Chicago day cares: Willow Tree Child Care

How to Choose Your Next Daycare in Chicago

Daycare is the perfect childcare choice for many busy families, allowing them to drop off their little ones during the day for learning, supervision, and general care. And if you’re here, the chances are you already know that. What many Chicago parents might not be aware of, however, is the dizzying range of daycare choices available today in and around the Windy City.

Selecting a daycare center for your child is one of the most important decisions you’ll make as a new parent who needs to return to work at the end of your parental leave. You want to double-check that the daycare facility you opt for is the highest quality childcare provider.

Whether you’re looking for a traditional daycare, in-home daycare, or family-based childcare center, it’s crucial to find one that suits your budget, caregiving style, and the needs of your family and little one. With so many daycare options in Chicago, how do you even begin to choose?

We provide this checklist —with handy tips and hacks —to help you narrow down your search for the best Chicago daycare for your child.

Tips for Getting Started with Your Search

– Scout Out the Location

While quality, reliability, and cost are some of the top decision factors, you should also think about convenience, as it can take a lot of hassle out of your daily routine. Try to start looking for daycare by scoping out some potential centers in your neighborhood, school district, close to work, or in an area easy for you to get to!

– Get Recommendations

If there’s one secret to parenting, it’s this: recommendations from people who have been there. They can give you added confidence in the choice you’re making. See if your family, friends, or other parents you trust can recommend a few daycares they’ve had a very good experience with.

Note, however, no two families are exactly alike, so you might find that some recommendations aren’t the best fit for your family. Don’t worry; these recommendations will make for a good start when creating your list of possible candidates.

Before you consider any daycare center they recommend, make sure it’s a state-licensed and an accredited facility that provides a clean, secure, and safe environment.

– Browse State Licensed and Accredited Daycare Facilities

The first place to check for high-quality daycare sites is the National Association for the Education of Young Children (NAEYC) website. NAEYC-accredited daycare centers are regarded as the cream of the crop, as they are required to meet stringent standards and accreditation rules. They must also go through a rigorous vetting process, seeing to it that only the best centers receive their stamp of approval.

If you’re seeking home-based care for your child, you can use the National Association for Family Child Care (NAFFCC) search tool to find providers accredited by the association in Chicago. Like NAEYC, the NAFFC requires all affiliated facilities to meet the highest standards for child care.

You can also head over to the Illinois Department of Children and Family Services (DCFS) and National Association of Child Care Resource and Referral Agencies (NACCRRA) websites to search for state-licensed daycare facilities in your specific area. In addition to that, NACCRRA provides a great deal of useful information, including daycare fact sheets and inspection reports.

Features and Quality Considerations

You must do your homework before, during, and even after physically checking out the daycare centers on your radar or candidate list. Even if your potential center is right across the street from your home, research and due diligence can be a surprisingly effective eye-opener.

Here are some considerations to keep in mind during your research:

– Caregiver-to-Child Ratio

Inquire about the staff-to-child ratio (or teacher-to-child ratio for older kids) at the daycare center. Is this ratio fixed or dynamic? Ideally, there should be at least one staff member per 4-6 older toddlers. For younger toddlers and infants (generally babies up to 12 months old), the ideal ratio should be one caregiver per 3-4 tots.

The perfect ratio for preschoolers is 6-9 kids per caregiver. These ratios are important because they ensure your little one will get the 1-on-1 care and attention they need for emotional, cognitive, and social development. Moreover, low ratios of children to providers ensure someone is always supervising the kids, including during playtime, mealtimes, and even during naptime.

– Staff with Proper Training and Education

Surrounding your child with brilliant, creative, and caring caregivers can work wonders on their social and emotional development. But that isn’t enough; the caregivers, administrators, and teachers must also have proper training and education, preferably in early childhood-related coursework.

Recent research from Rutgers University revealed that teachers with a 4-year degree facilitate more efficient cognitive, emotional, and social development in younger children. In addition, a great daycare center ensures that their staff receives ongoing professional education and training to ensure the site meets state standards for continuing education.

– How Safe and Clean is the Center?

Ask about the center’s safety and health procedures and policies — most notably, its sick policy that specifies when parents are required to keep their children at home due to sickness. A great facility must hit all the vital safety and health protocols, such as immunization, diaper changing, hand washing, CPR, food allergies, classroom safety, and pick-up policy – just to quote a few examples.

Other things to look for include the presence of a CPR-certified caregiver on-site at all times, as well as proper evacuation protocols.

