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Issue 16—July/August 1997

Child Care Providers

Contents

up arrowChild Care Providers: Key to Quality Care

Each day, as families across the country ready themselves for work, millions of child care providers are ready to care for and educate their children. Child care providers play a pivotal role in the lives of the children entrusted to their care. The provider, in concert with a supportive community that provides adequate funding and clearly established standards, is the key to quality child care.

An educated and experienced child care provider:

  • is responsive to the needs of each child,
  • provides a family-centered child care environment,
  • establishes a safe, nurturing, and stimulating setting for children to grow and learn,
  • works in partnership with the family, and
  • develops relationships with other community groups.

Such caregiving is essential to the successful development of the child, imperative for parents in the workforce, and a cornerstone of the community. While families are at work, quality child care settings give children the opportunity to thrive and develop to their full potential.

This issue of the Child Care Bulletin recognizes and celebrates the important work of the child care provider. It highlights ways in which states, national organizations, and communities are supporting the early childhood work force by establishing initiatives which promote leadership development and credentialing; providing a mechanism for child care providers to receive health benefits; developing comprehensive training opportunities; and increasing compensation for quality child care professionals.

Programs that have linked professional development and compensation, such as the T.E.A.C.H. Early Childhood® Project and the Military Child Development System, are described in this issue. Information is included on the national leadership development projects Taking the Lead: Investing in Early Childhood Leadership for the 21st Century and the African American Early Childhood Resource Center, as well as on ways that states and community programs have been training women who are transitioning off welfare to become successful child care providers. Also presented are initiatives developed by Save the Children Child Care Support Center such as warm lines, neighborhood networks, community collaboratives, specialized training, and resource rooms that help to support family child care providers.

We salute each child care provider, caring for infants, toddlers, preschool- age children, school-age children, in homes, centers, during the day, evening or weekend. We honor the dedication and efforts of all those who say, "I nurture the future; I am a child care provider." As another school year begins, our hopes are that it brings with it renewed energy and optimism and that together we can make a difference for all children and families.

up arrowA Profile of the Child Care Work Force

Approximately three million child care teachers, assistants, and family child care providers in the U.S. care for 10 million children each day.

Who are the child care teaching staff?

97% are female
41% have children
10% are single parents

  • Child care teaching staff earn an average of $6.89 per hour or $12,058 per year (based on 35 hours per week and 50 weeks per year) (data from Cost, Quality and Child Outcomes in Child Care Centers, Technical Report 1995, salary data are in 1993 dollars).

  • Only 18 percent of child care centers offer fully paid health coverage to teaching staff.

  • Although they earn lower wages, child care teachers are better educated than the general population.

  • One-third of all child care teachers leave their centers each year.

  • Family child care providers who care for and educate young children in their homes also have very low earnings. Providers earn $9,528 annually after expenses (data from The Economics of Family Child Care Study, a forthcoming publication from Wheelock College, earnings in 1996 dollars). Unregulated providers, who care for fewer children and are offered fewer supports, earned just $5,132 after expenses.

Education of Child Care Teaching Staff Versus All Workers

Annual Wages of Child Care Teaching Staff Versus All Workers

For more information, contact the National Center for the Early Childhood Work Force (NCECW), at: (202) 737-7700, or e-mail: ncecw@ncecw.org

This profile of the child care work force has been excerpted from information provided by the National Center for the Early Childhood Work Force.

up arrowNew Initiative Focuses on Early Childhood Leaders and Directors

Cecelia Alvarado, Bess Emanuel, Kimberly Elliott, and Sheri Azer

The Center for Career Development in Early Care and Education at Wheelock College has begun a national early childhood leadership development initiative, Taking the Lead: Investing in Early Childhood Leadership for the 21st Century. Funded by the Early Childhood Funders Collaborative, the new initiative aims to improve the quality of programs for children and families by developing a diverse generation of leaders for the many roles within the early care and education field.

Taking the Lead intends to build the field's capacity to increase program quality by:

  • expanding the skills of new and existing leaders in the field to generate greater public support for and private and public investment in early care and education; and
  • advancing models of director credentialing for early care and education programs.

The initiative consists of several activities: a national scan of current leadership development options and director credentialing efforts, and two sets of pilot projects around the country.

The first set of pilot projects, Experiments in Director Credentialing, focuses on developing models of credentialing for those who direct early childhood programs. Given the pivotal role of the director, training in administration and leadership is important to the quality of programs. Awarding a credential that recognizes competence, commends accomplishments, and acts as an incentive for the pursuit of training is a strategy for states and communities to help directors develop the skills they need to achieve quality programs.

