Quality Programs

Accordin” rel=”nofollow”>ing to early childhood professor Judith Levin” rel=”nofollow”>in, “a quality Pre-K program should not be a Pre-K program that is designed to have the children ready to go to school, it should be a Pre-K program that has children ready for life” (Broxson, 2011).
As Kostelnik, Soderman, Whiren, and Rupiper (2015) describe in” rel=”nofollow”>in detail, there are various criteria that in” rel=”nofollow”>indicate a high quality program (Kostelnik et al., 2011). This criteria in” rel=”nofollow”>includes well-prepared and compensated practitioners, stable staffin” rel=”nofollow”>ing, small group sizes, and low adult-child ratio. Consider the followin” rel=”nofollow”>ing scenario: One of your family members is tryin” rel=”nofollow”>ing to determin” rel=”nofollow”>ine which preschool is best for her 4-year-old and she is considerin” rel=”nofollow”>ing the program featured in” rel=”nofollow”>in the followin” rel=”nofollow”>ing video: Scenes from a Quality Georgia Pre-K Class. https://www.youtube.com/watch?v=g5k3ja_v_g.Advice him

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