The B.C. government has a parent handbook full of questions to ask - so go ahead and ask all of them! You might not want to ask them all on the phone, but when you go to tour the centre, ask as much as you can. Other things to think about:
Staff turnover is a major problem in early childhood education, and it exists just about everywhere. It's good to have a sense of what the staff turnover is like (and if it is high - why?) and what happens when a substitute is needed. Some centres have 'regular subs' that come in during the week and fill in if a teacher is away. Others bring in subs when they are needed. Another good question to think about is practicum students: does the centre take them, and how many / how often do they get students in? Not only are students an extra teacher in the classroom, but they tend to bring in new ideas and creativity to the classroom.
How involved can parents be? What sort of ongoing parent communication is there? Some schools have a pretty strict no-parent rule. Others do not mind parent volunteering in class once the gradual entry period is over. Still others try to get as much parent volunteering as possible. What would be ideal for you? Try to find a school that fits - you aren't going to be happy if you want to be involved in the child care centre and won't be allowed; you (and the teachers) will also be frustrated if the school is one that encouraged parent participation and you aren't interested or can't follow through on commitments. You shouldn't have to try to sneak by the teachers because you feel guilty that you missed your turn to do the laundry - find something that fits with your lifestyle and schedule.
Parent communication is also a big one: early childhood educators are not the ONLY ones teaching your child - as the parents, you have a big role in supporting learning at home - even if that is simply talking about friends at school, or about the pet spiders the classroom has. How do you learn about what is going on at school? Is there regular communication between teachers and parents? Different centres use log books that you take home, newsletters, daily emails, blogs, photo books, or teacher-parent conversations at the end of the day. Whatever it is, ensure it will be enough and that your needs will be met by the teacher's availability and communication structures.
Independence might be a strange topic to ask of a teacher, but it actually is quite important. Some centres will expect the child to be putting on their jacket, putting their clothing away, and other self-care routines; while other centres are happy to help feed 3 year olds, or wipe bums after potty time. What are your expectations? If you are spoon feeding your child at home, but they are feeding themselves at school, that sends mixed messages that just confuse your child and make growing up a bit harder than it needs to be. If you expect your child to dress themselves, but the teachers dress the children at school, is your child being challenged at school or encouraged to take responsibility for themselves compared to what happens at home? Consistency is important and teachers and parents should be sending similar messages.
Finally, a big question in B.C. is often: inside time and outside time. While every child care program with a license is actually required to go outside each day, there is a huge spectrum on which the practice actually falls. Some centres are outside every day, regardless of weather, while others only go out for a short time on sunny days. Depending on the school environment, outside might mean a cement playground, an undercover play space, an indoor gym, or a muddy forest! Think about what you can live with and what your child will like - trust me, a centre will not change it's outdoor policy because of a parent complaint, and this can cause a lot of tension! If you want your child outside - find a centre that goes outside often and to different places. If you don't think the outdoors is good during the winter, find a program that will stay indoors.
