Decisions about group size, ages of children, and composition of groups are made before children are assigned to groups.

Flexibility around grouping of children is more limited in ongoing, year-round child care programs than it is in half-day, preschool programs that are based on the typical school year.

The Americans with Disabilities Act mandates that all children with diabilities must be admitted to a center.

Children who are having their first group experience can manage teacher turnover well because they do not know any better.

Creating an intimate, home-like classroom environment can soften the institutional atmosphere that prevails in many large centers.

Multi-age groups are advantageous for children with special needs because they provide peer models with a broad range of skills and abilities.

When planning an inclusion program, the director much consider the uniqueness of every child in the classroom, and how each child's strengths and needs will be addressed.

Very young children in their first group experience will benefit from exposure to many adults to ensure they can find someone to attach to.

The transition plan for moving a child from one group to another within the center should parallel the phasing-in process used when a child enters the center.

A breach of confidentiality can damage the trust that has developed between staff and center families.