Also, Emerging Leaders Experiments will attempt to identify, train, and promote new and existing leaders in the field. The goals of this activity include assisting the field to develop an understanding of the institutional and personal barriers that may impede the development of potential leaders, working to identify the pathways to leadership, and assuring innovative content of leadership development.

Project applications have been received and final selection of the pilot sites is underway.

To learn more, contact Taking the Lead, The Center for Career Development in Early Care and Education, Wheelock College, at: (617) 734-5200, ext. 211.

up arrowNew Resource Center Offers Leadership Development Opportunities

Carla Taylor

The National Black Child Development Institute (NBCDI) has launched the African American Early Childhood Resource Center to help diversify the leadership pool and to serve as a model for other under represented groups within the leadership ranks of the early childhood profession. The resource center will enrich higher education, enhance career opportunities, and provide technical assistance to early childhood organizations in areas such as improving the recruitment, retention, and advancement of diverse leaders. It will also maintain a database of diversity resources to identify teaching materials and seminars that promote leadership and multiculturalism. A Registry of African American Early Childhood Leaders will include a database of the skills and experiences of African American leaders in a variety of early childhood positions. Organizations and businesses may obtain a list of potential employment applicants, advisors, writers and presenters.

An African American Early Childhood Leadership Mentoring Program will pair entry level professionals and graduate students with mentors who will provide ongoing support. In addition, an African American Early Childhood National Leadership Network will organize a consortium of colleges, organizations, and corporations to expand opportunities for early childhood leaders.

Carla Taylor is Senior Editor and Public Policy Analyst for The National Black Child Development Institute (NBCDI). To learn more, contact NBCDI, 1023 15th Street, NW, Suite 600, Washington, DC 20005, or call: (202) 387-1281, or e-mail: moreinfo@nbcdi.org Web: http://www.nbcdi.org

up arrowWhat's New with the CDA Credential?

The Child Development Associate (CDA) credential is nationally recognized in the early childhood field as a professional credential awarded to skilled child care providers. The Council for Early Childhood Professional Recognition (The Council) administers the CDA credentialing program (see "Staff Credentialing Programs Improve Skills," in the Child Care Bulletin, May/June 1995).

Currently, more than 90,000 providers have obtained the CDA credential and that number is rising. The number of child care providers applying for the CDA credential each year has grown to nearly 10,000 as a result of an increase in demand from many public and private employers for trained, qualified staff. In addition, 46 states and the District of Columbia incorporate the CDA into their licensing regulations.

Second Setting CDA

The CDA credential is awarded for a specific type of child care setting: center-based, family child care, or home visitor. For qualified caregivers who already have a CDA credential and wish to be certified in an additional setting, The Council now offers the Second Setting CDA. This credential is available to center-based and family child care professionals who received their CDA credential under the revised direct assessment procedures on or after January 1, 1993.

Revised CDA Renewal Process

The goal of the renewal system is to encourage caregivers to seek continuing education and professional growth. Effective January 1,1996, The Council revised the CDA Renewal Process for center-based and family child care. The renewal fee will continue to be $50, with the first renewal three years after receiving the CDA credential and then every five years thereafter. Those who do not meet the renewal criteria within a specified timeframe will need to complete a new CDA assessment. However, The Council is now holding an open renewal period. Caregivers whose CDA credential expired years ago may renew it before January 1, 1998 without completing a new assessment. Under the new CDA renewal requirements, a provider must:

  • Hold a current Red Cross or other agency First Aid Certificate;
  • Have at least 80 hours of work experience with young children during the year of renewal;
  • Hold current membership in a national or local early childhood professional organization;
  • Know an Early Childhood Education Professional who can complete a Letter of Recommendation regarding competence with young children;
  • Show proof of at least 4.5 Continuing Education Units (CEU's), or a 3 credit hour course in early childhood education/child development within the past five years. The Council has also published CEU Criteria Guidelines that are available upon request.

New Publication

A CDA Training Guide that focuses on helping colleges, agencies, and organizations develop a CDA training program will soon be available from The Council.

To learn more, contact The Council for Early Childhood Professional Recognition at: (202) 265-9090 or (800) 424-4310.

up arrowChild Care Initiatives Across the Country

Rhode Island Provides Benefits to Caregivers

The Governor of Rhode Island has announced significant enhancements to the state's child care program to ensure that quality child care is available to all working families. As of January 1998, reimbursement rates to licensed providers who care for subsidized children will increase to become more competitive with local market rates by the year 2000. Payments to providers will rise incrementally each year for three years.