– Caregiving Style

This is one area that most parents ignore until they run into trouble with the daycare center. Because the childcare takes place mostly during the day and in your absence, you must ensure that you’re on the same page in caregiving styles. This especially applies to the center’s discipline techniques and parenting styles, which must be in line with yours.

– Activities, Programs, and Curriculum

If you’re planning to enroll your child in a traditional daycare facility, you’ll want to take a second look at its curriculum and activities roster. The center should provide your little one with learning, growth, and exploration opportunities, along with unstructured and structured play times.

Be sure to ask the daycare provider what programs, activities, and tools they have at the center to support your child’s physical, cognitive, and social development. Your child should be able to participate in activities that they can learn and grow from.

– Mealtime: What Will Your Child Eat?

Most daycare centers feed children meals prepared on-site. Others, however, tell parents to bring packed food, drinks, and snacks for their children every day. The USDA requires all licensed childcare facilities to stick to nutritional standards which stipulate feeding children well-balanced, healthy snacks and meals during the day.

In addition, the provider must display all menus in a public place that’s clearly visible. During your visit to the facility, ask what they usually serve as snacks and lunch. Make sure to ask about specific food allergies that apply to your child.

Getting Down to Brass Tacks

– Be Ready for the Waiting List

Most of the crème de la crème of daycare centers in Chicago have waiting lists, particularly those accredited by NAEYC. If something is good enough, it’s worth waiting for, right? Check if the right center can put you on their waiting list. Some of the waiting lists can be long, which is why it pays to start your search well ahead of time.

– What are the Center’s Working Hours?

Although operating hours can vary from center to center, Chicago daycares usually run between 7 am and 6:00 pm. You should factor in the time it takes you to travel from work to pick up your child.

– Does the Center Offer Flexible or Part-Time Care?

As a Chicago parent, there’s a good chance you’re seeking full daycare for your child. But some days you may need care only part-time, such as a few hours each day or a few days in a week. You may only need after-school care for your older children.

If that’s the case, it pays to find a good daycare in Chicago that offers flexible or part-time care.

–  How Much Does the Daycare Cost?

Daycares tend to be higher in cities, so expect to pay up to $47 per where did this figure come from? Infant care costs much more; older childcare less day for full-time childcare at the daycare center. Still, it’s paramount to understand the upfront costs that you’ll be paying. Some Chicago daycare centers have discounted rates for multi-child families and employees of certain companies. It’s always worthwhile to inquire about these discounts.

The Bottom Line

Choosing a daycare center for your child is one decision that you shouldn’t take lightly. While research can unearth much about a particular center, it’s always wise to trust your gut reaction. If something seems off about the facility, it’s best to go with your instinct. Also, it doesn’t hurt to stop by unannounced to see and experience what’s happening at the center first-hand.

Are you looking for a trusted, state-of-the-art daycare in Chicago? Schedule a tour at any of our locations today. Serving Edgewater, Irving Park, Lakeview, North Park, Lincoln Square, Edison Park, and West Loop communities since 2010.

Best Daycare in Chicago, IL

Gifted Hands Daycare LLC

Daycare in
Evergreen Park, IL

(708) 578-2293

Gifted Hands Daycare LLC is a caring and loving environment where your child can learn and grow. At our business zoned center, we focus on t… Read More

$211 – $264 / wk

•

6:00 am – 11:45 pm

Nanna’s Learning Tree Home Daycare

Daycare in
Evergreen Pk, IL

(708) 840-8644

Hi! We’re Nanna’s Learning Tree Home Daycare and we’re a home daycare providing childcare to families. Our goal is to ensure children reach … Read More

$206 / wk

•

6:30 am – 5:30 pm

TG

Stay And Play Learning Corner Daycare

Daycare in
Berwyn, IL

(708) 556-2815

Welcome to Stay and Play Learning Corner! We offer children a caring and warm environment that’s just like home. At our home daycare, our go… Read More

$244 / wk

•

6:00 am – 6:00 pm

Jose Sandoval Daycare

Daycare in
Chicago, IL

(714) 266-1389

Jose Sandoval provides childcare for families living in the Chicago area. Children engage in play-based, educational activities aimed at hel… Read More

Request price

•

Request hours

Maria Trujillo Daycare

Daycare in
Chicago, IL

(714) 266-1389

Maria Trujillo offers safe, loving childcare in the Chicago area. Kids learn through curriculum-based, educational activities. The facility … Read More

Request price

•

Request hours

Mayra Chivata Daycare

Daycare in
Berwyn, IL

(678) 264-6934

Mayra Chivata is a home daycare that offers childcare programs for nearby families in Berwyn. The director has programs for children as youn… Read More

Request price

•

Request hours

Carmen Orellana Daycare

Daycare in
Chicago, IL

(415) 985-0931

Carmen Orellana provides childcare for families living in the Chicago area. Children engage in play-based, educational activities aimed at h… Read More

Request price

•

Request hours

A Step Ahead Day Care Inc.

