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High quality preschool programs should provide well trained and adequately paid teachers, provide curriculums based on solid research, and have a balance between teacher-directed activities and child-initiated activities. In addition, curriculums should provide ample amounts of make believe play because it promotes abstract thinking, verbal and social skills, and self-regulation. Moreover, high quality preschool programs should provide a low teacher to child ratio so teachers can meet the individual needs of all children. Teachers should constantly be fine-tuning their teaching through student assessments. In addition, they should constantly improve their skills through research development. In high-quality preschools there are warm and responsive relationships between students and teachers, and parents are viewed as partners in their children’s learning. Preschool years can and should provide children with the foundations of academic, social, and emotional skills, and promote a lifetime love of learning. Preschool curricula, based on solid research, can build school- and life-related skills through the relationships built – between teachers and student and peer relationships – and through the constant levels of play during learning. Research shows that children learn best through play, and within high quality preschool curricula, there are many opportunities for children to play while learning. Children learn about responsibility, self-regulation, self-awareness, and problem solving skills and building positive relationships. Moreover, in preschool, children develop early academic skills, such as arithmetic, geometry, and literacy skills. Well-qualified teachers are very important because they know how to create individualized curriculums. They understand child development, and continue their learning through research so they can provide their students with high quality teachings. They understand the differences between children, and are willing