Blog

Written by Kay Ducharme, Regional CCR&R Senior Manager at CCSA

Becoming a Gigi

Guess what? I finally became a grandmother! Over the past three years, I have had the honor of becoming a grandmother (or Gigi, as my oldest granddaughter Mila calls me) to three little girls. I used to wonder why my friends never seemed to have time for me anymore after they had grandchildren. I actually found myself feeling sorry for some of them because they were always consumed with babysitting when I wanted to go do fun things on weekends. Now, I understand. “Mila adventures” occur on my weekends now, and I love every minute of them. I find myself doing things such as going to the kiddie splash pad, brushing billy goats, riding carousels, planting flowers, visiting playgrounds, shopping for shoes and other weekend girly things. We have gone through so many things, such as potty training, sleep issues, screen time limits, visits to petting farms and zoos, being gentle with animals, learning to walk dogs, etc.

Not Now, Gigi, I’m Busy Writing My Dissertation!

As a former preschool teacher many years ago, I was fascinated with language development. As I worked with young children, I tended to focus on language skills, and obviously do the same with my grandchildren. My oldest daughter is trying to finish her Ph.D. and is on the last leg of completing her dissertation. She called me the other day and told me Mila’s teacher had just called saying that Mila had been standing over a whiteboard. The teacher asked Mila why she was standing up to write. Mila’s reply was, “I am working on my dissertation.” I have heard Mila say that she was working on her dissertation many times and didn’t even think about it being different because this dissertation is something we talk about frequently in our family.

As a result of being a Gigi, I have a renewed appreciation of what we do at Child Care Services Association (CCSA) for parents, young children and early care and education professionals. I am keenly aware of child care deserts for infants and toddlers, the cost of child care and the navigation systems that parents use to unravel the mystery of child care for their young children. I have visited and observed child care programs as a Gigi and talked with teachers about their days and how things work in their programs. I am amazed at how much they are accomplishing. I see new things that Mila learns at her preschool every week and am in total awe of her development, but most of all those language skills.

Talking Power

Mila really doesn’t know what a dissertation is, but she does know that it involves writing. No one actually prompted Mila to say the word but obviously has heard it numerous times at home, and it just comes naturally.

As I watch my younger grandchildren learning language skills, I am reminded of what we need to do even with young infants. We respond to their crying at first because we want to understand what they are trying to tell us. This takes practice, but if you really pay attention, you will understand. When they begin babbling, we imitate their sounds and help them learn new ones.

Recently, I listened to my younger granddaughters as they were learning to make sounds and navigate through the house by crawling or walking around wobbling from side to side. One of them kept repeating the “B” and “M” sounds that she had just learned, and her mother would imitate her attempts. They had great games going back and forth, and truly there was a lot of glee and bonding! Finally, she started saying “momma” by the end of the week, and this week she has learned to follow directions and kiss her momma when prompted. 

Young children, as we all know, do repeat what they hear and imitate what they see. Conversations with parents aid in language development and nurtures learning. Talk at home is a powerful tool in the development of language and communication skills. Talking with babies and young children in natural tones and modeling the words that we want them to adopt is extremely important. Instead of teaching Mila the word “dissertation,” we used the word many times while we were around her. It is meaningful to her. Hopefully one day, she will write a real “dissertation” as she explores her own world! 

When around young children, it is important to relax and talk to them. Children are listening and understand much more than we sometimes give them credit for. Making them perform their new language skills can sometimes make them clam up, so be careful that you are not asking for performances.  

Remember that play and language development go hand-in-hand. A great deal of language is developed through pretend play. Give them lots of opportunities to talk, sing and read books. Reading books with rhyming words and sounds, or singing songs are great ways to develop language skills. 

Sometimes language skills emerge over a long period of time and sometimes they emerge overnight. All children are different and develop at their own pace. The conversations we have with children nurture their development and learning. Our talk at home and in preschool settings is a powerful tool in the development of young children. 

5 Power Tools to Help Develop Your Skills in Expanding Language

Here are a few ideas for helping young children develop language skills:

  1. Talk naturally in your authentic voice;
  2. Tell stories, sing, read books, ask questions;
  3. Sometimes just be silly with songs, books, and words;
  4. When they point at a ball, expand on it and make a sentence out of the word they used or object they pointed out; and
  5. Add colors, prepositions or numbers of objects in everyday language (i.e. “We are going to climb up 7 brown steps now”). Numbers, prepositions, colors and words used will all become a natural part of their vocabulary.

They are soaking it all in and learn so much from you. Your words are truly powerful! Model the language that you want them to use and you can create learning opportunities wherever you go or whatever you are doing with children. Enjoy them. They grow up too fast!

Thank you to Kristen Siarzynski and Kathryn DeLorenzo for the photographs of Kay’s grandchildren.