In addition, licensed home-based providers who care for children of working families can now qualify for health and dental benefits through Rite Care, the state's health insurance program. Rhode Island is the first state in the country to offer comprehensive health and dental insurance to home-based providers. Health care coverage has been available since January 1997 and dental coverage since June 1997. Rite Care coverage is available to qualified providers and their minor children (under age 18) who reside with them.

To qualify for Rite Care membership, a provider must be licensed as a family care (home-based) provider. The provider must have been paid at least $1,800 by DHS for child care services within the six months preceding his or her request for coverage, and must not be in receipt of Rhode Island Medical Assistance or any other health insurance. The providers must requalify for Rite Care coverage every six months.

For more information, contact Carole Ponto, Senior Human Services Policy and Systems Specialist, Rhode Island Department of Human Services, at: (401) 464-2422.

Wisconsin's Incentives for Quality Standards

The Wisconsin Quality Child Care Initiative is designed to improve the quality of child care throughout the state. The Initiative includes a set of "High Quality Standards" established by the state. Programs are encouraged to meet the standards through multi-year Quality Improvement and Staff Retention grants. The grants pay for staff training, substitute time, improved compensation, equipment, and accreditation fees. The state has provided a number of resources to help programs meet the standards, including onsite technical assistance, a statewide information clearinghouse, an early childhood credentialing system that assesses whether staff training meets the standards and identifies training resources, and mentor teacher training.

A further incentive for quality is built into the reimbursement rate system for publicly-subsidized care. Center-based programs and family child care providers that become accredited receive a differential of up to 10 percent above the market rate. The actual amount of the incentive cannot exceed the price charged to private-pay families by the facility.

To become eligible for the differential, centers must be accredited by the National Association for the Education of Young Children. Family child care providers can be accredited by the National Association for Family Child Care, the state AEYC affiliate, or have a CDA credential.

For more information, contact either Kay Hendon at: (608) 266-8200 or Laura Saterfield at: (608) 266-3443, in the Wisconsin Office of Child Care.

Georgia: Advancing Careers Through Education and Training

The Advancing Careers Through Education and Training (ACET) project in Georgia aims to improve childhood care and education by developing a career system for the field. The ACET project is funded by Georgia Academy, a private nonprofit agency, and the Georgia Child Care Council, which administers CCDF monies.

During the past five years, a group of experts has volunteered their time to put the professional development system in place. This group, the Collaborative Leadership Team, and Georgia Academy developed a strategic plan which is the blueprint for the project.

A major accomplishment has been the completion of professional competencies for early care and education, school-age care, administration, and training. The competencies are used as the basis for all state approved child care training.

To help improve accessibility of training across the state and particularly in rural areas, ACET has developed a competency based curriculum for a Train-the-Trainer program. This curriculum focuses on adult learning and the development, design, and delivery of high quality training. More than 200 trainers will participate through a grant from the Georgia Child Care Council.

The next steps for ACET include finding ways to increase salaries as child care professionals reach higher levels of education, developing a statewide registry to track training credits, identifying "levels" of professionals, designing training for both beginning and advanced teachers, and designing a system to certify trainers.

To learn more, contact Anita Payne, ACET Project Coordinator, at: (800) 586-2238, or (404) 527-7394.

up arrowInitiatives to Recruit and Support New Child Care Providers

California: Helping Welfare Recipients To Pursue Careers in the Child Care Field

The California Department of Education will launch three pilot programs in different areas of the state to train Temporary Assistance to Needy Families (TANF) recipients to become child care and development teachers. In the two-year training program, TANF recipients will be selected, enrolled full time in community college during the first year, with tutorial assistance as needed, and assigned to a mentor teacher to supervise their field placement and provide advice and support. The second year of training will include paid employment, up to 32 hours per week, and continued education. The program's educational goal is for participants to complete 24 units in early childhood education and 16 units in general education to qualify the TANF recipient to apply for a Child Development Teacher Permit at the end of the program.

The California Department of Social Services will also award funds to county welfare departments for two-year pilot projects to train welfare recipients as in-home licensed or license-exempt family child care providers, or caregivers who will work in a child's own home. A special effort is being made to recruit providers for infants and mildly sick-child care and for child care during non-traditional hours.

The objectives for the projects are to increase the supply, quality, and safety of license-exempt care; to help welfare recipients meet work participation requirements; to help counties meet work participation goals; and to provide state and local program managers with data to assess the effectiveness of training welfare recipients to be child care providers.

A portion of the project funds may be used to pay for recipient expenses such as licensing fees and CPR training. The projects' requirements for participants include a minimum age, intentionality of wanting to become a child care provider, and an assessment of candidates for suitability in the profession, as well as for their training needs. The participants also set goals and make plans for reaching and maintaining self-sufficiency.

