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Strong Foundations For Our Youngest Children

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Our primary challenges are pretty similar to everybody else's right now. We're in the midst of a pandemic, but we also just experienced devastation by Hurricane Laura in the southwest and up towards the central and north parts of our state. So we have pandemic recovery and we have hurricane recovery. We're a very culturally rich state, which is such a positive, but we tend to be under-resourced. And so, we're looking at what funding is going to a look like in our 2021 fiscal session. And we’re thinking about how we make progress towards the goals we laid out for Pritzker that we desperately want to achieve.

A big part of our strategy is focusing on prioritizing infant/toddler teachers for practice-based coaching, professional development, training, and other types of improvement supports for folks who are either unrated or approaching proficient in our state’s quality rating system, and who serve low-income infants and toddlers, to help them raise their standard.

The benefits of breastfeeding are remarkable. Save the Children tells us that it “increases a child’s chances of survival, boosts [the] immune system, and reduces the mother’s risk of ovarian and breast cancer. In addition, breast milk changes every day to meet a baby’s needs and releases a hormone that’s calming for both mother and child.” And yet, according to the CDC, 73.7 percent of Black infants are ever breastfed compared with 86.7 percent of White infants. It is due to this racial disparity, that has existed for over 40 years, that Black Breastfeeding Week was created.

Our plan uses infant mental health or the social-emotional well-being of young children as the frame around which we have built our goals for increasing and building quality services for very young children and their families. The thinking behind that is that infant mental health or infants’ social-emotional well-being is really the crux of all other aspects of their health, development, and well-being.

Nebraska’s early childhood partners are fully committed to ensuring more of our state’s most frequently underserved families have access to systems and resources necessary for the healthy development of our youngest children, beginning with supports in the prenatal period.

Ready, Set, Soar Ohio is a diverse statewide coalition of early childhood, education, health, advocacy, philanthropy, and business organizations, community leaders, policymakers, and families. This coalition is committed to ensuring that more pregnant women, infants, toddlers, and their families have access to the support they need to be ready, set, and soar to their full potential.

Our overarching goal is to make New York State a place where children and families feel comfortable and welcome to raise children. We want to re-direct investments into early child care, because we believe that the first three years of a child's life are the most impactful years. This means aligning resources and bringing the community together to prioritize the prenatal-to-three population.

Every day, in our work, we see many American families face barriers, created by institutional and structural racism, that place opportunities for healthy development and quality education out of reach. BUILD’s mission is to support leaders to shift state policies and practices, remove barriers, and dismantle policies and practices that disproportionately negatively affect children and families of color so that all young children and their families can thrive.

Similarly, preventative health and population healthcare have gotten more attention, as have programs like 211 that connect families to resources. Again, we felt like we had developed these policy goals and strategies in a pre-COVID world, but found that in a COVID world, they were just as important, if not more so. Our challenge will be to help policymakers see the connections between our policy agenda and COVID. They've been very much focused on what's immediately related to COVID and are starting to think about the new normal, so our task is to show this is all related to COVID and the recovery.

Although everything has changed in the last few months, nothing has changed in terms of our commitment to what has to happen for babies. It really has allowed us to say, "If we had had all of these systems in place for our families, we would be in a much better place right now during the pandemic."

As soon as Covid-19 was declared a pandemic, The BUILD Initiative knew that families who face significant barriers to and disconnection from supports and services would work hard to get what they needed for their children but have the least access. We thought it essential to reach out to them.

More children, including infants and toddlers, are cared for in home-based settings than in centers. These include Family Child Care and Family, Friend, and Neighbor options. Home-based settings offer many advantages for families such as cultural and linguistic affinity, non-standard work hour availability, care for mixed-age/sibling groups, and a home-like setting. In addition, home-based child care meets the needs of many low-income families who often work shift, hourly, or “gig” economy jobs.

In the midst of a pandemic that as of April 9 has claimed over 16,000 lives in the US, essential workers – those who maintain the services in the absence of which sickness, poverty, violence, and chaos might result – are still reporting to work. While a spotlight has deservedly shone on health care workers and their heroic efforts, many other less prominent essential service providers also continue to do their jobs. Some of those who risk their own well-being to help maintain some semblance of life as we know it include child care workers, postal employees, garbage collectors, mass transit workers, warehouses workers, and a long list of others.

In the US, the coronavirus pandemic is calling attention to our country’s inequities. In addition to creating immediate problems for many of our most vulnerable citizens, it is putting a focus on the gaps that exist – by income, race/ethnicity, language, and culture – in our early childhood system. It is those with the lowest incomes and of minority cultures that are most challenged when we as a nation are instructed to stay home. Many literally cannot afford to follow this directive.

Dismantling racism at the personal, institutional, and structural levels is an ongoing process. To support BUILD’s process in that effort, and that of our partners and colleagues, we have invited Dr. Ibram X. Kendi, a leading voice in equity and antiracism, as a plenary speaker at QRIS 2020. Dr. Kendi believes that, "Being an antiracist requires persistent self-awareness, constant self-criticism, and regular self-examination.” If you haven’t found Dr. Kendi on your social media feed or morning TV yet, get up to speed with some of the compelling articles and podcasts below.

I believe that equity, justice, and early childhood systems change requires that leaders reflect the complex social diversities present in the children, families, communities, and workforce served in all early childhood systems and settings. In systems-building work, we continue to face thorny problems, such as systemic inequality, disproportionality in the workforce, underfunding, inadequate compensation, and fragmentation. If we intend to solve these and other challenging problems that characterize early childhood systems, we need leadership at policy tables (e.g., municipal, state, federal) where key decisions are made that is socially diverse (i.e., race, ethnicity, gender, sexual orientation). This assertion is not simply my opinion but is based on decades of research from psychology, demography, sociology, and organizational science.

The linguistic skills a young dual language learner (DLL) acquires are life-long assets. However, all DLL children share a common trait: they are learning at least two or more distinct linguistic systems during a critical and rapid period of linguistic and cognitive development. How do we best support these learners and their families during this crucial stage of learning?

During the Leading for Indigenous Children and Communities session at QRIS 2019, Patina Park, Miniconjou Lakota-Cheyenne River and Executive Director at the Minnesota Indian Women's Resource Center, set us up with a brief but illuminating history of US domestic colonization and displacement. Before she introduced the rest of the panel, she channeled James Baldwin with these words for our consideration: History is not past. It is current, present, and a living, breathing experience.

As early childhood systems builders, we are well aware that infants and young children undergo rapid developmental changes that are highly influenced by relationships and environment. Supporting families to provide safe, stable, nurturing relationships and environments should be a key element of early care and education programs and services, particularly those that serve populations at high-risk, such as children at risk of entering foster care. (National data show that children birth to age five are at higher risk of placement and enter foster care at higher rates than older children and youth.) Programs and services also should be provided to help prevent child abuse and neglect and to aid pregnant women and families with young children. Through recently approved federal legislation, protecting children at high-risk has become more actionable.

Policymakers increasingly understand the importance of expanding the availability of quality early care and education for young children. But far too often, the lack of funding stands in the way.  A new report, Funding Our Future: Generating State and Local Tax Revenue for Quality Early Care and Education, catalogues successful examples of how state and local tax revenue have been used to support early care and education. The report also introduces potential “next generation” tax policy ideas to bridge the funding gap.