Written by Marsha Basloe, CCSA President

Source: Erie Fire Department, Erie, Pennsylvania.  August 11, 2019

On August 11, 2019, every parent’s worst nightmare happened in Erie, Pennsylvania, as a fire in an overnight family child care home took the lives of five young children ranging in age from 9 months old to 8 years old. Harris Family Daycare was regulated by the Pennsylvania Department of Human Services and operated out of a three-story home for nearly 20 years. The owner offered nontraditional (and overnight) hour care to meet the needs of working parents in her community.

When I saw the news day, my heart was heavy and my thoughts were with the families and the family child care owner.

In the United States, one out of five adult workers has a nonstandard work schedule (working early morning hours, evening hours, or overnight compared to those who work more traditional day time jobs).[1]  Among low-income families, studies have found that half of parents work jobs during nontraditional hours (e.g., cleaning offices at night or working second shift retail or food service jobs).[2]  For families who need child care during nontraditional hours, the search for child care is extraordinarily difficult. Few child care centers offer care during nontraditional hours and about one-third of regulated family child care homes offer nontraditional hour care.[3]

In the Erie case, the mother of four of the children who died was working as a nurse during an overnight shift. The father of three of the children was a fireman responding to a call at a different location. The fire occurred at 1:15 a.m. presumably while everyone was sleeping. Fire investigators found one smoke detector located in the attic and preliminary reports indicate the fire may have been caused through an extension cord malfunction.[4]

For regulated child care (centers and homes), federal law requires an annual inspection for health, safety and fire standards.[5] However, fire safety rules and inspection compliance procedures are set individually by each state. To operate a licensed family child care home in North Carolina,[6]

  • A battery operated smoke detector or an electronically operated (with a battery backup) smoke detector is required.
  • For homes operating overnight, a battery operated smoke detector or an electronically operated (with a battery backup) smoke detector is required in each room where children are sleeping.
  • An annual licensing inspection is required and a local fire inspection is required if the county in which the home is located requires it.

How do the North Carolina child care licensing requirements measure up against National Fire Protection Association (NFPA) recommendations?

Unrelated to whether a home is used for child care purposes, NFPA requires that at a minimum, smoke alarms be installed in each sleeping room and on every level of the home.[7] NFPA recommends that smoke alarms be tested once per month. For smoke alarms with non-replaceable 10-year batteries, the battery should be replaced immediately if the alarm chirps (indicating the battery is low). For smoke alarms with any other type of battery, batteries should be replaced once per year.[8]

In the case of the Erie family child care home fire, there was confusion about whose job it was to check for smoke alarm compliance (e.g., the P.A. Department of Human Services during annual inspections or the local fire department).[9] Pennsylvania state legislators are now drafting legislation to clarify roles and responsibilities and requirements. Perhaps it is time for us to review those regulations and make sure that lessons learned from Pennsylvania are used to inform safety practices here in North Carolina.  

Fire safety generally is a large issue. North Carolina does need fire safety rules and effective monitoring in place for licensed child care. At the same time, the public generally needs to be aware of potential fire danger and NFPA smoke alarm recommendations. It is important that all centers and homes be equipped with working smoke detectors, that those smoke alarms are regularly tested and that batteries are replaced on an annual basis. At $5 – $20, many smoke alarms are an inexpensive investment.[10] 

Particularly for licensed family child care homes, it is critical to ensure that fire protection policies are clear, and that the roles and responsibilities for safety checks are clear as well. Parents work nontraditional hours. Child care is needed, which may involve hours in which everyone in the household is asleep. The tragedy in Erie, P.A. gives us a chance to review fire safety rules for N.C. licensed family child care homes and centers. A child’s life depends on it.


[1] Nontraditional Hour Child Care in the District of Columbia (2018), Urban Institute. https://www.urban.org/sites/default/files/publication/99768/nontraditional-hour_child_care_in_the_district_of_columbia_0.pdf

[2] Nonstandard Work Schedules and the Well-Being of Low-Income Families (2013), Urban Institute. https://www.urban.org/sites/default/files/publication/32696/412877-Nonstandard-Work-Schedules-and-the-Well-being-of-Low-Income-Families.PDF

[3] National Survey of Early Care and Education Fact Sheet, April 2015. https://www.acf.hhs.gov/sites/default/files/opre/factsheet_nonstandard_hours_provision_of_ece_toopre_041715_508.pdf

[4] https://www.cnn.com/2019/08/13/us/erie-day-care-fire-inspections/index.html; https://www.nbcnews.com/news/us-news/five-children-killed-pennsylvania-day-care-fire-n1041231; https://www.cbsnews.com/news/pennsylvania-day-care-fire-firefighter-loses-3-kids-in-erie-blaze-that-killed-5-children/; https://www.usatoday.com/story/news/nation/2019/08/13/pennsylvania-daycare-caught-fire-did-not-have-enough-smoke-detectors/2002744001/

[5] The Child Care and Development Block Grant Act of 2014 (P.L. 113-186), https://www.govinfo.gov/content/pkg/BILLS-113s1086enr/pdf/BILLS-113s1086enr.pdf

[6] https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/F/FCCH_rulebook.pdf

[7] National Fire Safety Association recommendations and Fire Safety Code, https://www.nfpa.org/Public-Education/Staying-safe/Safety-equipment/Smoke-alarms/Installing-and-maintaining-smoke-alarms

[8] Ibid.

