It can be overwhelming to consider the many types of program approaches, settings, and models within the field of early learning. This chapter will focus on the more common programs in the United States for children pre-birth to age eight. In future chapters, program philosophies (sometimes called approaches, or curriculum approaches) will be addressed.

NAEYC has also presented a document from the Power to the Profession work entitled the Unifying Framework for the Early Childhood Education Profession (Power to the Profession Task Force, 2020). This document recognized that the field in general includes a diverse range of individuals and settings that contribute to the field. The document attempts to unify the field and discusses how the United States can make significant and sustained investments in high quality early learning programs. This document is the foundation for discussions about how the field is structured.

Programs for Children Pre-birth to Age Five

The majority of programs caring for children from birth to age five are small private, tuition-based childcare centers that offer either part day or full day programs. Licensed childcare centers in the state of Washington obtain their license from the Department of Children, Youth and Families (DCYF). The number of children that a center can be licensed for depends on the available space and the ages of the children they serve. Families can use tools found on the DCYF website to search for care in their community as well as review any licensing infractions or concerns the department has about a center.

The Early Achievers program is one framework in place to assure quality of care in Washington state. This program provides a rating system for childcare providers based on observable elements of quality indicators. In addition, some centers might seek accreditation through NAEYC. This optional accreditation is an independent study of a center focusing on the center’s curriculum, environment, education of the teachers, and other quality indicators.

Family home early learning programs (located in the operator’s home) are the least visible, yet most prevalent, form of childcare in many communities. In Washington state, Family Childcare Homes are licensed, and they can apply to be Early Achievers sites as well.

Family, Friends and Neighbor care (FFN) differs from family childcare. FFN might include unlicensed grandparents, aunts/uncles, elders, older siblings, friends or neighbors who support families by providing childcare. FFN is the most common type of childcare for infants, toddlers, and school-age children before and after school hours. FFN care is not regulated by the state, although some FFN providers can receive childcare subsidies for childcare if they are willing to follow the DCYF guidelines.

Preschool (sometimes called part day programs), which also includes cooperative preschools or nursery schools, are unlicensed educational programs that generally offer a school-ready curriculum to support children. In many communities, preschools can be housed in community centers, churches, or even outdoors! These programs are not monitored by DCYF, and to date, there are no education requirements for teachers working in preschools.

Other types of childcare available in Washington state include:

• crisis nurseries that provide care for families in crisis such as domestic violence, homelessness, employment, or other crisis situations;
• developmental preschools that are available to some children with special needs often housed at local school districts;
• private preschools offering curriculum for no more than four hours per day.

Programs for Children Ages Five to Eight

There are several types of program options for children ages five to eight, including kindergarten (found in both public and private schools), elementary or homeschool, or school-age childcare. Most children will enroll in kindergarten at age five, or shortly after their fifth birthday, depending on the community school district calendar for the community in which the family lives. Historically, kindergarten (a German word translation for “a child’s garden”) was meant to be a bridge between the home and elementary school environment, and most kindergartens were housed in local elementary schools. The first public kindergarten in the United States was in the Peres elementary school in  St. Louis, Missouri (Moore & Sabo-Risley, 2018). During the 20th century, kindergarten has changed and been innovated into full day programs with rigorous testing and curriculum. Today, kindergarten looks startlingly like what first grade used to be, and the need for high quality early childhood education prior to kindergarten has been the focus of several studies and summarized by the Alliance for Childhood’s report entitled “Crisis in the Kindergarten” (Miller & Almon, 2009).

Elementary school age children can enroll in either their local community public school, funded by federal tax dollars, or a private school in which parents pay tuition for their children to attend. In addition to both of those programs, children can be homeschooled. The numbers of children being homeschooled grew 28.9% between 1999 and 2003, 37.6% between 2003 and 2007, 17.4% between 2007 and 2012. As of 2015-16, approximately 1,690,000 children were being homeschooled (Coalition for Responsible Home Education, 2017).

School-age care refers to programs that operate before and after school and during the summer and holiday breaks. School-age programs often include a structured routine that allows children to complete homework, build relationships with children that attend schools different from their own. These programs can be offered through community groups such as the YMCA or other parks and recreation programs or private homes. Not all school-age programs require licenses.

Attributions

1. Figure 1.6: Untitled by ParentiPacek is released under Pixabay License
2. Figure 1.7: Socially distant elementary students by Allison Shelley is released under CC BY-NC 4.0