discussion

2.1 Regulations

Regulations are the rules that govern the operation of an early childhood program. Regulation is also an ongoing process. Preschools and child care centers should be evaluated regularly—when they are new to assure that the facility and staff are ready to provide care and education to young children, or when they change in a significant way, such as expanding the number of classrooms or hiring a new director. Early childhood programs should also be regularly inspected and evaluated as part of the routine responsibilities of ensuring children's needs are being met.

The responsibility of regulation is shared among many groups: families, early childhood professionals, the community, as well as local, state, and federal government. Any citizen, whether a parent, teacher, or community member, is able to influence the regulation process when voting for legislators who create the regulations that govern early childhood programs.

Families, teachers, and community members also participate if they report problems with an early childhood program, such as poor sanitation practices, to government agencies. Also, families benefit from the regulation process when they choose programs for their children that are regulated. The regulation process gives families, as well as staff and community members, tangible ways to measure the quality of their early childhood programs.

The role of government in the regulation process is significant. One of the most important ways government is involved is through licensing. A license is a certificate that grants permission by a governing body to do something. A driver's license, for example, gives you permission to drive a car. A child care license gives an organization permission to operate an early childhood program. We will discuss licensing in more detail later in the chapter.

Regulations are usually documented as a list of standards organized by categories, such as personnel, facility, meals, and so forth. A standard is a specific requirement, rule, or level of achievement used to measure quality. One example is teacher-child ratios. In many states the minimum standard for teacher-child ratios for infant care is one to four. There must be at least one adult supervising every four babies at all times.

Unlike curriculum standards, which usually describe specific skills or knowledge that students should master, licensing standards describe observable practices carried out by staff or visible characteristics of an early childhood facility, such as the presence of a cushioning surface under climbing equipment.

The role of the director in the regulation process is to be knowledgeable about these standards and to guide staff in ensuring that the program meets every minimal standard. Administrators collect and organize documentation, such as lunch menus or enrollment forms, that demonstrate compliance with standards.

Early childhood administrators are also responsible for inspiring staff to seek and achieve high standards. For example, when training new staff members to follow policies and procedures, directors can take the time to explain the reasons behind the regulations and standards. Wiping down the changing table after each diaper change is not just a required practice, it helps prevent the spread of illness to both children and staff members. As the role models for staff, early childhood administrators must always be working toward excellence and adopt an attitude that values continual improvement.

Minimum Standards Versus Voluntary Standards

When you are shopping for a new car, you are probably looking for a vehicle that will be safe to drive. You want the brakes to work well, and you will likely want bumpers and front air bags that will protect you in case of a crash. But how do you really know if the car you pick will be safe?

Most consumers, when they buy a new car, rely on minimum standards set by the government to ensure that the car they ultimately drive will be safe. For their part, auto manufacturers must meet these standards or they will not be allowed to sell their products. Some automobile companies may choose to exceed the minimal standards and add additional features, such as side air bags. These additions improve the quality of the car, making it even safer to drive.

As with the auto industry, the field of early childhood education is subject to a set of minimal safety standards that are set and monitored by the government. In the case of early childhood programs, these requirements are mandated by law and represent the threshold that any facility, whether an in-home day care or a community-run preschool, must meet to receive a state-issued child care license. These minimum standards describe the base level of quality that is required in order to legally operate a program.

In addition, voluntary standards are levels of quality that exceed the minimal standards and are commonly accepted among the profession as indicators of high quality. For example, while the state may require that lead teachers have at least a high school diploma, a program may set the standard higher, by requiring that each of their lead teachers have a bachelor's degree. Programs may choose to meet voluntary standards, but they are not required to do so to operate. The source of these voluntary standards may be an outside source, such as the National Association for the Education of Young Children (NAEYC), or they may be standards created internally by staff or board members, based on the program's philosophy, mission, or vision.

The choice to exceed minimal standards is usually made by program leaders, that is, the administrators, owners, or board members of an early childhood organization. The reasons for seeking a higher standard of quality vary. Providing a high-quality program may be part of the program's mission and vision. Or improving program quality may be a marketing strategy to increase program enrollment.

Accreditation

In addition to these minimal standards, many programs seek to achieve an additional threshold of quality through the process of accreditation. Accreditation recognizes and certifies the achievement of high standards that go beyond the minimal standards required for a license. Many other industries, such as hospitals, use accreditation to identify exemplary practices. In some communities, public or private funding is tied to accreditation, and programs must be accredited to receive certain grants.