Daycare in
East Chicago, IN

(206) 887-9382

A Step Ahead Day Care Inc. provides childcare for families living in the East Chicago area. Children engage in play-based, educational activ… Read More

Request price

•

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Latoya Boston Daycare

Daycare in
Chicago, IL

(410) 709-7416

Latoya Boston provides childcare for families living in the Chicago area. Children engage in play-based, educational activities aimed at hel… Read More

Request price

•

Request hours

Sareth Macedo-Avila Daycare

Daycare in
Chicago, IL

(313) 251-2259

Sareth Macedo-Avila provides childcare for families living in the Chicago area. Children engage in play-based, educational activities aimed … Read More

Request price

•

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Top 20 Best Private Daycares & Preschools in Illinois (2022-23)

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3445 Elmwood Rd
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1200 Davis Street
Evanston, IL 60201
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445 N. Benton Street
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9300 Capitol Drive
Wheeling, IL 60090
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Chicago, IL 60656
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Creative Learning Montessori School

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1410 S. Barrington Rd.
Barrington, IL 60010
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The Goddard School Third Lake

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Chicago, IL 60652
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The Barbereux School

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07:00 a. m. – 06:30 p.m. Kindergarten Services! We help children to keep their native language: …

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Chicago Kindergarten Prom

Chicago Kindergarten Prom. Chelyabinsk, help! Well, not only Che).

Here I am sitting right now and climbing all the sites with dresses for girls.

Well, hell, comrades. And budget.

For girls… firstly, there are no normal dresses in style. And if there is, well, it’s too thematic and how … everyday or something … well, graduation is EPT!

Accessories are not cheap either… boa… gloves, headband with a feather… you will also need a haircut.

In general, I have doubts that the mothers of girls in the group will bother a lot and fully comply with the style … Maybe well, his? Buy a puffy dress closer to the style and spit on everyone?

Well, if you still get confused, where to buy dresses of this theme? And so that it is not dumb and the price is adequate? And then I looked … from 4000 … and I don’t like to crack at least.

Event.

children’s photo-meeting in the style of “Chicago”

Information

Description: American retro has a special, intoxicating appeal, cinematic masterpieces about those times have become legendary. “Deja Vu”, “Only Girls in Jazz”, “The Godfather”. Gangsters, police, pretty girls. Photo session in the style of Chicago-30s – cool. Expand text…
Such a “party” will be held in our city for the first time and promises all participants to capture unforgettable fragments of this unusual event. Boys dress up in elegant suits, and seductive beauties wear elegant accessories. By the way, the outfits will be kindly provided by the children’s clothing store, which in turn will facilitate the choice of the image.
Photography in the style of “Chicago” offers you, dear parents, a unique opportunity to participate in such an unusual and exciting event, which will be held at the Zebrik Center on November 21, 2015. During the event, your children will participate in a fashion show, entertainment program, prize drawing and the end of the meeting will be a sweet table.
_____________________________________________
Who can become a member? – Absolutely any child, aged 3 to 7 years, who expressed a desire and registered.
What will participants receive?
– original photographs
– useful experience
– creative development
– self-confidence
– interesting time spent
photographers:
– professional growth
– rich portfolio
– invaluable experience
– new knowledge
_______________________________________
Where will photography take place? —
in the Zebrik RC

When will the photo meeting take place? – November 21, 2015
Attention! ⚠ Seats are limited! ⚠
✒ ✉ You can register and ask questions by writing a letter to the organizers:
or by phone: 8-919-045-90-17
8-904-368-02-89 post to community posts

Friends, it is important and interesting for us to know your opinion about the past
event!

All those who took part in the photo project “Chicago”,
are waiting for your feedback on the link): “Zebrik” called Photo project in the style of “Chicago”.

He gave us a lot of impressive moments and joyful moments Show in full… but all good things must end well, and we must see photos that will leave good memories for our participants for long and happy years.

So, what was it like to participate in the Chicago party?

We will find out about this tomorrow and see all the photos in full.

