Blog

By Marsha Basloe, President, Child Care Services Association

Working Parents Need Access to Quality Child Care – More Support Needed for Child Care Workforce

Currently, throughout North Carolina, nearly half a million (457,706) children under age six live in a family where all parents in the household are working.[1] Many of these children are in some type of child care setting every week so that their parents can obtain and retain jobs that sustain and grow our state’s economy. 

A study by the Committee for Economic Development (CED) shows that child care as an industry has an economic impact in North Carolina of $3.15 billion annually ($1.47 billion in direct revenue and $1.67 billion in spillover in other industries throughout our counties and cities).[2] Child care programs have an overall job impact throughout the state of 64,852, which includes 47,282 individuals who are employed within child care centers or who operate a home-based business plus another 17,570 in spillover jobs – created through the activity of those operating child care programs.[3] The economic impact of child care matters because it helps drive local economies. When parents can access child care, they are more likely to enter the workforce and stay employed. 

The Child Care Workforce: Early Brain Builders

Source: Committee for Economic Development, 2019

What we know is that child care is not only a work support for parents but also an early learning setting for young children. Research shows that a child’s earliest years are when the brain is developing the fastest – forming a foundation for all future social, emotional, physical and cognitive development. During this time, more than 1 million new neural connections are formed every second.[4] This is important to understand because both parents and child care providers play an important role in supporting healthy child development – helping to shape the brain’s foundation for all future learning (e.g., school readiness and school success).

Because both genes and experiences impact a child’s brain development,[5] the child care workforce plays a critical role in supporting early learning. In essence, they are brain builders – working with children to support a strong foundation on which later learning depends – just like the foundation for a house, all floors above the basement depend on the construction or sturdiness of the basement.

The Workforce that Supports All Other Workforces

Despite the important role that child care educators play in supporting our next generation (as well as supporting the ability of parents to work), the current economic model for child care programs falls short of supporting child care workers in a way that recognizes their role in child development. How so? The operating budget for child care programs is based on parent fees and state subsidies paid for low-income children.

Because the current cost of child care in North Carolina is so high (e.g., $9,254 annually for center-based infant care),[6] program directors try to keep costs down because they know parents can’t pay more. However, what this translates to is low wages for the child care field. In today’s economy, where the fast-food industry and retail sales pay higher hourly wages and often offer benefits, the competition for the workforce to enter the early childhood field is steep. In fact, the early childhood field is experiencing a workforce crisis.

In North Carolina, the median wage earned for child care teachers is about $10.97 per hour ($22,818 per year if full time) and assistant teachers earn $9.97 per hour.[7] These wages represent a modest 0.7% increase in buying power despite much larger gains in education. The study also found that statewide, 39% of teachers and teacher assistants had needed at least one type of public assistance (e.g., TANF, Medicaid, SNAP/food stamps, etc.) in the past three years.

Child Care Services Association (CCSA) is conducting a county-level early childhood workforce study for the Division of Child Development and Early Education (DCDEE) that will be completed in August 2020. Once completed, North Carolina will have additional information.

Source: Committee for Economic Development, 2019

For context, many child care educators are supporting their own families. With these wages, they fall well short of the level that qualifies them for public food assistance benefits (e.g., a family of three with income under $27,000 per year qualifies for the Supplemental Nutrition Assistance Program – SNAP).[8] It’s not hard to understand that workers in low wage jobs face stresses in making ends meet, in supporting their own families and in parking their stress outside the classroom door when working with young children. 

In North Carolina, the state funds two programs administered by CCSA to support the early childhood workforce:

  • Child Care WAGE$® Program, which provides education-based salary supplements to low paid teachers, directors and family child care educators working with children ages birth to five. The program is designed to increase retention, education and compensation. The Child Care WAGE$® Program is a funding collaboration between local Smart Start partnerships (55 partnerships) and the Division of Child Development and Early Education (DCDEE).[9] Salary supplements are earned – tied to the recipient’s level of education, with teachers and family child care providers awarded on a different scale than directors.

These strategies are invaluable to better support the child care workforce for the important work that they do.  It raises salaries sometimes almost a dollar an hour. You can see the impact of these programs on our website. This is an investment in the workforce that supports all other workforces, AND also an investment that results in better outcomes for our children (e.g., brain-building that leads to school readiness). We hope these programs will grow in the years ahead to support our early childhood educators who care for our young children and families.

As we approach Thanksgiving, I am thankful for the work of our early educators. It is time for our communities to think about compensation for the early childhood workforce in a manner that reflects their contribution to our state’s prosperity.