Accreditation is both a status and a process. As a status, it provides a tangible certificate of approval from an agency or group that is accepted as knowledgeable in best practice. As a process, accreditation reflects an ongoing commitment to self-study, reflection, evaluation, and continuous progress toward high quality. Accreditation is a supplement not a replacement for a license. The accreditation process will be discussed at greater length later in this chapter.

The Benefits of Regulation

As with so many other industries, there is a clear relationship between higher standards in early childhood education environments and better quality. According to the NAEYC, there are several key structural factors that are most related to high quality in early childhood programs. The relationship between these key factors and program quality has been frequently confirmed by research studies. The following are among the most significant factors addressed in most state licensing codes:

Small group sizes. This includes low teacher-child ratios as well as small classroom groups. When children are taught and cared for in small groups, they receive more responsive, sensitive, and individualized attention.

Professional staff with training and education. Higher levels of education and specialized training for both teachers and administrators result in higher quality care and education for young children.

There is a causal relationship between the demands of a licensing system and the quality of service in the programs it regulates. Research demonstrates that those states with more effective regulatory systems have a greater number of high-quality early childhood programs (National Association for the Education of Young Children [NAEYC], 1997a). The effectiveness of the licensing system depends on both the code itself—and level of quality it requires—and on the efficient functioning of government agencies that operate the licensing system.

When the minimal licensing standards are comprehensive and rigorous, when licensing agencies have adequate resources to effectively monitor the early childhood programs under their jurisdiction, children benefit by receiving quality care that protects them from harm, promotes healthy development, and provides opportunities to learn. Families benefit from knowing there are safeguards that protect and support their children. Staff members benefit because many regulations, such as the limit on the number of children who can be supervised in one classroom, reduce stress and improve working conditions for teachers and caregivers.

The Challenges of Regulation

The systems that regulate early childhood programs are not without problems and weaknesses. Because licensing codes are inconsistent, there is no clear consensus nationwide for what constitutes minimum standards. Advocates of high quality care and education can also stress that the minimal standards required in most states are too low to ensure that all children will thrive.

Other challenges result from fluctuations in public funding for state agencies. Sometimes licensing offices are short-staffed and inspectors do not have enough time to visit every program in their jurisdiction. Few would argue, however, that the challenges of regulation outweigh the benefits.

2.2 License Requirements

In most states any early childhood program that provides full-day child care services must have a license to operate. In fact, the license itself is called a "child care license." Often part-day preschools are required to obtain a license as well.

The document that describes a state's licensing regulations typically covers a broad range of topics and may be quite long and detailed. State licensing standards for child care centers or family child care homes usually begin by describing the requirements for an individual or an organization applying for or renewing a license. For example, an application for a child care license may require a list of board members and a copy of the bylaws for the organization seeking the license.

Definitions

The definition of terms is often among the very first sections in the text of a state's licensing code. For example, the state of California uses the terms Child Care Center or Day Care Center to mean any child care facility of any capacity, other than a family child care home, in which less than 24-hour per day nonmedical care and supervision are provided to children in a group setting (State of California Health and Human Services Agency, 2004). In most states, (including, for example, North Carolina) the terms family day care or family child care mean regularly provided care, protection, and supervision of children in the caregiver's own home for periods of less than 24 hours per day while the parents or authorized representatives are away (North Carolina Department of Health and Human Services, 2012).

Child Care Centers

The text of the licensing code for child care centers will usually include instructions for maintaining and renewing a license as well as guidelines for reporting suspected child abuse and neglect. In most states, anyone who works with children is considered a mandated reporter, a person who is required by law to report known or suspected child abuse or neglect to appropriate government authorities. Early childhood administrators are not only mandated reporters themselves, they are also responsible for making sure their staff is trained to identify and report suspected child abuse and neglect.

Family Child Care

Licensing standards for family child care providers share some similarities with the codes for child care centers. Both types of programs require a license and regular inspections and renewals in order to care for groups of children. In some states, however, family child care providers are not required to obtain a license if they are caring for a very small number of children. For example, in North Carolina, a child care provider caring for just two children would not be required to obtain a license.

For family child care providers that do require a license, there is a limit to the number of children who can be cared for in the home. For example, in North Carolina, the maximum number of preschool-age children allowed in a family child care is five (North Carolina Department of Health and Human Services, 2012).

While the categories of minimum standards for family child care homes, such as staffing requirements and safety procedures, is very similar to that of child care centers, the standards for homes are usually not as rigorous. In some states the operator of a family child care home does not necessarily have to be a high school graduate, as long as that individual meets other criteria, such as attending and passing first aid and CPR training (see the Focus On feature box).