Great Gatsby prom.

The hospitable host, Gatsby, is hosting graduates today. For the “golden” youth, he prepared an unusual game for the celebration – roulette, in which each graduate can try his luck.

Creation of a solemn atmosphere of farewell to the school.

Decoration:

Spectacular luxury – silver and gold plated items, evening dresses, beautifully decorated tables. Chairs for graduates are decorated with silver-plated elements.

Attributes:

• Roulettes with alumni names and numbers;
• Commemorative gifts, flowers;
• Certificates, thanks to parents.

Roles:

• Gatsby is the host.

Progress

Gatsby: Dear friends, welcome to our little graduation party today. All of you are connected in one way or another with the main guests at this holiday – the graduates. Please love and respect!

Gatsby:

That long-awaited moment has come –
The time has come for you to leave school.
And at this moment, very much desired,
you will say goodbye to a cheerful life.

A daring bell will ring after you,
he will lead you into adulthood.
The tired teacher will shout after him:
“Just don’t fall! Hold on tight!”

Gatsby: But let’s not be sad! Let’s laugh and dance! And also remember your school life. Do you know what Russian roulette is? Let’s play this game! But not in the usual, but nominal. On each cell instead of numbers are the names of graduates. Whose name the arrow points to, he answers my question.

A game named roulette is being held. The facilitator can ask questions:

• The first teacher.
• First love at school.
• How much time did you usually spend at the blackboard?
• When did you get your first “2”?
• My favorite subject.
• When did you run away from school for the first time?
• The most joyful moment associated with school.

Gatsby: The first teacher… How many memories are associated with him… The first experience, the first joy, the first appreciation – each one is different, but no less important… What can you add? What do you associate with your first teacher?

Listens to the answers of the graduates.

Gatsby: Your first teachers couldn’t stay away. Having received an invitation, they rushed right there to the holiday to congratulate you.

Performance of the first teachers. Alumni response.

Alumni:

This is us – did you recognize us?
Have become adults in appearance.
And in the soul they remained children:
And no one will object!

We carried knapsacks, books,
And a pencil case with notebooks!
All girls and boys
Were first graders!

Having met at the school threshold,
We went to the first grade,
Let the study road be hard,
But you led us very wisely and decisively.

And now, our beloved, dear,
And our very first teacher,
We bow down to the earth,
And you also accept gratitude!

Handing flowers to teachers, going to their places.

Gatsby: Our game continues! But now let’s play seriously. Each of you has a certain amount of money. Your task is to increase the capital by making several profitable bets and answering the questions correctly.

School roulette game is being played. Participants are given the same amount of money (pre-printed on paper and cut out). On the roulette wheel there are numbers indicating the amount of the bet. An arrow is launched, which at the moment of stopping indicates how much you need to bet. Those who want to place bets. After that, the presenter asks a question, which is answered by each bidder. The prize is divided equally among all those who gave the correct answer.

The graduate who “earned” the most money is declared the winner.

Sample questions:

• How many windows are on the school building?
• What is the height of the school building in meters?
• How many classrooms are there in the school?
• How many coat hooks are there on hangers in the wardrobe?
• How many chairs are in the school cafeteria?
• How many sinks are there in the entire school building?
• How many people, including alumni and hosts, are in the room?

The winner is awarded with a memorable gift.

Gatsby: You know a lot about school. This is not surprising – after all, you spent 11 years here. It turns out that you are very attentive. I think that you were attentive not only to the objects around you, but also to those who led you along the path of Knowledge. Why do I think so? Yes, because they can not wait to congratulate you. Look – they are already waving their hands so that they will not be forgotten! Meet!

The facilitator calls all teachers by name, including class teachers. They rise to the stage and say parting words.

Gatsby:

Leave teachers as a keepsake
A piece of your soul.
They will be very pleased, and you
After all, there is nowhere to hurry anyway!

Smile at them now,
And present this dance – waltz!

To the sounds of a jazz waltz (for example, D. D. Shostakovich “Russian Waltz”), students dance with teachers. Then they are escorted to their places.

Gatsby: Well, now we give the floor to the manager of our holiday – the principal of the school.

Presentation of certificates, congratulations from the school administration.

Gatsby:

Lovely, homely, in a word, parents,
Would you like to congratulate your children on the holiday today?

After all, the day of farewell to school
Happens only once in life!
And let this day be sad and cheerful,
After all, everyone will miss school!

Speech by parents with parting speech. Thank you letters to parents.