For more information, contact either David Houtrouw, California Department of Education, Child Care Division, at: (916) 323-3090, e-mail: dhoutrou@cde.ca.govor Gale Wright, Chief of the Child Care/Cal-Learn Section, California Department of Social Services, at: (916) 657-2144.

Pennsylvania: Shifting From Unemployment to Family Child Care Provider

Funding provided by the Philadelphia Job Partnership Act and the Pew Charitable Trusts has created an initiative designed to expand the availability of affordable, neighborhood based child care and to help public assistance recipients move toward self-sufficiency.

Since 1992, the YMCA of Philadelphia and Vicinity has operated a family child care network which recruits and provides training and support to low-income and unemployed individuals who are willing to enter the child care field. The YMCA provides assistance with licensing and insurance fees, ongoing training through local universities, and $1,000 in start-up costs for specific furniture items, equipment, and toys. The YMCA also conducts unannounced monitoring visits and offers technical assistance to the providers.

The network currently consists of 36 homes and expects to increase the number to 50 or more by the end of 1997. Thirteen homes are accredited and several more are in the process of achieving accreditation. In addition, 8 Latino providers are currently in training, and plans are being made for training in an Asian community with Vietnamese, Cambodian, and Korean caregivers. Outreach is also being done in the Ethiopian, South African, and West Indian communities in Philadelphia.

To learn more, contact Lola Rooney, YMCA Family Child Care Network, at: (215) 963-3786.

Colorado: Moving From Public Assistance to Success in the Child Care Field

Through state legislation, Colorado has created the Neighbor-to-Neighbor Child Care Training and Education Pilot Program. The goals of the program are to increase the supply of trained child care providers while helping recipients of public assistance reach self-sufficiency. The program is funding ten pilot sites throughout the state to recruit, train and educate public assistance recipients to become center-based or family child care providers. The pilot sites include family resource centers, post-secondary educational institutions, a county department of human services, a community mental health center, and child care resource and referral agencies.

The Neighbor-to-Neighbor program does not provide direct cash assistance to participants, but rather, supports the new providers with training, assistance in obtaining the appropriate state and local licenses, and assistance with start up costs. An evaluation will be prepared at the end of this one year pilot project. It will include best practices, pilot site comparisons, challenges, and employment related outcome information.

For more information, contact Oxana Golden, Colorado Department of Social Services, Division of Child Care, at: (303) 866-5943.

up arrowSupport for Those Starting a Career in Early Childhood

As states work to move welfare recipients into employment, they may consider training Temporary Assistance for Needy Families (TANF) recipients who want to work with children for careers in the early childhood field. To help prepare candidates for a successful career in child care, especially individuals who seek to become economically self-sufficient, it is critical to keep the following points in mind.

  • Individuals must choose to make this their work.
  • Use a screening process to identify individuals who have interest in and aptitude for the work.
  • Individuals must be prepared for a successful career that brings them economic self-sufficiency.
  • Quality training must be built in before and during employment.
  • Supervised fieldwork with young children is a key component of training.
  • Transitional personal support is essential.
  • The different needs of the varying TANF population must be considered and built into the training options.
  • Build capacity for continued training and mentoring.
  • Links between increased compensation and increased training and competence are key.
  • Many individuals need additional supports and structures to succeed in family child care.

This is a summary of information developed by The Center for Career Development in Early Care and Education at Wheelock College. It is based on conversations with numerous state administrators, training program administrators and representatives from states, communities, and national organizations. It also draws on materials developed by the National Center for the Early Childhood Work Force, the Child Care Action Campaign, Bank Street College of Education's Center for Family Support, and the Child Care Law Center.

up arrowT.E.A.C.H. Project Helps Promote Professional Development in Six States

Sue Russell

To address critical issues of professional development, compensation, and staff retention in the child care field, Day Care Services Association in North Carolina created the T.E.A.C.H. Early Childhood® Project (see also "T.E.A.C.H. Project Retains Providers," Child Care Bulletin, May/ June 1995). Started as a pilot program in 1990 to provide teachers with a scholarship to work toward their associate degree in early childhood education, the Project now serves as an umbrella for seven different scholarship initiatives.

All seven scholarship programs have four components: scholarship, education, compensation, and commitment. To receive a scholarship that covers a large share of tuition, book and travel costs, and may provide paid release time, depending on the program, the recipient agrees to complete a specified amount of education. The caregiver then receives additional compensation in the form of a raise or a bonus and also agrees to continue working in their child care program for a specific period of time. There are currently scholarships to earn the North Carolina Early Childhood or Family Childhood Credential, the Child Development Associate (CDA) credential, an associate degree in early childhood education, a bachelor's degree in child development, or to become a Model/Mentor Teacher.