Focus On: Teacher Qualifications

In most states, the minimal requirements to work as a teacher in an early childhood program are significantly less rigorous than the requirements for teachers in the primary and secondary grades (NAEYC, 2009b). For example, in the state of Texas, teachers in public elementary schools must have earned a bachelor's degree, completed a teacher training program, and passed a teacher certification test. In contrast, child care workers in Texas are only required to have a high school diploma and eight hours of preservice training. This broad difference between the qualifications for professionals who work with young children and those who work with older children is representative of the gap seen across all 50 states.

Many would argue that teaching very young children requires even greater skill and knowledge than teaching older children, and research indicates that higher teacher qualifications mean better quality early childhood programs. For example, multiple studies, such as the long-term High/Scope Perry Preschool Study, suggest that practitioner education and training are among the most critical factors for creating positive outcomes for children.

Source: Pennsylvania Office of Child Development and Early Learning, Early Childhood Education Teacher Quality, 2011.

Common Categories

The licensing code for child care centers also includes the list of minimal standards, usually organized into categories such as Organization and Administration, Staffing, Facility and Equipment, Nutrition and Food Service, and Health and Safety. In some states, licensing code may also include standards related to curriculum and parent communication. The minimum standards in a state licensing code do not require that programs follow a specific philosophy or teacher specific lessons, but some licensing standards do require that programs post lesson plans for parents and that the curriculum planning be led by someone with early childhood training and credentials.

Organization and Administration

Licensing standards related to organization and administration address the oversight and operations of the program. Specific standards pertain to accountability issues, such as the required paperwork and reporting necessary to receive, maintain, and renew a license. The early childhood administrator is responsible for managing this process as well as maintaining program documentation, such as child files and staff files, that will be inspected by the licensing representative. In many states, administrators are also required to create a risk management plan, a plan that identifies potential health and safety risks, specifies ways to reduce or eliminate the risks, and establishes procedures to be followed in an emergency.

Staffing

Some of the most detailed requirements for a child care license are related to the staffing of the program and the supervision of the children. The licensing requirements may specify the minimum qualifications for administrators, teachers, and child care workers, the personnel records (including health screenings and criminal background checks) necessary for each employee, and the maximum number of children who can be enrolled in each classroom or in the entire facility.

Facility and Equipment

Licensing regulations also typically document the requirements for the facility and the classroom space. They may specify the need for an outdoor play space, the number of hand washing sinks, or the minimum requirements for toys and learning materials that are available to the children each day. Standards may also specify how the facility should be cleaned and what types of materials, such as lead-free nontoxic paints, should be used to maintain the physical space.

Nutrition and Food Service

The preparation and serving of food is an intensely regulated activity because there are so many potential risks to children's health if adequate care and appropriate food safety procedures are not followed. State licensing standards may address a broad range of nutrition and food service issues, such as the sanitation of space used to prepare and store food, the training of personnel who will be handling the food, and the creation and distribution of menus. Nutrition and food service is a category of issues that are often regulated at multiple levels of government including federal, state, county, and city.

Health and Safety

Health and safety standards are among the most important in licensing code. If a licensing inspector finds that a program is in violation of significant health and safety requirements, the consequences may be severe. Violations in safety standards that could put children at risk of harm, such as failure to maintain the facility's smoke detectors and fire alarm system, may result in the immediate closure of a program until the program can demonstrate that the issue has been resolved.

Other examples of standards related to health and safety include the requirements for storing and administering medications to children, the maintenance of immunization records, and restrictions on the use of extension cords, fans, and space heaters in classrooms.

Variations Among States

Licensing requirements may vary quite a bit from state to state or, in some cases, even from county to county within each state (National Child Care Information and Technical Assistance Center and the National Association for Regulatory Administration, 2008). Requirements can vary not only with regards to the qualifications of early childhood teachers, but also according to the age and developmental level of the children served in the program. For example, the teacher-child ratios for infants and toddlers are usually much more restrictive than teacher-child ratios for older children, such as preschoolers, age three to five.

The state government's jurisdiction over the licensing process is mandated by laws passed by the state legislature. Each state establishes an office that plays the primary role in regulating early childhood programs. For example, in Rhode Island, the Department of Children, Youth and Families supervises the child care licensing process. In Tennessee, child care licensing is the responsibility of the Department of Human Services. In Illinois, licenses are obtained through the Department of Children and Family Services (Illinois Department of Children and Family Services, 2005).