[9] https://www.usatoday.com/story/news/nation/2019/08/13/pennsylvania-daycare-caught-fire-did-not-have-enough-smoke-detectors/2002744001/

[10] https://home.costhelper.com/smoke-alarm.html

Written by Jennifer Gioia, CCSA Communications Manager

In October 2016, Michelle Roach received a call on a Tuesday morning—she would be fostering Jordan, a 6-day-old baby. “I wasn’t really prepared for actually searching for [child care],” Michelle said. “I’m a solo parent, so it was a big adjustment to do that, and as soon as he came into the home, we had a clock ticking. We had eight weeks at home with him and then he needed to find somewhere to go during the day.”

Parents often need a place to start as they begin their child care search. This is where Child Care Services Association’s Child Care Referral Central comes in. Child Care Referral Central is a trusted resource for families looking for child care, helping them find care based on their needs and providing information and resources at their request.

“We are in a unique position to link families, child care providers and the community together, so that parents can get all their child care answers in one place,” said Christy Thalheimer, referral manager at CCSA’s Child Care Referral Central.

“By going to Child Care Services Association, it really did allow me to have one place where I could ask my questions,” Michelle said. “I could get more information about both center-based [child care] but also family-based [child care]. I was able to sit down with a counselor and talk about what resources I had available to me, the subsidy through [the Department of Social Services] and what was available in the community.”

CCSA’s referral counselors can walk a family through all their child care options at each age of their children. From infant care to after school care, CCSA’s Child Care Referral Central can provide the tools families need to find the right child care for their children.

Often people see child care resource and referral programs (CCR&Rs) as only available to families who are most at risk due to poverty or special circumstances. While the Department of Social Services (DSS) offers a Child Care Subsidy program that uses state and federal funds to provide subsidized child care services to eligible families, finding the right child care is an important piece of the work-life puzzle for every family, no matter their income. Community members often ask if services are only for those in financial need, but CCSA’s Child Care Referral Central is available to every family in the nine-county area of Alamance, Caswell, Durham, Franklin, Granville, Orange, Person, Vance and Wake counties.

Silvana Rodriguez was Michelle’s child care counselor at Child Care Referral Central. She has been a counselor for more than seven years.

“[Michelle] walked into the office…and then told me that she was a first time parent, she was going to receive an infant and she was nervous about the whole process,” Silvana said. “So, I answered all of her questions. She had several questions about the types of care, the differences between them, and then I did a [customized] search for her based on [her work and home addresses]…We talked about national accreditation and what to look for, and then after that, we made a package for her with all the different information that may be useful for her.”

“One of the things, it was so small but it helped me so much, was that all of that information was placed in one packet and handed to me,” Michelle said. “In the chaos of my life of having a newborn and figuring everything out, having this one place I could go back to with all the phone numbers and all the information about ratings and other really helpful things in one spot made something that could have been really overwhelming more manageable. I was able to periodically when I had the time, make phone calls, set up tours and narrow down where he ended up going between two really high-quality centers. I picked one that was closer to my work, and I was really happy with the results from that.”

Silvana loves helping families like Michelle’s.

“That’s the thing that drives all us counselors because you can see the results when you follow up with them, and especially when they find a great quality place, and just going through their options and helping them navigate everything in terms of finding child care,” Silvana said.

“[CCSA’s Child Care Referral Central] made the already challenging process of being a solo parent and figuring out the process of DSS and foster care, and also just the challenge that every parent faces when they have to go back to work, which is that you’re leaving your tiny human being with other people, to really make that easier and to make me feel better about that process and more comfortable with him being there and knowing that he would be cared for in a reputable space,” Michelle said. “I didn’t have the pressure of having to Google or guess. I had all that information in one spot, and for me, that really made all the difference.”

Jordan turns three at the end of next month. He’s is “graduating” from Early Head Start and will transition over to another classroom in the same center mid-August. Michelle has thought about reaching out to CCSA again to speak with a counselor about more child care options. “I’m hoping to participate in the Universal Pre-K program next August,” Michelle said.