Graduates:

Graduation is finally here!
You’ve been waiting for this for so long,
Even though today my certificate is not gold,
And I didn’t receive a single medal,

But for your care, support, warmth,
I thank you, my parents.
Today, I know that it is hard for you
Letting us go from the school cloister.

Today you say: Oh! and Ah!
Seeing off children into adulthood.
Don’t be afraid, we have our head on our shoulders,
Let’s now gnaw at the granite of Science at the Institute!

Gnawing so hard that there won’t be a single piece left of it!
Our future work depends on it.
We will not get into loans and installments,
In order not to add unnecessary worries and troubles to you.

Thank you very much for being patient,
For not getting enough sleep at night,
For wanting to do a lot with us,
But we managed to restrain ourselves in time!

We wish to see only the good in everything,
Less often grieve, and even then – for nothing,
And do not forget that your children are already grown up,
Therefore, trust us – already graduates!

Flowers are given to parents, they are escorted to their places.

Gatsby: In a moment, the solemn part of our holiday will end. I see that our graduates have very happy faces. I think they are ready to dance!

Dance number from graduates (jazz tune). Farewell song.

Gatsby: The carriage is served, dear graduates. It’s time for the ball! Wherever you and … music will be!

Graduates leave the assembly hall, enter a room decorated in the style of the early 20th century and continue the celebration.

The Early Childhood Intervention Process: A History of the Chicago Longitudinal Study

Poeskova, G. I. The process of early intervention in child development: the history of the Chicago longitudinal study / G. I. Poeskova. – Text: direct // Young scientist. – 2012. – No. 5 (40). – S. 480-482. — URL: https://moluch.ru/archive/40/4801/ (date of access: 07.10.2022).

Article
affects the problem
education and
education of children preschool
ages in the US. AT
article emphasizes the importance of early
preschool
children.
Analysis
results
held in the USA
research has shown that the role of
correct
organized
preschool
education at
further
development
children,
to
their success
and
well-being
in adulthood
is invaluable. Early
preschool education affects both the development of cognitive skills
y
children and
development of motivation, sociability, ability to work
with
others
people.

article deals with the problem of education and training of
preschool children in
the USA .
The article emphasizes the
importance
of early education of pre -school
children. The analysis
of the U.S.
study have shown that the role of properly organized pre-school
education in the further development of the children on their success
and well-being in adult life is invaluable. early pre-school
education influence on the development of cognitive skills
and
on their development of motivation,
sociability, ability to work with other people.

key
words:
preschool education, gifted children, modernization, high
intelligence.

Keywords :
early childhood education ,
gifted children, modernization, high
intelligence .

AT
recent early intervention from birth to
to elementary school, has regained increased attention in the US as
one of the most desirable strategies for obtaining optimal
child development. Experts count years from one to three years
deserving special attention, as critical in the development and
child’s health.

Story
The Chicago Longitudinal Program dates back to the mid 1966 when
Intendant General of Chicago Public Schools Benjamin Veal
faced with serious educational problems:
8% of sixth grade students read at the level of first grade students;
30% of Chicago’s population lived below the official poverty line; 100%
Chicago’s population was a minority; level
unemployment rose and reached 39% compared to 15% in other regions.
All this prompted emergency federal assistance. Was created
federal program “The
Chicago
child-
parent
Centers
program,
which started at 1966 and continued until 1986.
Reynolds managed this program, conducted regular and
repeated study of over 1539 children for twenty years,
was able to identify high IQ children
from poor African-American families and follow their development in
over a long period of time. The scientist concluded that
the greatest efficiency is typical for preschool programs
education, since it is in early childhood that the foundations are laid
personality and psyche of a person, further development of his
intellectual abilities, interests and opportunities. Reynolds
believed that years from 3 to 10 years deserve special attention, because it
crucial years in a child’s development. The term early intervention
into child development” he explains how providing
educational and social services for children and their families, starting from
preschool age (preschool)
0 to 5 years old who are at risk due to poverty,
antisocial factors or environmental conditions” [1]. This
program like program Head
Start
is a massive anti-poverty program launched in
US 1960s. Chicago federal program is unique
of a kind:

1. in
   it combined the program of pre-school education (pre-school)
   and education received in kindergarten;

2. in
   each center served children living in this microdistrict;

3. were invited
   parents both to participate in their children’s development programs and
   their own development goals;

4. conceptually
   the program was based on the activity and experience of children leading to
   development of children’s basic abilities in reading, mathematics,
   arts, and contributed to a good mental and social
   development of preschoolers.