In many states, the term "license" is used to describe the document that authorizes an early childhood program to operate, but in some states child care registration or day care certification may be used instead. Regardless of the variations in terminology, the similarity between all these offices is that the government has the authority to determine which individuals and organizations will be allowed to operate early childhood programs in their state.

Local Building and Health Codes

In addition to state licensing, many early childhood programs are also regulated by local building and health codes. In some areas, early childhood programs may also be required to obtain a zoning permit. County or city governments may require that the buildings in which an early childhood program operate meet specific fire safety codes, such as providing a specific number of exit doors or installing sprinkler systems in rooms where children will be napping. Local government may also have health codes that require programs to maintain specific documentation of children's medical and dental records. For example, in the city of Philadelphia, commercial child care centers must obtain a state license, a city zoning permit, and a Certificate of Occupancy from the owner of the building (City of Philadelphia, n.d.). Additionally, they must pass an inspection from the Department of Public Health.

Often these local codes may cover topics that are not at all addressed by the state licensing requirements, such as a requirement that programs obtain a municipal business license in order to charge fees and tuition to families. Sometimes, however, there is overlap between state and local codes. For example, the state licensing regulations may require a fire extinguisher in every classroom, while the county building code requires only one fire extinguisher per floor. When this happens, the program must follow the most restrictive code. In this example regarding fire extinguishers, the more restrictive code is the state license.

Exemptions

Some early childhood programs are exempt from the licensing process, which means they are not required to obtain a license from the state. Very small programs, such as a family child care home that provides care for only one family in addition to the operator's own family, are usually exempt from licensing. Also programs that operate under the supervision of another type of regulating agency, such as a state board of education, or that are primarily recreational, like a gymnastic program run by a park district, are often exempt. The types of programs that are exempt vary quite a bit from state to state.

Licensing Process

Child care center inspectors working in each state's licensing agency are usually assigned to specific regions or counties for the purposes of issuing initial licenses and overseeing the maintenance and renewal of licenses. The titles of these professionals who are responsible for performing licensing inspections vary and may include licensing representative, or licensing agent, but their primary function is to visit and inspect early childhood programs to monitor their compliance with licensing standards.

Licensing inspectors spend most of their time out in the field, inspecting child care facilities for initial license applications and conducting drop-in visits and renew inspections in programs that are already licensed. The regulation of child care centers is often separated from the regulation of family child care homes, as the licensing process and regulations for each usually vary.

Licensing a New Program

The process of obtaining an initial license for a new early childhood program, whether the program will be led by an individual owner or by an organization or agency, usually begins with the gathering of information to complete a licensing application. Many licensing agencies conduct regular information sessions for people who are interested in opening child care centers or family child care homes. An application usually includes contact information for the administrators or operators of the program, the ages and number of children to be served, the hours of operation, the general plans for the facility and playground spaces, the qualifications of staff members, a description of the services and meals to be provided, and details of the financial resources available.

Most state agencies require a fee for the processing of the license application, usually around $100, but sometimes additional fees are charged, such as a fee for conducting a criminal background check on the center's administrators or owners. The timing of the license application process varies, from just a few weeks to three or four months.

The early childhood administrator is responsible for ensuring that all the documentation for the application is complete and accurate. Often the role of the administrator includes regular follow-up calls or email messages to check on the status of the application and to provide additional information as needed.

Let's follow one program administrator through the process of obtaining a license to operate a small for-profit child care center:

Mila Rogers has long had the dream of running her own early childhood program. She's decided to open a child care center in a storefront near a commuter train station. Mila thinks that the location is ideal because the parents can drop their children off at the center before they catch the train to work and pick them up on their way home. She plans to call the center "Child Care Depot" and use the image of trains in her logo, signs, and marketing materials and to decorate the facility.

Mila attends an information session presented by the local agent of the state child care licensing agency. She gathers information about how to submit a licensing application and learns about the minimal staff requirements for education and experience and some suggestions for how to prepare the facility for the inspections that are required as part of the licensing process.

Next, Mila signs a lease on the space near the train station and begins overseeing the renovation of the interior and exterior of the building, as well as the construction of an outdoor playground space in the back of the building. Mila uses the information and documents she gathered at the information session to make decisions about how to prepare the space, taking care to make sure the facility meets all the building codes, such as providing the appropriate hand washing sinks, smoke detectors, and exit lights.

