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It is very important for parents to visit potential child care programs before making a decision about child care. Programs vary widely in quality, environment, and how they handle children’s developmental needs. You should see the program for yourself, and meet the person(s) who will be caring for your child before you choose care.

Additional information is included below.  You can jump directly to a topic by clicking the links below or simply scroll through the various sections.

• What to Look for in a Provider
• Before You Visit: Interview by Phone
• Link to Child Care Checklist

What to Look for in a Provider

Some factors, though, are objective; they're the characteristics that mark a safe, stimulating, and nurturing environment for your child. Although some of the following factors apply more to child care center programs, others can be adapted to any child care situation.

Here’s what you’ll see in a quality child care program:

The Classroom or Play-space: Set up so that children can explore freely and safely. The room has the following features:

• Toys, art materials, cubbies, books, etc., are all within the reach of little hands. 
• Furniture (and ideally bathrooms) are child-sized. 
• The room has adequate space where the children can spread out and play on the floor. 
• There are cozy corners for snuggling, reading, listening to music, etc. 
• The classroom is inclusive of children with any special needs. 

• Are attentive to children, carefully supervising them and quickly responding to their needs in a positive, loving way 
• Set limits about behavior that they convey clearly to the children 
• Encourage children to talk to each other -- both to solidify friendships and work out disagreements 
• Are prepared to step in, if necessary, so that aggressive behavior does not escalate 
• Help the children get the most out of their play experiences by asking questions about what they are doing, offering encouragement, and redirecting children as needed 
• Have training in child development and update their training periodically with courses and seminars 
• Always show a respectful attitude towards the children, parents and each other 

Activities: Just right for the ages of the children: challenging enough to allow children the thrill of mastering something they first find difficult, but not so challenging that children are continually frustrated. Toys and learning areas (e.g., the block corner) are designed to encourage children to try out different kinds of activities. In addition to focusing on learning areas, activities sometimes relate to themes such as the seasons, holidays, health, family, feelings, etc. Circle time is age-appropriate: toddlers participate with songs, finger plays, etc.

Child Development: Providers understand different ages and stages and handle children accordingly (e.g., teachers create environments where they can direct children to positive activities and minimize conflict). In addition, teachers praise children frequently and offer them opportunities to develop confidence and independence (e.g., toddlers work on dressing and feeding themselves; older children get help writing their names).

Safety: Look around to make sure that precautions are being taken:

• Outlets are covered. 
• Wires or cords are out of reach. 
• Bookshelves and other furniture are secured to walls and floors. 
• Cleaning products are locked out of reach. 
• Furniture is child-friendly (no sharp edges, rough surfaces, or pointy corners). 

The Schedule: Teachers plan so that there is time for free play, group play, individual play, structured activities, outdoor time, and quiet time. Time periods are appropriate to the age of the child: not so long that children become restless and bored -- and not so short that they feel they’ve been interrupted in a chosen activity. Teachers leave adequate time for transitions between activities so children don't feel rushed, and give warnings before changing activities.

Accreditation: First, find out whether the program is licensed by the state or accredited by a national organization.

Reading: Teachers read to the children, both individually and in groups, pausing to ask questions along the way ("What do you think happens now?" "Does Curious George look happy about what just happened?"). They encourage children to discuss the story afterwards, relating it to events in their own lives. Books are sturdy, age-appropriate, free of stereotypes, and expose children to new ideas and situations.

Parental Communication: Teachers communicate freely and often with parents, both at drop-off and pickup, in conversations and in notes, and with occasional conferences. Parents feel free to visit the classroom or volunteer in the classroom. Parents feel they are partners with the provider -- working together for their child's healthy growth and development.

Outdoor Space: Outdoor play equipment is safe and age appropriate. Smaller children are separated from bigger children (who may be unintentionally rough or intimidating). The outdoor area is fenced-in with child safety locks on gates.

Continuity of Care: Children stay with their groups as they advance from one level to another (e.g., toddler to preschooler). Children are introduced to new teachers and classrooms slowly, to give them a chance to adapt comfortably.

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Before You Visit: Interview by Phone

• Are there vacancies for when you need care to begin? 
• What is the total number of children attending the program? 
• What is the general philosophy of the program? 
• How is discipline handled? How are conflicts between children handled? 
• What snacks or meals are provided, if any, and what kinds of foods are offered? If parents provide snacks or meals, what are the guidelines? 
• How long has the program been in business? 
• What are the fees? What do the fees include, and when is payment due? 
• What are the hours of operation? 
• Are there scholarships (subsidies or voucher programs) available? 
• What kind of training do the providers have in first aid and CPR? 

• Does the center keep a waiting list? Is there a fee to get on it? 
• How are the children divided into age groups? Which group would your child be in? 
• What is the teacher-to-child ratio for your child’s age group? 
• Do children need to be toilet trained before entering the program (if applicable)? 

• What is the adult-to-child ratio? Who are the other people who might provide care to your child (e.g., aides)? 
• What are the ages of the children currently in care in this program? 
• Does the provider have children of her own as part of the group, either during the day or after school? 
• What kind of training has the provider received in child development and/or early childhood education? Is she receiving ongoing training? 
• What happens if the caregiver gets sick? Does she have alternate providers who can care for your child, or is it your responsibility to find back-up care? 
• Are there pets in the home? What kind and how many? Are the children in contact with the animals? 
• Does anyone in the home smoke? 
• Are any firearms kept in the home? If so, how are they stored? 
• Are there teens or other adults who will be present when your child is in the home? Who are they and when will they be present? 
• What is the vacation and holiday policy? 
• Is transportation provided? 

• What are the hours of operation? 
• Is transportation provided? 
• Does the program keep a waiting list? 
• What is the adult-to-child ratio? 
• How many children are enrolled in the program? 
• How are the children divided into groups? What group would your child be in? 
• What types of activities are offered? 
• How is discipline handled? 

• What activities will the child do during the day? 
• How flexible is the daily schedule? 
• Would the provider be willing to make reasonable adjustments to the schedule and / or environment to meet the needs of your child? 
• Has the provider cared for children with special needs in the past? 
• What training/qualifications does the provider have to care for children with special needs? 
• Is the provider trained in CPR / First Aid 
• Is the provider able to spend time with you or others to learn techniques to better serve the child? 
• Is the provider willing to administer medication if required? 
• Does the provider have two or three parents you can call for references? 

• How long has the camp been in business? 
• What are the hours of operation? 
• Is it a boys, girls, or coed camp? 
• What is the total number of campers attending during the summer? 
• What is the ratio of counselors to campers? 
• What type of training do counselors receive? 
• What are the ages of the campers? 
• What sessions are offered during the summer? 
• Is transportation provided? 
  Do they children travel on field trips? How are they transported?

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