Great Start to Quality

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Great Start to Quality

We're on a mission to provide families with 24/7 access to high-quality child care and preschool programs in Michigan.

Visit www.greatstarttoquality.org to learn more.

08/27/2026

Navigating your quality improvement journey? Start by asking: Who’s on my support team? As part of the Great Start to Quality process, there are people ready to help you succeed!

Learn how to find who can help: https://bit.ly/4fgK6hK

08/25/2026

To effectively guide children toward positive behavior, educators should focus on phrasing instructions by stating what children should do rather than what they should not do.

For example, rather than "stop climbing" they can say "let’s find a safer way to reach that."

Because children are still navigating social norms and developing self-regulation, positive phrasing is essential when they are learning how to be safe.

Descriptive encouragement can further reinforce their efforts.

For example, say, "you are being safe, you have both feet on the floor," or "you used gentle hands, thank you for being respectful."

08/24/2026

The GSQ Job Board is a great place to post your current Michigan job openings in the early care and education field, for free. Check out the GSQ Job Board today: https://greatstarttoquality.org/job-board/

08/20/2026

Do you have questions about the Great Start to Quality Validation process? We can help! Watch GSQ's Mock Validation video for helpful information about the Validation phone call, how to prepare, and what to expect.

Watch here: https://bit.ly/4x0Abms

08/19/2026

The Interest Form for the Michigan Infant and Toddler Caregiver Certificate has officially opened again! If you are interested in joining a cohort beginning in February 2027, complete an Interest Form on our website today: https://greatstarttoquality.org/itcc/

08/18/2026

Educators can use a few scaffolding steps to give helpful, targeted feedback.

First, ask prompting questions to make the child think, such as, “what do you think would happen if we didn't build the tower so tall?”

If the child is still stuck, narrow down the choices by giving a few options, asking, “do you think we need bigger blocks at the bottom, or should we make two smaller towers?”

For more direct help, the educator can give a specific suggestion, like, “your tower keeps falling down. Do you want to try putting all the bigger blocks at the bottom?”

You can demonstrate by building your own stable tower to show how the blocks balance best. Finally, provide physical support by holding the base or catching the falling tower so the child can easily steady it.

08/13/2026

Providers! Don’t forget to update your program openings in your GSQ program profile, this helps give accurate information to families searching for care!

View and update your profile here: https://bit.ly/4vI1uAG

08/11/2026

Effective classroom transitions depend on clear preparation, timely cues, and integrated learning opportunities to keep children focused and on track.

First, ensure children know what is expected by modeling and practicing behaviors ahead of time, such as playing a quick game where children practice freezing and focusing their attention whenever a bell rings.

Give advanced warnings and use clear cues which helps children prepare for upcoming changes. Y

ou can turn routine changes into an opportunity for learning by adding educational concepts into children’s movements, such as asking them to gather based on the color of their shirts.

08/06/2026

Looking to begin your quality improvement journey—but not sure where to start? This GSQ video playlist breaks the process into short, manageable learning moments you can watch anytime.

Watch here: https://bit.ly/4hreEi6

08/04/2026

To help young children develop deep thinking skills, educators can replace simple fact-memorization with high-impact learning strategies throughout the day.

For example, during story time, instead of just naming a picture, prompt analysis by asking, “look at the frog's long back leg, why do you think its legs are shaped like that, and how do they help it move?”

During math lessons or transition times, educators can swap basic counting drills for real-world predictions by asking, “we have five counting bears, but if two of them go to sleep in the cave, what will happen to the number of bears left outside?”

Educators can encourage creative brainstorming instead of forcing children to copy a model by asking, “what shapes and colors did you notice on the trees outside during our morning walk that you want to include in your painting today?”

Address

6639 Centurion Drive , Suite 180
Lansing, MI
48917

Telephone

+18776147328

Website

http://www.greatstarttoquality.org/

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