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Strong Foundations For Our Youngest Children

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The journey to providing quality child care for babies begins by altering the way we think about it. We did that as a state, and a country, with regard to preschool. People came to understand that preschool provides education - an opportunity to get children started on a pathway to school success. Child care—and especially child care for infants and toddlers-- must be thought of in the same way. Child care is where babies are being educated outside of the family. That’s why quality is so important.

If You Love Children...

It’s not enough to be an early care and education professional because you love working with children. If you love children, you must leverage your view, your voice, and your visibility to improve the systems and quality of services for young children and families.

Our goal is to provide learning and peer exchange opportunities for the attending professionals that will support continuous improvement of their work back home. This year’s convening saw the highest participation rate ever: over 1,225 early childhood professionals from 47 states and 4 U.S. territories came together to share strategies, learn from each other, and hear about the latest research.

Rhode Island’s recently passed FY 2019 budget, signed on June 22, 2018, ensures that center-based child care programs for children under six in the Child Care Assistance Program will receive a rate increase, with significant increases for all quality levels and larger increases for higher quality programs as measured by the BrightStars Quality Rating and Improvement System. The budget establishes a tiered child care reimbursement rate structure in statute for infants and toddlers with high-quality programs paid at or above the federally recommended benchmark (75th percentile) to promote equal access to high-quality care. Rhode Island KIDS COUNT started this effort with a special focus on infants and toddlers but realized that we needed to promote tiered quality rates for all ages of children, given the needs in our community and knowing that the financial health and quality of child care providers depends on funding across all age groups. Fortunately, the expanded Child Care and Development Block Grant (CCDBG) money made it possible to go beyond our initial “state” ask to also include preschoolers and the budget established tiered quality rates for preschool age children as well as for infants and toddlers. We were not able to secure adequate funding to meet the federal benchmark for preschoolers this year, but we took a sizeable step forward. We plan to continue our work to promote equal access to quality child care for children from infancy through age twelve.

IECMHC builds the capacity of providers and families to understand the powerful influences of infant and toddler relationships, interactions, and environments on the development of babies. Infant-toddler well-being is promoted and mental health problems are prevented or reduced as a result of the consultant’s partnership with adults in young children’s lives. It can also promote emotional and other important skills for infants and young children.

Disadvantaged children who receive quality early childhood development have much better education, employment, social and health outcomes as adults. Fortunately, last year Congress increased funding for Child Care and Development Block Grants (CCDBG) that help states provide children from low-income families with access to early care and education. While it is tempting to increase access to as many disadvantaged children as possible, providing access to quality will deliver the best short- and long-term return on investment.

Almost four million babies are born in the United States every year. These infants require diapers, blankets, baby food, and countless other products, creating a large and profitable market for companies meeting this demand. However, the law of supply and demand fails to hold true for perhaps the most essential good for children, high-quality child care. Why does the child care supply fall so short and how can states close the gap and support families?

In 1990, a few state child care administrators started doing something similar. Using the same basic structure, they were rating the quality of programs and providing supports to programs for quality improvement. They made the ratings public with the goal of influencing consumers’ early care and education choices. Anne and others noticed this common structure across states and got involved in helping others to develop and revise the structure. It was such a powerful conceptual approach to making early care and education better that it spread organically among state leaders. In 2005, Anne wrote Stair Steps to Quality, which looked at the first ten states that adopted this approach. After that, the concept took off; today, every state but one has a QRIS or is in the process of creating one.

Teachers Face a Wage Penalty for Working with Infants and Toddlers Analysis of the 2012 National Survey of Early Care and Education, which represents the most recent comprehensive, national data on the ECE workforce, reveals shocking information. Among center-based infant and toddler teachers, 86 percent earned less than $15 an hour and more than one-half earned less than $10.10 an hour. At every level of education, infant and toddler teachers earn less than their counterparts who teach only preschool children: even among those with no college degree, infant and toddler teachers earn $1.05 less per hour.

Advocates striving to ensure that all families—especially low-income families—have access to high-quality child care for their infants and toddlers should focus on strengthening their state’s core child care assistance system. It is a key determinant of both the quality of care that low-income children receive and their families’ economic stability. States now have a tremendous opportunity to improve their child care assistance policies and make them work better for infants and toddlers and their families, thanks to the historic increase in funding for the federal Child Care and Development Block Grant (CCDBG) starting in FY 2018.

In 2009, a large-scale study of the quality of child care in Georgia found that the quality of state’s infant and toddler classrooms was the lowest quality in the state’s child care programs. Pre-K long has been a wise investment in Georgia, but the agency has had to work hard to extend what is known about the importance of high-quality care for infants and toddlers. Our Department of Early Care and Learning (DECAL) has never wavered in its belief that improving outcomes for our youngest citizens begins by focusing on infants and toddlers and, further, that this means investing in the teachers who work with them. We’ve leveraged our child care assistance, quality improvement, and workforce initiatives to push this work forward. I’m excited to share seven key elements in our approach to assure high quality for infants and toddlers in our state.

With the historic allocation of $2.4 billion in new federal Child Care and Development Block Grant (CCDBG) funds in the 2018 omnibus spending bill, we have the opportunity to improve child care and early education policies for infants and toddlers, and their parents and caregivers. The new dollars came at a time when we know more than ever about what supports the healthy development of infants and toddlers and what families need for economic stability. We also know the clear racial and ethnic disparities in who receives child care assistance and how child care workers of color fare in state child care assistance programs. The increase in funding gives states the chance to make progress on these fronts.

Federal technical assistance (TA)[1] centers, research institutions, national organizations, and philanthropic funders offer a range of TA opportunities. Technical assistance has the potential to facilitate and support the movement of states,[2] regions, programs, grantees, and even individuals toward their vision and goals, but information on where, when, and how to apply for these wide-ranging opportunities with experts is not always clear. Further, many more questions arise for states as they begin to negotiate the TA terrain, e.g., how should the learning from the TA be incorporated into practice within the state; how should TA align with already established visions and priorities; and how do states ensure staff doesn’t end up overworked, over-deployed, or as merely superficial participants in these opportunities? This summary aims to address these and other issues by offering “10 Tips” – gleaned from interviews with state leaders and TA providers in 2017.

Check out the latest on immigration, health equity, suspension and expulsion, and early learning.

BUILD Initiative and CEELO recently released A Learning Table to Improve State Early Childhood Teaching and Learning Policy: Reflections and Recommendations After Three Years of Implementation, sharing lessons learned on/recommendations for providing technical assistance to state early education practices.

Find out what we're reading in immigration, racial equity, and early learning news.

We're using your feedback to help us exceed last year's success. At the San Diego meeting, we want to forge new relationships and fortify old ones. We want to strengthen our resolves and celebrate our victories. We want to educate and learn, enlighten and inspire. We want to spark solutions and share systems strategies. Naturally, after reading your comments, I wondered what you will say about this year’s meeting. What sessions, what speakers, what conversations will transform you?

Catch up on your equity, mental health, suspension/expulsion, and early learning reading.

Read the latest on racial equity, systems building, early learning, and more.