Meanwhile, Mila is also gathering the documents she needs for the initial child care license. Mila documents the financial resources, in the form of investments from friends and family, that she has collected to pay for the start-up of the program and for reserves as she begins running the program. Mila also begins interviewing and hiring her first staff members, taking care to make sure her employees will meet all the minimal standards for education and experience in the field of early childhood education.

When the facility renovations are near complete, Mila schedules building inspections with the county fire department and health department. Representatives from these agencies visit the site and inspect the building inside and out. Mila is relieved to learn that she has passed these initial building inspections. Then she and her new team of teachers prepare the classrooms for the children, making sure that the materials and equipment meet the state's requirements for a safe and appropriate environment for young children.

Mila calls the state licensing agent assigned to her region and schedules the licensing inspection. During this time Mila is also talking with families who are interested in enrolling in the program, but she knows she can't enroll the children and schedule their start days until she receives the license to open the program.

The day arrives for the initial licensing inspection at the Child Care Depot. The licensing agent walks through each classroom and shared space with a checklist, taking notes on the environment, materials, and equipment. The agency also reviews Mila's paperwork and files, checking to see if all initial requirements have been met and systems are in place for the staffing and enrolling the program. At the conclusion of the visit the licensing agent signs the approval for the initial license and schedules a follow-up visit for an additional inspection after the program is in operation. The agent explains that the primary purpose of the follow-up visit will be to check that the actual operation of the program is aligned with the plans that have been detailed in the license application.

When the official license arrives in the mail, Mila hangs it proudly in the front hallway of her school. The Child Care Depot is open for business!

Maintaining and Renewing a License

Once an early childhood program has obtained an initial license, there are usually processes in place to ensure that the program continues to consistently meet the minimal standards for licensing. In most states, programs are subject to both scheduled visits and unscheduled drop-in visits by a licensing agent. The purpose of the drop-in visit is to see how well the program functions on an ordinary day, without having time to prepare or clean up the facility prior to the inspection.

If a program does not meet the minimal licensing requirements, whether during a scheduled or unscheduled visit, the agent will document exactly what is observed to be out of compliance and set a deadline for correcting it. In severe cases, when children's health or safety is at risk, the program could be shut down until the corrections are made.

In most states, licenses must be renewed every three to five years. The renewal process is similar to the initial application, though usually not as extensive. The owner or administrator must fill out an application, pay a fee, and schedule an inspection. During the time between renewals, programs are usually required to submit regular reports to the state licensing agency, documenting any significant changes to the facility, staff, or program since the time of the initial application or most recent renewal.

Licensing Concerns and Controversies

Most early childhood professionals and policy makers agree that the licensing process plays an important role in raising program quality and protecting children from harm, but the system is not without flaws. The NAEYC has identified a number of areas of concern regarding state licensing systems (NAEYC, 1997a). One is that many states set the bar too low; the standards for key factors, such as teacher-child ratios, that have a significant impact on children's safety and learning are not aligned with research-based recommendations for best practice. For example, the state of Ohio allows licensed programs to care for infants with a five to one teacher-child ratio even though the consensus in the field is that four to one or, ideally, three to one, is best for these very young children.

Another area of concern is that every state allows for programs that meet specific criteria to be exempt from regulation. For example, programs that operate as part of a public school system, and Head Start programs, which are operated through a federal Office of the Administration for Children & Families, are exempt from state licensing regulation. These exemptions can result in greater inconsistencies in standards of quality between early childhood programs in each community, and also create the potential for programs to operate without adequate accountability. An additional concern is that licensing offices are short staffed and have not been granted adequate support or authority to effectively monitor the early childhood programs under their jurisdiction.

To respond to these concerns, NAEYC and other advocacy groups recommend removing or narrowing the conditions for allowing programs to be exempt from licensing, that additional staff and other resources should be allocated to licensing agencies to allow them to better implement and monitor the regulatory process, and that more steps should be taken to educate families, providers, and the public about the importance of responsive, quality care and education during the early years.

2.3 The Details of Accreditation

As stated earlier in the chapter, accreditation is the formal process of recognizing or certifying the attainment of high standards that go beyond the minimal standards required for a license. One of the most widely recognized agencies of accreditation is the NAEYC, which accredits early childhood programs through its NAEYC Academy. As of 2012, there are more than 6,000 programs accredited through NAEYC (NAEYC, 2012b).

Other well-known accrediting agencies include the National Association for Family Child Care (NAFCC), which accredits family child care homes, and the National After School Association (NAA), which accredits after school programs.

