school care in their report, The 2006 Profile Report, A Snapshot of Jacksonville's Children and Youth. The report takes a thorough look at all aspects of our children's lives including their emotional and physical health, school performance, their safety and their home life. The full report is is available from the City of Jacksonville website.

The conclusion of the report is that our children are at risk if they have no or little supervision, or nothing to do after school. Some of the report's findings are:

• In 2002 and 2003, 21% of juvenile arrests were for very violent crimes such as murder, rape and assault. Most violent crimes by juveniles occurred after school was dismissed.
• If youths smoke cigarettes, use alcohol or other drugs, they are more likely to be involved in violent incidences at school. Also, children exposed to violence are more likely to smoke and take other health risks. The Report sites the 2004 Florida Youth Substance Abuse Survey, (in Duval County, 1,555 children in grades 6-12 were interviewed) that shows 27% of students in the survey were suspended from school.
• The school drop-out rate in Duval County is 5.1%; the state's is 2.9%. A high school drop-out is more likely to break the law than a graduate.

These statistics are not unique to Jacksonville but are a national problem as well as a problem in Central Florida. How then, can we prevent children from risky behaviors?

Beating the Statistics

One way is to offer them good role models and a safe place to go after school. Students who have good relationships with their parents, are more likely to do well in school, have better social skills, are less likely to be involved in risky sexual behaviors and less likely to get into trouble with law enforcement. If students have no adult or non-parental role models at home a good after school program is essential to their well-being. This will:

• Help them develop the social skills they will need to succeed in school and in life. Youths who graduate are also more likely to earn a better income than non-graduates.
• After school programs that give students the chance to meet a caring adult offers them a positive role model. Students who have a healthy relationship with a compassionate non-parental adult are more likely to become contributing members of society and less likely to get into trouble.

Nationally, PTA members polled in 2003 believe the biggest advantage of after school programs is safety and supervision.

The quality of your child's after school time is central to his/her emotional health. Children are more likely to do better in school, graduate and go on to higher education if they have an adult who cares about them.

After school care is in danger

It takes time to find the right after school program. Not enough programs are available and for most low income and single parent homes, it is difficult to afford. Also future funding for child care programs for children of all ages is uncertain. Programs for child care are funded in part through the Child Care and Development Block Grant. The Grant was supposed to be reauthorized in 2002 but was not approved. As a result for the last four years funding for child care programs has not increased to keep up with the cost of living and the funding sources are not secure.

If funding for after school programs is important to you, let your lawmakers know. In Seminole County, these are the members of Congress to contact:

• Senator Bill Nelson (D),
• Senator Mel Martinez (R),
• Representative Ander Crenshaw (R) and
• Representative Cliff Stearns (R).

Let them know you want them to vote to reauthorize the Child Care Development Block Grant. Also funds need to be increased so that children in care today will still be funded in five years. For more details about this and other legislation before Congress, visit the National Association for Child Care Resource and Referral (NACCRRA).

After School Links

For more information about after school issues, visit these web sites:

• The National Institute on Out of School Time
• The National After-School Association
• The After School Alliance

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