[1] U.S. Census Bureau, Table B23008, Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employment Status of Parents, 2018 American Community Survey, 1 Year Estimates. https://data.census.gov/cedsci/table?q=b23008&hidePreview=true&table=B23008&tid=ACSDT1Y2018.B23008&lastDisplayedRow=15&g=0400000US37

[2] Child Care in State Economies: 2019 Update, Committee for Economic Development, 2019. https://www.ced.org/childcareimpact

[3] Ibid.

[4] Harvard University Center on the Developing Child, Brain Architecture. https://developingchild.harvard.edu/science/key-concepts/brain-architecture/

[5] Ibid.

[6] The U.S. and the High Price of Child Care: An Examination of a Broken System, Child Care Aware of America, 2019. https://usa.childcareaware.org/advocacy-public-policy/resources/priceofcare/

[7] Child Care Services Association, Working in Early Care and Education in North Carolina, 2015,  https://www.childcareservices.org/wp-content/uploads/2017/11/2015-Workforce-Report-FNL.pdf        

[8] U.S. Department of Agriculture, Supplemental Nutrition Assistance Program, eligibility 2019. https://www.fns.usda.gov/snap/recipient/eligibility

[9] WAGE$ North Carolina, Child Care Services Association.  https://www.childcareservices.org/wages-nc/

[10] AWARD$ North Carolina, Child Care Services Association. https://www.childcareservices.org/awards/

By Tomonica Rice-Yarborough and Kathy Thornton from CCSA’s Professional Development Initiatives Team

World Teacher’s Day was established in 1994 to recognize and celebrate teachers all over the world for their hard work and dedication. It also brings to light the issues affecting the profession to work toward a resolution for retaining and attracting teachers to the field. This day was founded to celebrate public school teachers, but early care educators also should be recognized on this day because they’re instrumental to the growth and development of our children. Their contributions to society’s economic stability should be valued, recognized and celebrated.

One of the main issues facing early care educators is the little recognition or validation they receive for the pivotal roles they play in the lives and development of young children. As a field, early educators in North Carolina often hold degrees, but they earn significantly less than public school teachers. According to CCSA’s 2015 North Carolina Child Care Workforce Study, the median wage of center directors in North Carolina was $16.00 per hour, while teachers earned $10.97 per hour and assistant teachers earned $9.97 per hour. 

Although degree attainment has drastically increased in North Carolina, the field as a whole still suffers from being perceived as a high priced “babysitting service.” For 30 years, the T.E.A.C.H. Early Childhood® Scholarship Program has provided the workforce with access to a debt-free college education while they work as low wage earners teaching future doctors, lawyers, teachers, administrative assistants, scientists…

Our brains grow faster between the ages of birth and 3 than any other time in our life. Children who are formally cared for in early education settings outside of their homes depend on the early educator to support their developmental growth. Those years are particularly formative, making the role of the early educator even more critical. According to philosopher John Locke, “a child’s mind is a blank slate waiting to be filled with knowledge.” Early educators play a big part in setting the foundation for our children’s future.

On Sept. 4, 2019, Australia celebrated Early Childhood Educators’ Day to honor and appreciate early childhood educators. The world, like Australia, should have a day set aside to recognize early childhood educators. Sadly, early childhood educators are seldom during the World Teacher’s Day observance. This lends credence to the perception that early childhood education isn’t seen as a worthy profession. Why can’t we dedicate a day of observance to them?

Early education workforce initiatives in North Carolina such as the T.E.A.C.H. Early Childhood® Scholarship Program, the Child Care WAGE$® and the Infant-Toddler Educator AWARD$ salary supplement programs and NAEYC’s Power to the Profession are aimed at professionalizing the early care and education field so its members receive the respect, recognition and compensation they so rightly deserve.

By Cassia Simms-Smith, Anchor Infant-Toddler Specialist at the NC Infant-Toddler Quality Enhancement Project

Did you know that brain science can be crazy fun?

The Center on the Developing Child at Harvard University uses terms like “serve and return interactions,” “high quality experiences” and “brain architecture” when they talk about interacting with infants and toddlers. But what do they mean with all those fancy terms?

Talking with babies can be fun and it builds their brains!