You can hear more about Michelle’s story by watching the video below.

To continue supporting the operations of Child Care Services Association and crucial programs such as the Child Care Referral Central, please donate today.

Written by Marsha Basloe, CCSA President

My children were born in the late ‘70s, and I remember as a young parent having discussions with our realtor about whether there was lead in the paint of the very old house we were buying. Almost all houses built before 1970, at least in the U.S., contain some form of lead paint. The house we were buying was built much before 1970, and it was clear that we would have to sand and paint every room, change the plumbing and all the good things that come with owning an old home. And fortunately, we did all of that over time, very carefully.

I will admit, however, that I do not remember if lead testing was one of the many conversations I had with our pediatrician about the health and safety of our children. Today, however, it is an essential conversation to have!

Lead Poisoning Today

Lead poisoning has been in the news a lot over the last few months due to the concerning levels of lead found in the water supply of child care programs and its potential impact on the health and safety of the surrounding community. Currently, North Carolina does not require testing water for lead in child care programs, unless a child is found to have elevated blood lead levels. The news has been especially alarming for parents and families who work hard to keep their children safe and on a path to reach their fullest potential. Lead in the public water supply threatens that daily charge.

This issue is not only an issue specific to child care programs: An estimated 10 million Americans get drinking water from pipes that are at least partially lead.

Young Children are the Most at Risk

Young children are especially at risk of harm from lead. Babies and young children’s bodies are still developing and are in a critical life stage for brain development. When they are exposed to lead from water or other sources, it enters directly into the bloodstream where it can harm developing organs, muscles and bones. Infants who rely on formula get 100% of their nutritional intake from water. If that water is tainted with lead, they get an enormous dose of it compared with older children and adults.

Research shows there really is no safe level of lead exposure for a child. Even at the lowest levels of exposure, lead can reduce IQ and harm a child’s ability to concentrate and focus in school. These effects are permanent and can affect a child’s education, health outcomes and long-term earning potential.

Lead poisoning is preventable by identifying lead before children are harmed. The most important step that parents, teachers and others can take is to prevent lead exposure before it occurs. The North Carolina Commission for Public Health is proposing a change to a child care sanitation regulation that will significantly reduce exposure to lead for some of the youngest and most vulnerable children in our state. With U.S. Environment Protection Agency grant money to pay for the first round of testing, North Carolina can work to make drinking water safer for infants and young children without adding to child care costs.

Prevention: The Proposed Child Care Sanitation rule

We all know that prevention is the best medicine. The proposed child care sanitation rule is an example of a good preventative approach to lead exposure. The following requirements included in the proposed rule will help ensure that it protects children from potential lead in child care drinking and food prep water:

Testing for lead in drinking and food prep water every three years – Lead levels in water can fluctuate over time. Changes in water source or chemistry can cause leaching of lead from pipes into water, increasing water lead levels.[1] This is what led to the Flint water crisis. Additionally, unforeseen plumbing problems such as a dirty aerator or a partial clog can release lead from pipes into drinking and food prep water. Finally, improper maintenance of filters by child care operators can decrease the effectiveness of mitigation measures taken to prevent lead exposure.

Testing all buildings despite age – Buildings constructed after the 1986 Lead Ban may still pose a significant risk of lead contamination in drinking and food prep water. The ban, effective as of 1988, defined “lead free” as materials containing less than 8% lead, which allowed lead to remain in pipes that convey drinking water to homes and in fixtures and faucets in homes. An amendment to the Safe Drinking Water Act, effective as of 2014, redefined “lead free to require faucets and pipes to contain less than 0.25% lead; as such buildings constructed between 1988 and 2014 can still contain plumbing and fixtures with significant lead content.”[2] Testing all buildings despite age will ensure that no building poses a considerable risk of lead exposure.

Testing all taps – The concentration of lead in one tap is not indicative of the concentration of lead in all taps in a building. Lead concentration across taps can vary because lead can originate from an individual faucet, a dirty aerator or a filter that hasn’t been changed. Therefore, it is critical to test all taps to ensure safe child care center drinking and food prep water.

What You Can Do

The Centers for Disease Control and Prevention (CDC) has information on lead poisoning that you can read and share.

Talk with your health care provider about lead screening. Lead screening measures the level of lead in the blood through a blood test in the finger or vein. It is important. Lead is a toxin that is particularly dangerous for young children because of their small size and rapid growth and development. It can cause behavioral and learning difficulties, anemia, seizures and other medical problems. A lead test is the only way to know if your child has lead poisoning. Most children who have lead poisoning do not look or act sick. Talk to your doctor about this.