Table 2.2: Examples of Accrediting Agencies
Agency Name	Website	Description
National Association for the Education of Young Children (NAEYC)	www.naeyc.org/accreditation	NAEYC, as the largest membership organization representing early childhood professionals,  oversees a program accreditation process that is one of the  most widely respected in the field.
National Association for Family Child Care (NAFCC)	www.nafcc.org	The NAFCC accreditation process is  specific to programs operating in a family child care home.
National Afterschool Association(NAA)	www.naaweb.org	NAA has offered an accreditation process  to programs providing after-school programs, but has  discontinued thisservice. All program  accreditations will expire in 2014.  NAA isdeveloping a partnership with  COA (see below) to offer accreditation to  their membership.
Council on Accreditation	www.coanet.org	COA has developed accreditation standards for after-school programs and is now partnering with  NAA to oversee an accreditation process.
Association for Early Learning Leaders (formerly the National Association of Child Care Professionals)	www.naccp.org	The Association for Early Learning Leaders  offers accreditation using research-based criteria.
American Montessori Society (AMS)	www.amshq.org	AMS offers a voluntary accreditation process for Montessori schools, overseen by the Montessori Schools Accreditation Commission.
Association of Christian Schools International (ACSI)	www.acsi.org	Accreditation through ACSI is for schools  seeking to includethe spiritual aspects  of the program in the accreditation process.

Accreditation is an arduous and somewhat costly process. It requires an ongoing commitment to self-study, reflection, and evaluation. Once program leaders decide to seek accreditation the process may take a year or even longer (NAEYC, 2011a). The expense of accreditation includes the fees to the accrediting agency as well as the cost of any improvements or enhancements made as a result of the self-study process. For some programs, the additional expense of accreditation can add thousands of dollars to their annual budget.

Yet the benefits of accreditation are many. Programs invest in accreditation for a variety of reasons. One is a commitment to quality. Program leaders believe the process benefits children and families because the improvement they make will result in positive outcomes for children. Early childhood administrators also use accreditation as a tool to facilitate teacher supervision and professional development. The accreditation process provides opportunities for individual teachers to develop their skills, reflect on their practices, and meet specific professional goals. For example, if an administrator is working with an individual teacher to help her improve her management of the transition from lunch to nap, the observations and documentation involved in an accreditation self-study can help that teacher focus on her weaknesses, develop new strategies to address the issue, and measure whether her changes have been successful.

Another reason programs invest in accreditation is because of what the accreditation certificate communicates to families. Parents choosing an early childhood program often feel overwhelmed by the decision, and accreditation is the mark of quality that families are looking for. Thus, seeking accreditation may be smart marketing, but it is also the first step in building trusting relationships with families.

For some programs financial benefits associated with accreditation make the expense of the process worthwhile, either because the accreditation certificate gives their program an edge over competitors, or because they will benefit from the incentives built into some public funding models. This incentive process, called tiered reimbursement, is discussed in the Focus On feature box.

Focus On: Tiered Reimbursement

In some states, early childhood programs are offered a financial incentive, in the form of additional public funding, to seek accreditation. This system of incentives for raising program quality is called tiered reimbursement. Programs that seek and achieve accreditation receive higher levels of public funding than programs that meet minimal standards. For example, in Maryland there are four levels of tiered reimbursement, each one recognizing a program's achievement of a certain level of program accreditation, staff credentialing, continued training, enhanced learning environment, staff compensation, parent involvement, and program evaluation.

Participating child care programs must actively pursue program accreditation and complete activities that will help them develop policies and procedures to ensure that the services they provide constitute the best possible care for the children and families they serve. The tiered reimbursement program is voluntary, and all licensed child care centers and registered family child care providers are encouraged to participate (Office of Planning, Research, Evaluation, and Administration for Children and Families, 2010).

NAEYC Accreditation Position Statement

The NAEYC accreditation process has undergone many changes over the years. In 2005 the accreditation criteria was reviewed and overhauled. In 2011 the accreditation process itself was updated, ensuring that the process retains the rigor that gives meaning and measure to the certification of quality. These adaptations and updates make it a model accreditation system. The ongoing improvement in the accreditation process parallels the commitment to continuous improvement required of programs seeking and maintaining accreditation.

Although NAEYC is not the only accrediting body that works with early childhood programs, the fact that NAEYC also has a strong advocacy arm makes it an influential voice in shaping policies and perceptions about accreditation and its role in improving the lives of young children. NAEYC has published recommendations for public policy regarding the purpose and function of accreditation (NAEYC, 1999). These recommendations, which relate to any form of accreditation, not just NAEYC, begin with an acknowledgement that accreditation is not a replacement for regulating systems such as state licensing. Rather accreditation is intended to support and build on these foundations.

