CHOOSING A PRESCHOOL IN LOS ANGELES
Many people come to L.A. School Scout for help in finding a preschool with available space – and without a 3 year waiting list. High quality Los Angeles preschools, especially on the Westside, are notorious for keeping families on waiting lists for years. Blame it on the “too many siblings” factor, blame it on the baby boom (four seems to be the new two), blame it on the lack of a sufficient number of spaces for the number of children out there in need of preschool – whatever it is, many of you will find yourself in the position of touring far too many schools, in the hopes of getting into one.
So my choice of a title for this article – “Choosing a Preschool in Los Angeles” – might seem puzzling. After all, it looks like the family is hoping to be chosen, and not the other way around. But just because L.A. preschools are in high demand does not mean that parents are powerless in having a say in what they want for their children. Just because a preschool or a particular educational philosophy might be popular one year does not mean that you should take everything in about the school without casting a critical eye. Instead, here are some tips on what to look for in any preschool – whether everyone you know thinks it is a highly desirable school or not.
A high-quality preschool program can help set your child on his or her way, including promoting kindergarten readiness. Hours, cost and convenience are important considerations, but what else is important? These tips can help you choose a preschool that fits your family.
- Ask about the teachers.
- What educational backgrounds do they have? Are they trained to work with this age group? Is the staff stable, or does it change constantly? High staff turnover may negatively affect your child, and might be indicative of other problems.
- What is the student:teacher ratio? Six to one is ideal; if there are more, are there also teacher aides or assistant teachers, and/or specialty teachers?
- Do the teachers show warmth, respect, and interest in each child?
The children should seem comfortable with the teachers. The teachers should be approachable as well as firm, when necessary. Teachers should interact with children individually, in small groups, and as a class. -
- Ask about the program.
- Does the educational program allow time for individual and group activities and offer a variety of activities and materials? Are there intellectually stimulating activities as well as “fun” ones? Is there time for outdoor as well as indoor play?
- Does the program have a particular educational philosophy? Children should be involved and absorbed in interesting activities much of the time. They should not have to sit and listen to the teacher for a long time – this is developmentally inappropriate. Every day should include time for reading, playing, gross and fine motor activities, painting, dramatic play.
- How do teachers document the children’s learning throughout the day? How are you informed about your child’s activities and accomplishments – or are you?
- Look at the school and the classroom environment.
- Are all areas, indoors and outdoors, clearly safe? Are there distinct areas for reading, playing, and participating in group activities? Does the classroom look inviting? Is the noise level generally acceptable? Is there a comfortable space where a child can calm down away from the crowd?
- How is the world of the child displayed? There should be building blocks, toys, other objects for play, art materials, print materials, puzzles, and games. The children's work should be carefully displayed on walls and bulletin boards.
- Is the school, and the classroom, visually appealing? Are there natural elements throughout, such as wood or stone, for example? Is there music?
- Observe the children.
- Do most of the children seem happy and truly absorbed in their activities most of the time? Are the classroom rules fair and consistently applied? Does the teacher help misbehaving children reflect on how to act next time, saying clearly what behavior she expects? Listen for positive discipline words. "Remember how we walk in our classroom?" rather than "Stop running!" "I want you to use your indoor voice" rather than "Stop shouting!"
- Does the school encourage and expect parent involvement?
- Does the teacher discuss the child's progress with parents at scheduled times as well as informal times?
- Is the site director available for parent discussions? Are parents invited to events at the school, other than parent-teacher conferences?
- Can parents be involved in the life of the classroom, or of the school, in a meaningful way?
While this is far from a comprehensive list of questions when touring preschools, looking at preschools with a critical eye will help you go far in your quest for the right school for your child.
For more information on how to find the right preschool for your family, visit www.LAschoolscout.com, or call 310.926.0050.
- What educational backgrounds do they have? Are they trained to work with this age group? Is the staff stable, or does it change constantly? High staff turnover may negatively affect your child, and might be indicative of other problems.
- What is the student:teacher ratio? Six to one is ideal; if there are more, are there also teacher aides or assistant teachers, and/or specialty teachers?
- Do the teachers show warmth, respect, and interest in each child?
The children should seem comfortable with the teachers. The teachers should be approachable as well as firm, when necessary. Teachers should interact with children individually, in small groups, and as a class.
- Does the educational program allow time for individual and group activities and offer a variety of activities and materials? Are there intellectually stimulating activities as well as “fun” ones? Is there time for outdoor as well as indoor play?
- Does the program have a particular educational philosophy? Children should be involved and absorbed in interesting activities much of the time. They should not have to sit and listen to the teacher for a long time – this is developmentally inappropriate. Every day should include time for reading, playing, gross and fine motor activities, painting, dramatic play.
- How do teachers document the children’s learning throughout the day? How are you informed about your child’s activities and accomplishments – or are you?
- Are all areas, indoors and outdoors, clearly safe? Are there distinct areas for reading, playing, and participating in group activities? Does the classroom look inviting? Is the noise level generally acceptable? Is there a comfortable space where a child can calm down away from the crowd?
- How is the world of the child displayed? There should be building blocks, toys, other objects for play, art materials, print materials, puzzles, and games. The children's work should be carefully displayed on walls and bulletin boards.
- Is the school, and the classroom, visually appealing? Are there natural elements throughout, such as wood or stone, for example? Is there music?
- Do most of the children seem happy and truly absorbed in their activities most of the time? Are the classroom rules fair and consistently applied? Does the teacher help misbehaving children reflect on how to act next time, saying clearly what behavior she expects? Listen for positive discipline words. "Remember how we walk in our classroom?" rather than "Stop running!" "I want you to use your indoor voice" rather than "Stop shouting!"
- Does the teacher discuss the child's progress with parents at scheduled times as well as informal times?
- Is the site director available for parent discussions? Are parents invited to events at the school, other than parent-teacher conferences?
- Can parents be involved in the life of the classroom, or of the school, in a meaningful way?
