As someone deeply passionate about early childhood development and currently training at Santa Rosa Junior College, I often get asked: What makes a high-quality early learning environment? One of the strongest answers from research is the importance of small child-to-teacher ratios.

Studies consistently show that lower ratios, meaning fewer children per adult, lead to better outcomes for young learners. The National Association for the Education of Young Children (NAEYC) recommends a ratio of about 8:1 or less for preschool-age children to allow for individualized attention and stronger relationships (NAEYC, 2020).

Why does this matter? Young children learn best through relationships. When teachers have fewer children to care for, they can be more responsive to each child’s unique needs, emotions, and interests. This responsiveness supports children’s social-emotional development, language skills, and cognitive growth (Burchinal et al., 2016).

In my own work and training, I see how small ratios create a calm, supportive atmosphere. For example, it’s easier to notice when a child is struggling to regulate their emotions or needs extra help with language. This ties directly into frameworks like the Teaching Pyramid, which emphasizes positive relationships as the foundation for learning and discipline.

Conversely, larger ratios can lead to increased stress for both children and educators. When a teacher is stretched too thin, children’s needs may go unnoticed or unmet, leading to frustration, challenging behavior, and lost learning opportunities (Li et al., 2013).

At Le Marmouset, I’m committed to maintaining small groups and low ratios because I want every child to feel seen, heard, and supported in their journey of becoming human. It’s not just about managing a classroom, it’s about nurturing each child’s growth with intention and care.

References:

• Burchinal, M. R., Vandergrift, N., Pianta, R. C., & Mashburn, A. J. (2016). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 36, 258–267.

• Li, W., Hooker, S., & Carolan, M. (2013). The effect of child–teacher ratios on children’s behavioral and cognitive outcomes. Early Education and Development, 24(6), 799–817.

• National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 (3rd ed.).