More than 4,300 scholarships have been awarded in the last four years. For those participants with scholarships to earn their CDA credential, associate, or bachelor's degree, the turnover rate has averaged less than 10 percent per year. Participants working on the associate degree have averaged 16 credit hours per year, while working full time. After four years in the scholarship program, their earnings have increased 30 percent, indicating not only that they are receiving the expected additional compensation, but that they are making progress on the career ladder in their program.

Funding for T.E.A.C.H. Early Childhood® Project has always been a partnership between the scholarship program, the teacher, and the child care program in which they work. While the Project continues to receive foundation and corporate support, the North Carolina General Assembly has provided the Project state funding for the last five years and will provide $1.422 million in continuation funding this year.

The Project has been licensed to operate in five other states: Colorado, Florida, Georgia, Illinois, and New York. In each state, the T.E.A.C.H. Early Childhood® Project is administered by a statewide child care organization committed to improving the education and compensation of the early childhood work force. Using the principles and scholarship components that are fundamental to the Project, each state has created its own scholarship programs that fit into the educational structure of the state and meet the needs of its child care providers.

Administering organizations in each state:

  • Colorado Office of Resource and Referral Agencies
  • Florida Children's Forum
  • Georgia Association on Young Children
  • Illinois Network of Child Care Resource and Referral Agencies
  • New York State Child Care Coordinating Council

Sue Russell is the Executive Director of Day Care Services Association, which administers the T.E.A.C.H. Early Childhood® Project in North Carolina. To learn more, contact Sue Russell or Edith Locke at: (919) 967-3272.

up arrowNeighborhood Networks and Warm Lines Support Family Child Care

Roberta Malavenda

Developing neighborhood child care networks is a productive response to the child care challenges that face many communities. The Save the Children Child Care Support Center (CCSC) in Atlanta, Georgia, works with partners such as churches and synagogues, housing authorities, child care centers, family child care associations, community collaboratives, and other groups to create active networks that build on each community's strengths and assets. The CCSC's role is to provide child care specialists for the community.

The following examples show how neighborhood networks increase the supply of child care and improve its quality through training, technical assistance, and visits to family child care homes and to informal caregivers.

  • In Dallas, Georgia, a fast-growing community west of Atlanta, CCSC joined with the Paulding Collaborative for Children and Families to plan an expanded system of quality early care and education beginning at birth. Through "Starting Points," families with newborns are contacted and offered services, and an "Early Start" program, funded by the Metropolitan Atlanta Community Foundation, features a family child care network and home-based child development activities. The Collaborative also sponsors a child care committee to encourage business, government, and others to invest in the community's child care system and contributes space for the CCSC's parent referral service.
  • In DeKalb County's Chamblee Doraville area, Spanish-speaking caregivers learn about state registration, health and safety, child development, and business practices in monthly workshops and meetings. Child care providers receive start-up equipment and supplies and learn about eligibility for financial assistance to build fences or to remove outdoor safety hazards. This provider and child-oriented partnership, funded by the United Way of Metropolitan Atlanta, includes Sheltering Arms Child Development and Family Support, The Latin American Association, Catholic Social Services, and the CCSC.
  • Networks in the rural areas of Meriwether and Polk counties in Georgia offer free workshops in convenient locations for both regulated and unregulated caregivers. These otherwise isolated providers have opportunities to attend state-approved training, learn about community resources, borrow toys and equipment from lending libraries, and network with each other. Child care specialists help them to arrange their homes for safe caregiving, develop parent policies, and create marketing fliers. The Polk Collaborative for Families and Children is sponsoring a CDA workshop for providers who have made a special commitment to professionalism. Also, a campaign has begun to recruit providers to help parents who must work evening or weekend shifts by providing child care during nontraditional hours.
  • The Child Care Support Center's Warm Line and Resource Room offer a variety of services and supports for family child care providers. Prospective caregivers attend "How to Start a Family Child Care Home" workshops and learn about state family child care rules and regulations. The Resource Room staff also assist with required fingerprinting services and resource specialists answer questions about zoning, insurance, associations, and community child care planning efforts.

The CCSC is promoting the expansion of neighborhood child care networks by promoting technical assistance to other states.