The position statement also emphasizes the importance of communicating with families and with the general public to inform them of the value of regulatory and accreditation systems, and to raise public awareness that these systems support children's learning and development. Other important points include a statement that the accreditation process should utilize standards that are based on sound research. Also, the process itself should include opportunities for staff reflection.

The accreditation position statement also addresses the topic of tiered reimbursement. The danger in attaching monetary incentives to accreditation is that it could put undue pressure on programs to rush through the self-study or to misrepresent their program. On the other hand, the benefit is that programs committed to quality have a new avenue for receiving support that will help them sustain a high level of quality. The NAEYC position on this issue is that funding should be made available to programs seeking to improve quality to help them cover the cost of improvements as well as accreditation fees.

The Accreditation Process

Although the accreditation process can vary according to which body accreditation is being sought from, the general structure of a program improvement process usually incorporates the four steps

1: Enrollment in the Accreditation Process

Program administrators contact the accrediting body and request accreditation materials. Usually there is a required enrollment form and an initial fee. Administrators plan the accreditation timeline, including benchmark goals for achieving each step of the self-study process.

2: Complete the Self Study

Using the self-assessment tools provided by the accrediting body, administrators lead the staff in compiling evidence and documents that demonstrate how well the program meets the criteria for accreditation. For example, the self-study for NAEYC accreditation addresses all 10 categories of accreditation criteria, from interactions between teachers and children to curriculum and assessment, as well as staff qualifications, facility and materials, and more.

In areas where the self-study reveals that the program does not meet the criteria for quality, the early childhood administrator creates a plan for making changes, and improvements are made. Often parents of the children enrolled in the program are included in the self-study process, either by completing a program evaluation survey or participating in a committee or task force.

3: Compile All Materials

Once program leaders are confident that the program meets the criteria for accreditation, the program submits documentation, often in the form of a portfolio, for consideration by the accrediting body. Additional accreditation fees may be required at this time. Materials may include classroom observations, parent surveys, documentation of curriculum and assessment, and charts showing staff credentials.

4: Confirmation of Quality

The final step in an accreditation process usually involves some kind of visit or inspection to validate the documentation or portfolio the program has compiled in application for the accreditation certificate. After the onsite assessment, the final decision regarding accreditation is often made by a panel or committee of experts in the field. If accreditation is awarded to the program, there may be follow-up visits and reports that are required to maintain accreditation until the certificate expires and programs must apply for a renewal.

The length of time between certification and renewal can vary by accrediting body, but in most cases program accreditation is good for three to five years. The renewal process is often just as rigorous as the initial accreditation process, especially if the program has had significant staff turnover or other changes during the interim.

Accreditation Story

[The following narrative is fiction, a composite of interviews and anecdotal information from directors who have led the accreditation process in their early childhood programs.]

From Nancy R., child care director

"I first heard about accreditation when I was a beginning preschool teacher more than 20 years ago. NAEYC accreditation was still pretty new then, and I didn't know of any other programs that had it. The school director handed out self-study booklets, and the teachers took turns visiting each other's classrooms and making suggestions for improvements. We made changes in our classrooms, such as adding a science area. We also made some changes in how we organized our day. I remember we had long discussions about how we could expand the block of time for free play so that children would have more opportunities to really explore the open-ended, sensory materials like clay.

"The whole experience was a very collaborative process. When we felt that we 'fully met' the most important criteria, the director sent in the program description. Our director reassured us that we didn't have to be perfect. We thought we'd have to wait a long time for our validation visit, but they came the next week! The visit seemed to go smoothly. The validator spent an hour in each classroom and then sat in the office reviewing files for several hours. When she left she was smiling, but it was frustrating that the validator couldn't tell us right away whether or not we'd get accredited.

"Waiting to hear back about the accreditation decision was hard. I remember it took a long time, several months. When we finally got the letter, everyone was so excited! We were one of the first early childhood programs to earn NAEYC accreditation. I'm still proud of that.

"Now that I'm a program director myself, I understand more of the details and hard work that go into the self-study and accreditation process. I've also seen how the NAEYC accreditation process has grown and changed over the years. The process is much more rigorous now, but I'm glad of that because it gives the certificate much more meaning. All the programs where I've worked have been NAEYC accredited or seeking accreditation, so I wouldn't know what it's like not to work toward that goal. Evaluating, reflecting, and making continuous improvements are part of who I am as a professional. The program I lead now will be due for a renewal in two years, and I'm already planning the timeline for the process. I'm proud to work at an accredited center."

