By
Dr. Cindy Thomas-Cary
August 7, 2009
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Best Program Practices

          Exemplary pre-kindergarten programs observe best practices by having lower teacher-child ratios and smaller class sizes. In small classes with high adult-child ratios, children are prone to interact with teachers, have well-developed social skills with their peers, and use vast and complex language (Blatchford, Morarity, Edmonds, & Martin, 2002). According to the National Association for the Education of Young Children (2004), adult-child ratios should be no more than 1 adult for 10 children, with a maximum group size of 20.

          In exemplary pre-kindergarten programs, parents are encouraged to partner with staff in supporting children’s development. Parental involvement plans are developed that include:  (a) conducting parent conferences where child’s progress is routinely shared and opportunities for families to give their ideas and thoughts about child’s development; (b) providing on-site monthly meetings and workshops to provide guidance on parent-child communication, parent-teacher communication, basic child-rearing knowledge and skills, conducive home learning environment, and participating actively in their child’s school and extracurricular activities; and (c) creating a role for families in building and evaluating program success.

          Exemplary pre-kindergarten programs understand that one of the most critical adjustments that children will experience are the transition to kindergarten. Transitions from one educational environment to another are often traumatic and challenging for children, families, and school personnel (Winterman, 2008). According to Pianta and Kraft-Sayre (2003), to support and assist children and families in preparing for a successful transition to kindergarten, exemplary pre-kindergarten programs include the