Roberta Malavenda is Deputy Director of the Save the Children Child Care Support Center (CCSC). For more information, contact: Save the Children CCSC, 1447 Peachtree Street, NE, Suite 700, Atlanta, GA, 30309-3030, or call: (404) 479-4200.

up arrowHighlights from the Military Child Development System

The Department of Defense (DoD) Child Care System is the largest employer sponsored child care program in the world, serving more than 200,000 children (ages birth to 12) daily. Known as the Child Development Program, it includes 811 child development centers, 9,793 family child care homes, and information and referral services. Through these delivery systems, DoD offers full-day, part-day, hourly care, before- and after-school programs, and extended hour care to cover nights, weekends and shift work schedules. The services also include care for infants and toddlers, mildly ill children, and those with special needs.

The Military Child Development Program has evolved to become a model system with many valuable lessons to share with states, territories, tribes, and local communities. The following are some highlights:

  • Staff Training – Training is key to providing quality child care. The Military Child Development Program uses competency based training modules which follow the 13 functional areas of the Child Development Associate (CDA) credential program. In addition, caregiving staff complete another 24 hours of training each year. The military actively promotes professional development and maintains a staff training "up-or-out" policy.
  • Compensation – A critical element of program quality is a wage and benefits package that contributes to staff retention. The military has seen turnover rates respond to training and wages. By linking wages and advancement to training, education, and performance, the military has dramatically reduced the turnover rate among caregiving staff. In 1996, the annual rate was below 40 percent compared to as high as 300 percent a decade ago. Most employees in the Military Child Development Program receive annual and sick leave plus other benefits such as health and life insurance.
  • Certification and Inspection – Standards and oversight provide consistent quality and safety. Four unannounced inspections are held each year, one of which is conducted by a higher headquarters and leads to DoD certification, the equivalent of state licensing. Each inspection has a firm "fix, waive or close" policy to ensure action. DoD also maintains a toll-free hotline for parents to report safety concerns.
  • Accreditation – By meeting accreditation standards, the military has an outside evaluation source that is key to long-term quality child care. Currently, 75 percent of all eligible military child development centers have been accredited by the National Association for the Education of Young Children (NAEYC), and the remainder are in various stages of the accreditation process.
  • Sliding Fee Scales – Quality care costs more than most parents can afford. Cost sharing creates affordable care. Fees are established on a sliding scale, based on total family income. Families pay between $36-$90 per week, with $65 being the average weekly fee in 1996. Parents pay about half the cost of care. In the child development centers, there is a dollar for dollar match of appropriated funds to parent fees. In family child care homes, the military provides indirect financial support through equipment lending libraries, low cost insurance options and free training, as well as direct cash subsidies in some locations as incentives to care for infants.

Partnerships with States, Tribes, and Communities

The following are a few examples of ways that the Military Child Development Program has been coordinating with off-base child care programs:

Family Child Care: The Navy has Memorandums of Agreement with the states of Texas, New York, and Oregon to provide training and technical assistance for off-base family child care providers. The providers meet state licensing standards, have liability insurance, and complete the same training as Navy providers. They also have access to the family child care resource library and attend DoD sponsored training at no cost.

Accreditation Mentoring: The child development staff at the Davis Monthan Air Force Base in Arizona has assisted the Tucson Urban League Center in the accreditation process. Also, the center director at Dyess Air Force Base in Texas serves as a mentor for several local off-base centers that are pursuing accreditation.

School-Age Care: The Army's school-age program at Fort Meade, Maryland and the YMCA have formed a partnership to deliver services. The YMCA provides the space and Fort Meade staffs and equips the program.

Training: Nursing students at North Alabama Skills Center learn about child care principles through the center at the Army's Redstone Arsenal in Alabama.

Resource and Referral: The Dover Air Force Base in Delaware works with Family and Work Place Connection, a resource and referral agency, to help both military and civilian families find child care.

Intergenerational Programs: The Marine Corps Base at Camp Pendleton, California has established an intergenerational program with a community senior center.

The DoD National Clearinghouse for Military Child Development Programs has materials that may be of interest to child care agencies, such as a Directory of Military Child Development Programs by state, a bibliography of available materials, and other information.

To learn more, contact the National Clearinghouse for Military Child Development Programs at: (888) 237-3040.

up arrowHealthy Child Care Update: Action Steps to Support Providers

Using the Healthy Child Care America Campaign's Blueprint for Action, communities can link health programs with child care. The following are some action steps and strategies excerpted from the Blueprint which involve support for providers.

Action Step: Provide training and ongoing consultation to child care providers and families in the areas of social and emotional health. Ensure that mental health services are available so that families and child care providers can take advantage of opportunities to enhance the social and emotional health of children.

  • Offer training in stress management techniques to families and child care providers.
  • Train providers and families to foster children's self-esteem and to recognize social and emotional problems.
  • Establish ongoing communication between social service programs and child care providers.