Child Care Services Association (CCSA) provides free referral services to families seeking child care, technical assistance to child care businesses and educational scholarships and salary supplements to child care professionals through the T.E.A.C.H. Early Childhood®, Child Care WAGE$® and Infant-Toddler Educator AWARD$ Programs. Through the T.E.A.C.H. Early Childhood National Center, CCSA licenses its successful programs to states across the country and provides consultation to others addressing child care concerns. Ensuring that every young child can grow and learn in a healthy and safe learning environment is central to our mission.

CCSA supports the adoption of this rule that would protect thousands of babies and children from lead exposure in child care drinking and food prep water. Additionally, requiring cost-effective mitigation where elevated lead water levels are found will have the added benefit of getting rid of other harmful toxicants such as copper and chlorine by-products.

In North Carolina, public health officials have been working for more than 30 years to eliminate childhood lead poisoning, and have come very close to doing so. Childhood blood lead levels have dropped dramatically population-wide. Unfortunately, some pockets of high exposure remain. Ending lead exposure in drinking and food prep water is an important step to move us toward the goal of no lead exposure for our state’s young children. The proposed amendment will help get us there.

The best way to protect kids from lead exposure is to be proactive about getting rid of lead, rather than waiting for a child to be found with elevated levels in their blood. To do so, we must be willing to get rid of toxic lead in children’s environments. This rule will help us do just that. You can show your support of this rule and submit your comment to the North Carolina Commission for Public Health by August 2, 2019.

Below, are more resources on lead poisoning.

Support Child Care Services Association’s work to ensure the first five years for all North Carolina’s children are happy and healthy. Make a donation today.


[1] For detailed scientific information about how changes in water chemistry can affect levels of lead found in water, see: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5353852/.

[2] EPA, Use of Lead Free Pipes, Fittings, Fixtures, Solder and Flux for Drinking Water, https://www.epa.gov/dwstandardsregulations/use-lead-free-pipes-fittings-fixtures-solder-and-flux-drinking-water (accessed 3 March 2019).

Written by Jennifer Gioia, CCSA Communications Manager

Both Kellie Brower, director of The Goddard School of Chapel Hill for two years, and Valerie Morris, owner and director of Beginning Visions Child Development Center & School in Alamance County for 20 years, had to recently recertify their centers. Both turned to the Infant-Toddler Quality Enhancement Project (ITQEP) for help.

Kellie “didn’t feel comfortable enough to lead the faculty” of her center into recertification on her own and reached out to Amanda Hazen, one of the infant-toddler specialists at ITQEP. When Valerie’s center needed recertification, ITQEP reached out to her, and she found it to be very helpful. Whether it’s two years or 20 years, ITQEP is there to assist even the most seasoned directors and staff achieve quality infant-toddler care.

What is the Infant-Toddler Quality Enhancement Project?

In 2004, the NC Division of Child Development and Early Education, in collaboration with the NC Resources and Referral Council, established the statewide Infant-Toddler Quality Enhancement Project (ITQEP). Operated by Child Care Services Association (CCSA), the NC ITQEP supports the development of higher quality infant and toddler classrooms in all of North Carolina’s 100 counties by providing specially trained infant-toddler specialists across the state for coaching, mentoring and consultation to teachers and directors of early care and education centers.

How Does the Infant-Toddler Quality Enhancement Project Help Child Care Directors?

“[ITQEP] helped us get ready for stars,” Kellie said. “With the new rules that have come out, [ITQEP] explained them and provided suggestions to get us over the hump…Honestly, they are my first point of contact whenever I have any questions. They have been seriously amazing. Always get back to me quickly, it never takes them long at all. They always seem to be available and happy to help, so it’s been really great.”

The NC Division of Child Development and Early Education issues star rated licenses to all eligible child care centers and family child care homes based on indicators of a program’s quality of care and education.[1] Child care programs can receive one to five stars. The star-rated license acts as a “roadmap” for providers to follow as they strive to improve the quality of their care.[2]

“Honestly, I would say them helping us with the stars rating [has been my favorite], because it is such a taxing procedure, and I can’t do it all by myself,” Kellie said. “Having that extra support means the world to me. It’s worth it to have them come in and be an outsider to look in, you know, to see what they see, because sometimes I’ll go into a classroom 15 times and I won’t see the things that they see, because that is something that I’m looking at every day.”

“I want to make sure we’re doing the right thing and we’re staying up to date,” Valerie said. “The rules and regulations, especially with the [ITERS] scales, change so much and so often that sometimes I have to get outside help to come in and remind me of things to keep me on top of the game.”

In order for programs to achieve a higher star rating, they must be accessed with the environment rating scale, which measures both quality and education. The Infant-Toddler Environment Rating Scale (ITERS) assesses child care programs for children birth to 2 ½ years of age.

