10 Questions a Parent should Ask when Scouting for a Preschool

Photo from preschools.coop

This article was updated on March 5, 2015

Where do I enroll my child? What is the best school for my child?

These are common questions that parents often ask other parents when their child is almost ready to enter school. Parents who want only the best for their child should not only base their decisions on what they read or what their peers have encountered – they should do their own research and visit these schools as well. Nothing beats a first hand experience when looking for a preschool for your child. 

Prior to visiting any school, it is best to reflect on the following questions: What are my goals for my child? What are my child’s interests, hobbies and unique characteristics? What is my child’s style of learning? Dr. Evalyn G. Hizon, a professor from the University of the Philippies-Diliman, Department of Family Life and Child Development advises, “know your child first and foremost, from head to toe if possible. Parents should not insist on the child where to go but rather, they should know the child’s learning style to make her/him happy.” Using this as your reference can help you determine what your child needs at present.

After you have gone through the initial questions, these 10 considerations can guide you when deciding a school for your child:

1. What is the school’s philosophy?
As there are different approaches to education, it is best to be informed about these program approaches.
Ms. Charla G. Santiago, an instructor from the University of the Philippines-Diliman, Department of Family Life and Child Development emphasizes that a school’s philosophy should reflect the school’s belief and principles on educating children. A school’s philosophy should clearly reflect the following questions: who is the child? How does the child learn? What is the role of the school? What is the role of the teacher? Ask for a copy of their brochure or their website address so you can read more about their philosophy.

 

2. Is the school’s philosophy manifested in the school’s program practices?
It is important that there is integration between what the school believes in and how the school implements its principles. For example, program practices are obviously seen in how the classrooms are arranged, the number of teachers per classroom and the different learning activities given to the child (i.e., if the school leans towards providing more play opportunities and creative activities or if there are too many worksheets or sit-down activities for them). Observe how these are manifested in the school.

 

3. Does the curriculum support the child’s holistic development?
According to the National Association for the Education of Young Children (NAEYC), Curriculum is “an organized framework that delineates the content children are to learn, the processes through which the children achieve the curricular goals, what teachers do to help children achieve these goals and the context where teaching and learning occurs.” To know more about a class’ curriculum, ask about the learning activities given to a child and inquire about a typical day or a classroom routine.

Herr (1998) points out that “quality programs focus on the ‘whole child’” (p.19). She further explains that the “physical, cognitive, and emotional development are all emphasized” in a particular curriculum. In addition to this, she states “such programs can provide long-term, positive differences in the lives of young children”. Bredekamp and Copple (2009) stresses the value of developmentally-appropriate practices in every childhood program. This means that, “all teaching practices should be appropriate to children’s age and developmental status, attuned to them as unique individuals, and responsive to the social and cultural contexts in which they live” (p.xii). Since curriculum is crucial to a child’s development and learning, it should then be composed of both child-guided and teacher-guided learning experiences.

 

4. Are teacher-child interactions positive? Do teachers use developmentally appropriate strategies?
Herr supports this by suggesting that parents observe how teachers interact with the children. She points out that there should be “frequent and supportive staff contact with the children” (1998, p.37).

Note how teachers talk to children - do they stoop down when talking to the children? Do they smile and express care as they communicate to them? Are they doing activities with the children or simply observing them from afar? Bredekamp and Copple (2009) noted that “curriculum is very important, but what the teacher does is paramount” (p.xiii). Bredekamp and Copple points out that effective teachers exhibit the following: “acknowledge what children do or say; encourage persistence and effort rather than just praising and evaluating what the child has done; give specific feedback rather than general comments; give assistance to help children work on the edge of their current competence; ask questions that provoke children’s thinking” (p.36-37). Note if teachers model most of these characteristics as you observe.

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5. Are teaching and non-teaching staff competent?
Ask about the profile of the faculty. It is important to find out if the teachers are educationally qualified to work with children. Likewise, it is equally important to know about the profile of the non-teaching staff -- these include the teacher aide, as well as the manongs or manangs who are helping the school. Micah del Mundo, an instructor from the University of the Philipines, Department of Family Life and Child Development points out that staff turnover rate should also be considered. Ask the number of years the school staff has been with the school. Teachers and staff who stay longer with a particular school indicates that they are well-taken care of. Herr explains that a high staff turn over rate affects children especially since they need a more consistent and stable atmosphere.

 

6. Is there an adequate teacher-child ratio?
Observe how many students and teachers there are in each class. Herr explains that “group size or the number of children in the room”  (p.36) is another important factor because “when the ratio of children to caregiver is low, program quality is more favorable”. Children are given more focus when there are smaller groups in each class.

 

7. Is the environment inviting, warm, and stimulating?
Are there sufficient equipment available for all the children? Does the learning environment provide opportunities for outdoor play? Observe the physical environment of the school. Ask yourself: How do you feel as you enter the school? Do you see adequate toys and learning materials available for all children? How do you describe the classrooms?

Hildebrand and Hearron (1997) explain how spatial organization can provide stimulation and security for children. Sciarra and Dorsey (1995) points out that the planning of space “promote independence and growth for children…” There should also be a variety of equipment that children can explore and that can support their learning. Also, there should be space for children to play indoors and for their personal belongings. Note if there is a playground or opportunities for outdoor activities in the school.

There have been recent studies that support the interrelation between nature, children, and play. According to Moore and Wong (1997), “play in outdoor environments stimulates all aspects of child development more readily than indoor environments”. Crain (2001) also points out that “nature helps children develop powers of observation and creativity, as well as a sense of peace and being at one with the world”

 

8. Are there provisions for safety and health?
Look for sanitary conditions in order to protect your child’s health. When a school considers safety for the children, it ensures that electrical outlets are covered, smoke alarm or fire extinguishers are installed for emergency purposes, etc. Ask about the school’s procedures when a child gets sick or encounters an accident. You can also ask if meals or snacks are served for children. Check to see if the menu is composed of healthy and well-balanced meals.

 

9. Is the tuition fee affordable and reasonable?
Naturally, you must identify your budget. Ask how much the school tuition fee is. Most schools provide a copy of their school fees. Study their tuition fee rate. Always keep in mind that a high tuition fee rate is not the only gauge for a school’s success. Schools that are reasonably priced and provide quality education can be found through research.

 

10. Do children appear happy, active, and secure?
Observe the children. Ask yourself: Is this the place where I want my child to grow and to learn more? Listen to the children’s stories and watch them in action. Herr shares that “parents will be encouraged by children who appear happy, contented, and secure. This is often a sign that the center’s program is meeting each child’s needs” (p.37)

Check them out:

Preschools in Northern Metro Manila

Preschools in Southern Metro Manila

 

As you visit different schools, it is good to keep in mind these guidelines to help you make your decision. In addition to the list, it is best to research about the school’s track record and reputation. Word of mouth, as they say, is also a reliable resource. Consider also your location and how your schedule will work once your child enters this particular school. Look for opportunities where your participation in that school also matters. Most importantly, bring your child with you when you visit these schools. Ask your child’s opinion because at the end of the day, we only want a place where our child will be at his happiest.

References:
Bredekamp, S., & Copple, C. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: National Association for the Education of Young Children
Crain, William (2001), “Now Nature Helps Children Develop”, Montessori Life, Summer 2001.
Herr, Judy. (1998). Working with Young Childdren. Illinois: The Goodheart-Willcox Company, Inc.