Action Step: Expand and provide ongoing support to providers and families caring for children with special health needs. Providers and families need information and resources about how the Americans with Disabilities Act will impact child care in areas such as inclusion of children with special needs, eligibility for services, and removal of barriers in facilities.

  • Establish linkages between providers, Part H, University Affiliated Programs, and other organizations to provide support, information, and resources.
  • Encourage parents of children with disabilities to serve as mentors for child care providers.

Action Step: Assess and promote the health, training, and work environment of providers. Avoiding back injury, reducing risk of infectious disease, and scheduling adequate rest breaks can enhance job satisfaction and the overall well-being of providers. Healthy staff provide the best care for children.

  • Supply information to providers concerning occupational hazards and measures to reduce these hazards, such as using proper posture when lifting and carrying children to avoid leg and back injuries.
  • Develop personnel policies regarding paid sick leave, vacation, and health benefits for child care providers.
  • Work to ensure mentoring and adequate compensation for child care providers.

A full-text version of the Healthy Child Care America Blueprint is available through the National Child Care Information Center's web site at: http://nccic.org/ or link directly from the American Academy of Pediatrics' web site at:http://www.aap.org

up arrowSpotlight on... USA Child Care National Development Project

USA Child Care is a national membership association of child care and early education providers and advocates who deliver services directly to children and families. The mission of USA Child Care is to serve as a national voice for these direct service providers to ensure quality, comprehensive early care and education that is affordable and accessible to all families.

USA Child Care is working to develop statewide associations that can partner with states and local governments to deliver quality child care. Aided by a grant from the David and Lucile Packard Foundation, the National Development Project will establish new statewide associations of providers to help communicate needs in local communities through the voice of those working directly with families. The first of these new associations, the Missouri Child Care and Education Association, has moved quickly to create a position statement on welfare reform and to conduct a Leadership Development and Information Seminar on Child Care and Welfare Reform. Also, Indiana and New York have recently received grants from the National Development Project to establish coalitions of providers. Other components of the Project include assistance to any state working to create a statewide association of child care directors, development of an information service to link child care professionals with information on best practices and legislative developments, and skill-based training of about 45 child care providers as a national leadership corps on child care issues.

For more information about USA Child Care and the National Development Project, contact Shirley Stubbs-Gillette, President, at: (816) 474-3751, ext. 603, or Kathleen Hermes, Project Director, at: (913) 385-0034, or e-mail at: usaccare@aol.com

up arrowShort Items

Training Requirements in Child Care Licensing

Child care licensing regulations vary from state to state. Requirements range from no training needed prior to working with children to mandatory college-level coursework for providers.

In 1997, Preservice early childhood education training is required by:

  • 20 states for teachers;
  • 33 states for directors; and
  • 11 states for family child care providers.

Annual ongoing hours of training are required by:

  • 44 states for teachers;
  • 36 states for directors; and
  • 31 states for family child care providers.

Data compiled by The Center for Career Development in Early Care and Education based on information provided by Work/Family Directions, Inc.

To learn more, contact The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston, MA 02215-4176, or call: (617) 734-5200, ext. 211, or e-mail at:whe_admin@flo.org Visit the web site at: http://www.wheelock.edu/ccd/ccdearlychildhood.htm

The National Association for Family Child Care (NAFCC) is a professional organization representing family and group home child care providers throughout the United States. The purpose of NAFCC is to serve as a national voice and networking system for family child care. NAFCC is a national membership organization that provides technical assistance to family child care associations through leadership and professional development, and by promoting quality and professionalism through the NAFCC accreditation program. NAFCC develops publications for family child care providers, including Quality Criteria for Family Child Care and The National Perspective newsletter.

For more information, contact:
National Association for Family Child Care (NAFCC)
206 - 6th Avenue, Suite 900
Des Moines, IA 50309-4018

or call: (800) 359-3817 or (515) 282-8192
e-mail: nafcc@assoc-mgmt.com
Visit the web site at:
http://www.nafcc.org/

up arrowResources in Child Care

With each issue, the Child Care Bulletin highlights resources available to the child care community. We encourage providers, parents, administrators, and other readers to share knowledge of what is available so that we may pass it on to the field.