“Definitely by far, [ITQEP] has been my favorite service,” Valerie said. “Amanda has been very thorough and very consistent. She finished the whole thing. Sometimes I have people come and it seems like we lose contact, but Amanda went out of her way and followed up to the end, and still after that, she contacts me regularly to ask me if I need anything, or if I have any questions, or to share an update she learned…She’s very enlightening.”

How do Teachers Apply the Infant-Toddler Quality Enhancement Project in the Classroom?

Knowing the reasons why, and not only how, are just as important for teachers when applying new lessons and suggestions from infant-toddler specialists in the classroom. “We had a question about an infant diaper changing procedure,” said Kellie. ITQEP specialists visited and “[made] it easier for me to give our teachers why we’re doing it and how we’re doing it. It’s just easier to apply in the classroom if I also have reasons why.”

“[ITQEP has] been really informative,” Kellie said. “Every time they come in, they are giving us something, whether it is tips and tricks, suggestions, encouragements, which is great, but it’s also nice because even if they’re just giving information to me, I can easily train the staff… then they always follow-up to make sure that we’ve been able to implement their suggestions, and if we weren’t, they come up with new suggestions.”

“[ITQEP Specialist Amanda] created an art carrier for the young ones, the ones that are one turning into the age when they have art,” Valerie said. “She made a little carrier so it would be easier to pull it out and put it back up. Sometimes with the older toddlers, we would leave the art out, but it would kind of make a mess, so she said you don’t have to leave it out all the time, put it in this carrier and it’s easy. You can pull it out when you’re ready to use it, as long as you make it accessible to them for an hour or so a day.”

“[ITQEP Specialists also] helped us redo the schedule to make the teachers’ schedule run smoother, so they wouldn’t have to do so much hand washing,” Valerie said. “Let’s go outside, come straight in and wash hands, and then sit at the table, rather than coming in, washing hands, playing for a little bit and then washing hands again and sitting down. It saves us some time.”

Kellie has also noticed a change in her how her teachers relate to the children.

“I’ve just noticed so much more focus on tummy time and [our teachers] understand why it’s important to physical development,” Kellie said. “Language was something that some of our teachers were struggling with because they had also come from ECERS classes and they just didn’t know how to relate to the younger children. So, I’ve also noticed a huge difference in the language between the teachers and the children, which has been great.”

“[ITQEP specialists] genuinely have the best interest of the infants and toddlers at heart,” Kellie said. “There’s never a question of what is important to them. But you can see in their attitude and their professionalism that infant-toddlers are always their focus, and they want them to grow up and be socially, emotionally, physically and academically developed well…[The ITQEP has] been amazing and invaluable, honestly, to me as the director and also to our staff.”

To continue supporting the operations of Child Care Services Association and crucial programs such as the Infant-Toddler Quality Enhancement Project, please donate today.


Sources:

[1] The North Carolina Division of Child Development and Early Education. https://ncchildcare.ncdhhs.gov/Services/Licensing/Star-Rated-License/star-rated-license

[2] Smart Start of Forsyth County. https://smartstart-fc.org/star-rating-system-your-child/

Written by Marsha Basloe, President of CCSA

It’s summer in North Carolina and it’s hot! Did you know that North Carolina is ranked 6th compared to all other states for child related deaths due to being left in a hot car? 

According to the Centers for Disease Control and Prevention (CDC), the temperature inside a car (even with the windows cracked) can rise almost 20 degrees Fahrenheit within the first 10 minutes.[1] A child’s body overheats 3-5 times faster than an adult body and as a result, even for a short period of time, it is not safe to leave a young child alone in a car.

The majority of cases in which a child has died from a heat related car death involve a parent who unknowingly has forgotten an infant or toddler in the car. It might be that the parent has had a change in routine and inadvertently forgets that a child is asleep in a rear-facing car seat where the child can’t be seen or heard or that a caregiver has become distracted or is tired and accidently forgets. 

Source: KidsAndCars.org

In 2018, throughout the country, a record-setting 52 young children died from heat related car deaths in 2018.[2] 

In North Carolina, 35 young children have died after being left in hot cars since 1990,[3] the most recent involved the death of a 10-month old infant in May in Winston-Salem.[4]

Nearly 90% of child deaths in hot cars occur among children under age three.[5] To date this year, throughout the country, 21 children have died as a result of vehicular heat stroke,[6] the most recent death occurred earlier last week in Richmond, Virginia.[7]

We can prevent these tragedies. The National Highway Traffic Safety Administration (NHTSA) launched the Where’s Baby? Look Before You Lock campaign to get the message out to all parents, grandparents and other caregivers to be alert about the harmful and potentially fatal effects of leaving children in hot vehicles.

