An Evaluation of Early Education Based on Physical Environmental Guidelines

The integration of environmental policies with political supportfor action on these policies is of prime significance for mobilization and progressionof improving indoor environments. However, state licensing agencies and local countyordinances for child care centers do not universally follow these policies andstandards. As a result, most early childhood educational programs operate without properindoor environments. Indoor air quality, temperature, ventilation, daylighting, andacoustics are crucial factors for educational settings in early childhood education.This study documents the physical environment in early childhood education centers inthree counties in Maryland. Results indicate that building performance and indoor airquality standards vary according to the socioeconomic status of children who attendearly childhood programs, and environmental factors correlate with educationalachievement (as measured by kindergarten readiness scores)