Watch the videos below to see great everyday examples of people just having fun interacting with our littlest kiddos:

https://www.facebook.com/watch/?v=1441472322657949

Center on the Developing Child at Harvard University, we have another one for you – just look at that happy little face! 🥰Happy #ServeAndReturn week!#Development #Connection🎥 via ITV West Country (@itvwestcountry – Twitter

Posted by NVRnorthampton on Sunday, June 9, 2019

Yes! These silly, funny and crazy fun moments build babies’ brains! It is really that simple, and these moments bring laughter and fun into your world. Studies also show that laughter is good for stress management in adults!

What the experts have to say about talking to our littles

Serve and return interactions shape brain architecture. When an infant or young child babbles, gestures, or cries, and an adult responds appropriately with eye contact, words, or a hug, neural connections are built and strengthened in the child’s brain that support the development of communication and social skills.”  –The Center for the Developing Child, Harvard University.

That’s what you just saw!

Now it’s your turn

Do you want to make a difference in the life of a child? You can! No matter who you are or what your role is with children, simply having some crazy fun interactions with a child will help to shape their future and bring joy (and less stress) into yours.

By Jennifer Gioia, CCSA Communications Manager

Millions of Americans live with mental illness. With May just passing as National Mental Health Awareness Month, it is important to recognize that prevention and early intervention are the solutions to a healthier, happier life. 1 The National Alliance on Mental Illness records 1 in 5 (46.6 million) U.S. adults experience mental illness at least once in their lifetime, and “half of all lifetime mental health conditions begin by age 14 and 75% by age 25, but early intervention programs can help.” 2

One dependable way to intervene and prevent mental illness is recognizing it as early as possible, since even infants and young children can have mental and developmental disorders. 3 Healthy social and emotional development is the foundation for brain development in young children, and high-quality early care and education is a large piece of that development.

Child Care Services Association (CCSA) works to build solid foundations for the development of our youngest children by ensuring all children have access to high-quality early care and education and that their teachers are educated and qualified. To ensure accessibility and affordability for all children, CCSA offers free child care referral services and scholarships for parents. CCSA also maintains teachers are educated and stable through the T.E.A.C.H. Early Childhood Scholarship program, and the Child Care WAGE$ and Infant-Toddler Educator AWARD$ compensation programs.

With this high-quality child care and education, infants and toddlers, “who engage with responsive, consistent and nurturing caregivers, are more likely to have strong emotional health throughout life.” 3 Supports such as T.E.A.C.H., WAGE$ and AWARD$ help child care teachers further their education and receive additional compensation, allowing them to continue teaching and caring for our youngest children.

While having happy, educated and stable teachers improves the quality of care and education a child receives, child care can still be unaffordable for parents, especially if they have more than one child in need of care. CCSA’s free child care referral services simplify the child care search, helping parents focus on what’s truly important for their specific child’s needs without worrying about another expense. “Ensuring all families have access to affordable, high-quality child care can help mitigate some of the impacts of poverty and prepare children for success in school and beyond.” 4

However, even with affordable and positive early childhood experiences and stable educators, mental health and developmental delays can be seen as early as infancy. 3 “Children can show clear characteristics of anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder, depression, posttraumatic stress disorder, and neurodevelopmental disabilities, such as autism, at a very early age. That said, young children respond to and process emotional experiences and traumatic events in ways that are very different from adults and older children. Consequently, diagnosis in early childhood can be much more difficult than it is in adults.” 5

It is important to identify and treat mental health disorders as early as possible to reduce impairment, suffering and effects on overall health and development. 3 However, it can be difficult to identify mental health illness in young children, and parents may turn to their child’s doctors or teachers for guidance. “If properly identified using diagnostic criteria relevant to infant and early childhood development and experiences, many of these challenges can be effectively treated.” 3

“It is clear that state agencies [also] must attend to the mental health needs of infants and young children if they want to improve health and developmental outcomes, prevent impairment due to early adversity, provide trauma-informed care, and ultimately, see better returns on investment. Adopting an age-appropriate diagnosis and treatment is a significant step toward assuring better overall health for infants, young children, and their families” 3 and the teachers who educate and nurture our youngest.

Sources:
(1) https://www.nami.org/Get-Involved/Awareness-Events/Awareness-Messaging
(2) http://www.ncimha.org/
(3) A. Szekley, C. Oser, J. Cohen, T. Ahlers. ZERO TO THREE. Advancing Infant and Early Childhood Mental Health: The Integration of DC:0-5TM Into State Policy and Systems. July 31, 2018.
(4) https://www.americanprogress.org/issues/early-childhood/reports/2018/11/15/460970/understanding-true-cost-child-care-infants-toddlers/
(5) https://developingchild.harvard.edu/science/deep-dives/mental-health/