Distinctive
distinguishing the Chicago Longitudinal Program from other programs
was as follows:

• Chicago
  longitudinal study looked at evidence of long-term impact
  large-scale early intervention on further development
  child;

• study
  early intervention was considered in conjunction with participation in preschool
  education, with education received in kindergarten up to
  older adolescence of the child;

• given
  the program had an impact on both the development of the child and
  overall development of the child’s family.

Follow
note that there were a number of indications required for participation in
Chicago Early Intervention Program. The main condition for
participation in this program were poor environmental conditions,
that are not conducive to the health of the child. Here follows
emphasize that at 1960s 40% of all children in America
were children from poor African-American and Hispanic
families. Early intervention in the form of educational enrichment could
compensate for the shortcomings that were the result of poverty.
This program was designed to promote cognitive,
social and mental development of the child. The developers of this
programs expected from her both short-term and long-term
effect. The development of the child, including his language development, of course,
had an impact on the development of his motivation, success in school and
further education. Although at first glance there is much in common
between Head programs
Start
and the Chicago program, there are differences between them:

1. administrative
   the centers of the Chicago Longitudinal Program were located in the initial
   schools and had special rooms for classes with parents, in
   difference from Head programs
   start,
   who cooperated with social services, and not with school
   systems;

2. by law
   The Chicago project assumed the presence of poverty around the school, while
   Head program
   start
   assumed poor living conditions in the family;

3. basic
   the difference was that the Chicago experience involved the provision of
   educational services for children for 6 years from the age of the child from 3
   up to 9 years, and the Head program
   start
   only preschool age (before kindergarten).

Chicago
The longitudinal program covered 24 centers at the Chicago
public schools: offered educational services
preschoolers aged 3 to 4 years and children attending nursery
gardens. The main features of these programs were:

• early
  intervention;

• inclusion
  in the educational process of parents;

• language development;

• relationship
  between preschool and primary education.

There were
three conditions for the legal application of this program:

1. children
   must live near a nearby school;

2. children
   must not participate in other early childhood development programs;

3. parents
   children must agree to participate in programs for at least half a day
   week.

Preschoolers
spent approximately 45 minutes daily practicing reading skills.
In addition, there were music lessons, art classes, social
lessons. Activity centered around learning words,
comparisons, literature study and during the academic year (8 months)
the complexity of the material increased. There were three categories of classes:

1. oriented
   on the activity of the teacher;

2. developing;

3. mixed.

Groups,
teacher-centered included activities such as
improving academic knowledge and skills (reading, writing,
count). Development-centered groups involve little
the number of children in groups, the presence of interest groups, the use of
materials such as the Peabody didactic material. AT
groups with mixed activities was supposed to be developing
activity of children, and activity centered on the teacher. AT
The program assumed a wide range of parental activities:
volunteering; reading stories in groups of children; organizing games with
children who have done their work; conducting scientific experiments;
work on projects; activities with children on interests; help in
preparation of lunches and breakfasts; participation in the tour.

Should
note the fact that before participating in the program, children underwent
medical examination, hearing and vision were tested with the participation of
speech therapist. In the mornings in full-day groups, children were given
free breakfast and lunch as part of the program offered
US Department of Agriculture.

intensive
teachers were also trained to participate in the program. total cost
per child per year under this program amounted to $ 4,350 per child, not
including the costs of the free meals program for children. For
application of the program, the risk status was taken into account:

• low level of education
  from parents;

• Availability
  four or more children in a family;

• program
  conducted in schools where 60% of children lived in conditions of extreme
  poverty;

• the presence of the unemployed
  parents;

• incomplete family;

• children
  were from national minorities.

Chicago
the program presented a 3-hour program (mornings and evenings) for
preschool children (preschool),
those who have reached three years old in separate rooms in groups of 4-5 children or
6-hour programs for preschoolers-kindergarteners (from 5 years old). small
the number of children in groups and the presence of several caregivers
promote quality pre-school education for children. General
the number of children attending the center was 130 – 210 people,
groups of studying children consisted of 4-5 people, which contributed to
individualization of the learning process and ultimately achieving
significant progress in the cognitive development of the child, the development of his
ability and mental readiness for school at the age of five.
Advances in children’s cognitive development are most often used to
explaining the long-term impact of early childhood intervention.
These successes were noted during (Iowa
test)
testing at age 9years, as well as mental readiness for school
by testing at the age of 5 years.