SAFETY TIPS:

  • NEVER leave a child in a vehicle unattended
  • Make it a habit to look in the back seat EVERY time you exit the car
  • ALWAYS lock the car and put the keys out of reach
  • If you see a child left in an unattended vehicle, call 911 and get help immediately

Kids and hot cars can be a deadly combination. Don’t take the chance and always “Look Before You Lock.”

CONGRESSIONAL CALL TO ACTION:

Several bills (H.R. 3593 and S. 1601, the Hot Cars Act of 2019) are pending in Congress to require the U.S. Department of Transportation to issue a rule requiring that all new cars be equipped with a child safety alert system (as well as a study recommending ways to retrofit current cars to ensure that young children are protected).

H.R. 3593 is under committee consideration in the House. S. 1601 has been approved in committee and is pending on the Senate calendar. If we can have a seatbelt reminder in cars, we can certainly have a reminder to check the backseat for young children.

There are steps we all can take to ensure that children are safe. We can double check the backseat always before locking the car. However, we can also urge our North Carolina Congressional delegation to cosponsor the Hot Cars Act and urge its passage.

It only takes a few seconds to dial the Congressional switchboard at (202) 224-3121 and ask to be connected to your Representative in the House or your Senator. If you aren’t sure who represents you, every state has two Senators. In North Carolina, Senator Richard Burr and Senator Thom Tillis represent us all regardless of which county we live in.

To find out who represents you in the House, click here and enter your zip code. The message is simple: In the Senate, ask that each Senator cosponsor S. 1601, the Hot Cars Act, to help prevent the death of young children in hot cars. In the House, ask that your Representative cosponsor H.R. 3593, the Hot Cars Act, to help prevent the death of young children in hot cars. And, then, ask them to support passage of the bill this year. It’s that simple!

Together, we can make a difference for children!


[1] Centers for Disease Control and Prevention, Heat and Infants and Children. https://www.cdc.gov/disasters/extremeheat/children.html

[2] KidsandCars.Org, https://www.kidsandcars.org/how-kids-get-hurt/heat-stroke/

[3] Ibid.

[4] Ibid.

[5] http://www.kidsandcars.org/wp-content/uploads/2019/04/Heatstroke-fact-sheet-2019.pdf

[6] National Highway Traffic Safety Administration, https://www.nhtsa.gov/road-safety/child-safety#topic-heatstroke

[7] https://wtvr.com/2019/07/16/britannia-road-hot-car/

By Jennifer Gioia, CCSA Communications Manager, and Colleen Burns, CCSA Summer 2019 Communications Intern, UNC-Chapel Hill

Yolandra Powell appreciates Child Care Services Association’s (CCSA) Professional Development Program, because “I take back as many resources [and] materials as I can. If there are any books that the training suggests, I try to get those books too and use [them] as a resource within my program.”

As the owner and director of Abundant Love Christian Child Care Center in Durham since 2011, Yolandra especially appreciates CCSA’s professional development for the “business side of child care.”

She’s been in the child care industry since 1994, and has earned her associate and bachelor’s degrees, but her training and education have not ended there. Yolandra continues to improve both herself and the employees of her child care center through CCSA’s Professional Development Program.

What is CCSA’s Professional Development Program?

CCSA “works to increase access to the highest quality professional development for the early education workforce in the Triangle and across North Carolina,” says Linda Chappel, senior vice president of Triangle Area Child Care Resource and Referral Services at CCSA.

The purpose of CCSA’s Professional Development Program is to improve the quality of early care and education in family child care homes, centers and preschools by:

  1. increasing teacher education and training,
  2. improving developmentally appropriate practices in early childhood settings and
  3. increasing accessibility and affordability of professional development required to maintain licensure and certification.

This helps create the very best environment for children to grow, develop and enter school ready to learn. Children’s brains develop more in the first three years of life than any other time, making the education of their teachers vital.

A Teacher’s Education Affects Child Development

Numerous research studies have shown a strong connection between the education level of early childhood teachers and the quality of child care. Because they are such a vital part of the child care system, CCSA provides training for early childhood professionals, supporting their continued professional development.

“Early educators’ professional development is important since they must complete on-going training hours every year,” said Lydia Toney, technical assistant specialist/training and support coordinator at CCSA. North Carolina also requires initial and annual on-going training as part of early educators’ professional development.

In fiscal year 2018, more than 2,500 early childhood providers attended CCSA’s professional development opportunities in the Triangle.

Professional Development Opportunities

CCSA offers a variety of professional development opportunities to early childhood educators at a low cost, including workshops, seminars, online classes and continuing education courses.

“They’re very informative and allow us to be able to enhance our program,” Yolandra said. “We’ve also taken advantage of a lot of the telephone trainings…But it’s really easy, and…beneficial to [my staff]…We’re always looking for new ways and learning new things to better and help our program.”