2.4 Quality Rating and Improvement Systems

Each of the various types of regulation discussed in this chapter, whether state licensing or some kind of voluntary accreditation, can be considered individually as a discrete and unique process led by an early childhood administrator for the purpose of obtaining a specific license or certification. What all these processes have in common is that they all involve program evaluation. The purpose of program evaluation is to measure the level of quality in an early childhood program. The role of the early childhood administrator is to lead program evaluation with the goal of continual improvement. Regulation, as seen in this broader context, is just one element of a system of efforts to assess and improve the quality of early childhood programs.

In recent years many state child care agencies have worked toward coordinating the various options and efforts to regulate, assess, and improve programs into a unified system. Quality rating and improvement systems (QRIS), also sometimes known as simply a quality rating system (QRS), are now available in many states to address these multiple aspects through a unified approach. The goals of these systems are to assess, improve, and communicate the level of quality in early care and education settings. QRIS are part of a state's broader quality improvement continuum, and have the following five common elements: (a) standards, (b) accountability, (c) program and practitioner outreach and support, (d) financing incentives specifically linked to compliance with quality standards, and (e) parent education (National Child Care Information Center [NCCIC], 2004).

Program Quality Indicators

One of the primary functions of a QRIS is to bridge the gap between minimum standards, as represented by state licensing code, and best practice, usually represented by national accreditation standards. In most cases, a QRIS is structured with three or four levels or steps that demonstrate a path to bridge that gap. Progress from one level to the next is often tied to financial incentives, such as tiered reimbursement.

Following are common categories of criteria that tend to be used in a QRIS. These categories are used to define the levels, steps, or pathways from minimum standards to best practice. In QRIS, these categories are also used in parent education and community outreach initiatives that spread the word about what high-quality care and education looks like (Washington State Department of Early Learning, 2007).

Administrative Policies and Procedures

Minimum licensing standards usually include some requirements related to health and safety policies and procedures and some mention of a family handbook. In a high-quality early childhood program, however, best practice means developing much more detailed policies and procedures, such as an annual performance evaluation plan for teachers that includes opportunities for self-evaluation and peer mentoring. A state QRIS provides early childhood administrators with a framework for moving from the minimum to best practice.

Learning Environment

While most state licensing standards usually include only a brief mention of curriculum and room arrangement, best practice, as defined by national accreditation standards, includes the development of a developmentally appropriate curriculum and a carefully arranged classroom environment that maximizes opportunities for growth and learning.

Parent/Family Involvement

As mentioned, minimum standards usually focus on health and safety issues, and this is true in the area of parent and family involvement as well. Best practice in a high-quality early childhood program takes a more comprehensive approach to building trusting relationships with families by creating multiple opportunities for formal and informal communication and collaboration.

Professional Development and Training of Staff

Usually state licensing standards require only a few hours of professional development activities for teachers and other staff members working in early childhood programs. A QRIS not only defines best practice for professional development, often these state initiatives are able to link QRIS participation with other publicly funded programs that provide opportunities for early childhood professionals to attend workshops and courses by providing scholarships and technical assistance.

Program Evaluation

State licensing standards do not require any formal program evaluation beyond the completion of the licensing reviews and inspections. Through QRIS, administrators lead their programs through a program evaluation process using research-based tools such as the Early Childhood Environmental Rating Scale (Harms, Clifford, & Cryer, 2004).

Staff Compensation

State licensing standards usually do not address staff compensation. The steps or levels in a quality rating and improvement system are defined to demonstrate that increases in compensation and benefits, such as health insurance and paid sick leave, are tied to increases in overall program quality.

QRIS in Action

Quality rating and improvement systems are still a relatively new development in the field of early childhood education, and many states are still in the process of planning and creating QRIS. One of the challenges is aligning the state-level QRIS activities with other program evaluation models. For example, Head Start, a federal program, has its own distinct set of quality rating and improvement requirements. Early childhood administrators who oversee centers or schools with multiple funding sources and accountability systems may find themselves dealing with multiple sets of standards and requirements that may be inconsistent with each other. As policy makers and early childhood leaders continue to refine and develop QRIS, one of the key issues will be aligning standards, levels, and recommendations between systems (Westervelt, 2010).

Reference

Gadikowski (2013). Supporting Children's Socialization: A Developmental Approach . Retrieved November 15, 2017, from ashford.edu