Publications

Financing Child Care in the United States: An Illustrative Catalog of Current Strategies
A. Mitchell, L. Stoney, and H. Dichter
A compendium of innovative public- and private-sector strategies for financing child care services, with in-depth profiles and analyses of nearly 50 projects. Development and distribution of the publication has been made possible through funding from The Ewing Marion Kauffman Foundation and The Pew Charitable Trusts. (Free publication, available from: Publications Fulfillment, The Pew Charitable Trusts, 2005 Market Street, Suite 1700, Philadelphia, PA 19103-7017, or call: (215) 575-4776. It is also available through the web site at: http://www.pewtrusts.com/pubs/misc/childcare/index.cfm [NCCIC Editor's note (04-29-04): This URL is no longer active. See: http://nccic.org/pubs/financing-cc/index.html]).
Using Research to Improve Child Care for Low-Income Families
An-Me Chung and Louise Stoney
This report is a synthesis of major issues, policy questions, research findings, and information needs in child care policy. It provides a framework for ongoing dialogue and action by the research community in partnership with state child care administrators and other key stakeholders. (A Child Care Bureau, ACF/ DHHS publication, available free from the National Child Care Information Center at: (800) 616-2242, or send e-mail to: agoldste@nccic.org It is also available in full-text online at the NCCIC web site at: http://nccic.org/).
Strengthening the Social Compact: An Intergenerational Strategy
Generations United
A monograph from the fall 1996 Wingspread Conference, 2000 and Beyond: Building an Action Plan for the Intergenerational Movement, which assessed intergenerational approaches and programs as a means to strengthen communities and foster the engagement of adults in the lives of children. It provides guidance for advancing an organization's programs and policy goals. (Available for $7 from Generations United, c/o CWLA, 440 First Street, NW, Suite 310, Washington, DC 20001-2085, or call: (202) 662-4283 or fax: (202) 408-7629).

Organizational and Electronic Resources

Center for Career Development in Early Care and Education, Wheelock College (617-734-5200, ext. 211) strives to improve the quality of care and education for young children by helping states and localities build early childhood training systems. Activities include publishing and disseminating documents to inform professional development efforts around the country; working with strategic sites to document innovative career development projects; providing technical assistance; offering advanced seminars in child care administration; serving as a resource on development of state policies related to professional development issues; and working with other national organizations to inform policy makers and to develop program and funding strategies for career development. For more information, write to: The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston, MA 02215-4176, or send e-mail to: whe_admin@flo.org Visit the web site at: http://institute.wheelock.edu/ [Editor's note (12-14-04): this link is no longer active]

Council for Early Childhood Professional Recognition (800-424-4310 or 202-265-9090), works to improve the status of professionals working in centers, family child care homes, and as home visitors; and helps to meet the need for qualified staff through administration of the Child Development Associate (CDA) Credentialing Program. The CDA acknowledges skills of working professionals and helps provide a framework for professional development. The Council has a one-year formal education program leading to the credential, the CDA Professional Preparation Program (CDA P3), and has also expanded its focus to include administration of Reggio Children/USA (tracking developments of Reggio Emilia experiences in early childhood programs in the United States), along with the National Head Start Fellowships Program, and the Army School-Age Credentialing Program. The Council also fields a national training team, in alliance with other national early childhood organizations, and publishes books and manuals on trends and developments in the field. For more information, write to: The Council for Early Childhood Professional Recognition, 2460 16th Street, NW, Washington, DC 20009-3575.

National Center for the Early Childhood Work Force (202-737-7700) is a resource organization committed to improving the quality of child care through upgrading the compensation and training of child care workers. NCECW is a national resource clearinghouse on child care staffing issues, and works toward better regulation and funding of child care services. NCECW coordinates two major national efforts to promote leadership and career advancement for teachers and providers: the Worthy Wage Campaign, a grassroots coalition working for better-quality care for children and a better livelihood for teachers and providers, and the Early Childhood Mentoring Alliance, an information and technical assistance network for mentors and mentoring programs nationwide. The NCECW works through policy and program development, research and evaluation, and public education activities at the national, state, and local levels. For more information, write to: National Center for the Early Childhood Work Force (NCECW), 733 15th Street, NW, Suite 1037, Washington, DC, 20005, or e-mail:ncecw@ncecw.org

National Institute for Early Childhood Professional Development, an initiative of the National Association for the Education of Young Children (NAEYC) (800-424-2460, ext. 386 or 388) was launched in 1991 to improve the quality and consistency of professional preparation programs for early childhood educators. This initiative is instrumental in refining standards for early childhood preparation programs and also hosts an annual national conference which focuses exclusively on teacher preparation and development, and highlights innovations and initiatives from across the country. For more information, write to: National Institute for Early Childhood Professional Development, NAEYC, 1509 16th Street, NW, Washington, DC, 20036, or visit the NAEYC web site at: http://www.naeyc.org/default.htm

This page is being maintained on the NCCIC web site for historical purposes. As a result, not all information may be current.

 
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