What to Observe When Visiting a Preschool

November 08, 2009

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What to Observe When Visiting a Preschool

by Robert Needlman, M.D., F.A.A.P.
reviewed by Jeanne W. Lepper, Beverley M. Hartman and Debbie Whitmer

Visiting in person is one of the best ways to learn about a preschool. Most schools are pleased to have prospective parents visit. If you feel that you are not welcome at the school, that should make you think twice about whether it's the right school for you. Your visit probably will consist of a tour of the school and an interview with the director or principal. You might also ask if you could observe in a classroom. This would be particularly helpful if there is a specific class that your child would be entering.

First impressions
Your observation starts as you approach the classroom. How is the hallway decorated? Are there examples of the children's work that tell you something about the philosophy of the school? (For example, you might see pictures inspired by nature or celebrating families) From a distance, you should hear positive sounds of children talking and learning.

As you enter the room, how do the children respond? Children who are busy learning may only take very brief notice--if any--of a new adult coming into the room. If you are the focus of intense interest the moment you walk into the room, it could be a sign that the program is not sufficiently engaging to the children.

Your immediate first impressions are important. Do the children seem happy, busy, interested? Most of the time, a preschool classroom shouldn't be library quiet. Rather, expect a background of voices talking at a normal volume, punctuated from time to time by louder expressions of enthusiasm, problem solving, or group activity. On the other extreme, a very noisy room with lots of yelling or screaming is often a sign that the teachers need to provide more guidance.

How to observe
Try to sit in an out-of-the-way place. If a child comes up to you, be pleasant but don't engage in a long conversation. You are there to observe. Save your questions for the teacher for later. (As a courtesy you should set up any classroom observations ahead of time with the staff--your presence should not be a surprise to the teacher.)

A checklist on a clipboard might draw unwanted attention, but it does help to have some specific things to look for:

See how the children are informally grouped around the room. Notice if the teachers are alert to each group, moving from one to another. Are there instances in which a teacher helps one child to join a group, and perhaps intervenes to move another child to a different area?

Watch how the teachers interact with the children. Do they bend down and talk with the children eye to eye, or do they tower above and talk down? Do they touch the children? (Worries about sexual abuse have led some schools to forbid all touching, but children need physical contact. A hand laid across a shoulder, a pat on the head, or simply picking a child up to wave out the window tells a child he is cared for.) How do teachers get the children's attention? Do they move close to the children and talk in a normal tone of voice?

Is any child having a problem, either acting aggressively or feeling angry, sad, or frustrated? Problems of this sort are unavoidable. What's important is how the teacher responds. Does she dive in right away (appropriate for some problems), or wait to see if the child can solve the problem himself? Is the teacher firm but gentle? Does she help the child to learn from the incident? You should never see or hear a teacher threaten or belittle a student, and certainly never spank or hit.


RELATED INFORMATION

			Setting the Scene for Learning
			Why Is Preschool Important?
			Preschool

Created February 20, 2001
Reviewed April 12, 2001

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