For further professional development opportunities, Yolandra said, “It’s always good to be able to go to CCSA’s training calendar. I just print it out and allow [my staff] to pick out the training that they want to do within that particular quarter.”

The professional development calendar includes CCSA’s professional development opportunities and opportunities offered by other organizations.

Professional Development Feedback

CCSA offers surveys to participants at the end of each workshop to gather information about what they learned. Yolandra has found these surveys to be a great addition to the workshops offered. “[CCSA] should continue to do those surveys…[because feedback helps] to continue to offer good training for [child care] programs,” she said.

One of the many workshops CCSA offers is the Emergency Preparedness and Response (EPR) workshop, where licensed facilities are required to attend the workshop and then complete an EPR plan.

“It is a bit detailed and participants [at one particular EPR workshop] were…anxious and nervous because of what they heard about the workshop,” Lydia said. “I had a participant thank me for the examples and scenarios that were shared throughout the workshop. She shared that it helped in making the experience relatable and removed the fear that she had coming into the workshop.”

Teachers are Ready to Help Children Develop and Succeed

Yolandra also understands the importance of ensuring her child care program and staff are ready to help children develop and succeed.

“I do the accreditation training through CCSA, any developmental classes that I feel will help my program, any of the infant-toddler classes,” she said. “I’ve taken the training [at CCSA] for the business side of child care. I take advantage of all the food program [CACFP] training that’s offered there as well.”

To continue supporting the operations of Child Care Services Association and crucial programs such as CCSA’s Professional Development, please consider donating today.

Written by Jennifer Gioia, CCSA Communications Manager, and Colleen Burns, CCSA Summer 2019 Communications Intern, UNC-Chapel Hill

Lynette Mitchell has been the director and owner of Harvest Learning Center in Chapel Hill, NC for 15 years. She is in her first year as a Shape NC site. In the video above, Lynette talks about how she’s involved the parents of her center with Shape NC.

Shape NC is a program implemented by CCSA in partnership with Smart Start that aims to increase the number of children starting kindergarten at a healthy weight. The program promotes healthy eating and active play for children from birth-5 years old by working with child care programs to instill healthy behaviors early on, creating a solid foundation for a healthy life.

CCSA’s Communications Manager, Jennifer Gioia, sat down with Lynette to find out how her experience has been with Shape NC thus far.

Jennifer:  How did your center hear about Shape NC?

Lynette:  Swanda [Shape NC Technical Assistant] called me into the office one day and said, ‘Listen, we have a great program that we think your center might enjoy and qualify for.’ Once she described how it worked, I thought, ‘Oh my goodness, most definitely sign us up. We want to be a part of that.’ We feel like we can grow and become a better center through this program.

Jennifer:  So, it was personal face-to-face outreach?

Lynette:  Definitely. I didn’t know about the other sites. Now that I’ve been in the program, I look for them. I actually was Googling the other day and saw there were several Shape NC programs across the state that have been highlighted in their local newspapers. At first, I thought Shape NC was great just on the criteria alone, but now I see it’s truly a significant program and the community recognizes it statewide for what it provides.

Jennifer:  What resources has Shape NC provided your center so far?

Lynette:  Oh, so much. First of all, just the educational workshops alone have been invigorating and exciting. I’ve even taken my staff to a couple of the workshops, and that’s just been invaluable. You know you can give someone a fish to eat for a day, but you teach them how to fish and it’s for life. By giving us that knowledge, we can go on and do a lot of things beyond that. Then you start getting into the balls and hoops and recipes that they send out. I’m in the first year, but I’ve already gotten so much.

And I haven’t even gotten to the playground yet. My husband and I went to NC State where we sat down directly with the experts to design the playground. They’re at our disposal, and have come up with things I would only dream about. You think you could open up Home and Garden magazine and see these designs in there. Like we can do that here? That was just mind blowing. Then Shape NC put us on a bus to Asheboro where we saw a center that’s doing exactly what I am at my center.

Jennifer:  Why did your center want to become a Shape NC site?

Lynette:  Let’s just put it out there, it’s expensive, and I’m a small business owner. So, when Shape NC told me if I’m willing to make these positive changes in my center, they’ll contribute significantly to enhancing my playground space, it was just very attractive. We have a beautiful natural environment at our center with big trees and shade. When I saw some of the designs that NC State could do for us with Shape NC, it fit perfectly into our philosophy and topography. It was a win-win.

…It was about creating beautiful, relaxing spaces that not only enhance you physically, but mentally and spiritually. And we’re a Christian-based center, so when I saw some of the spaces where people can go and be quiet and calm down, but also other places to go and run around, it’s about all of that when you go outside.

Jennifer:  What is the importance of kids consistently getting that nutritional value from child care centers?

Lynette:  Most of my clientele is middle to upper-middle [income], and a lot of times you think food programs are only for the less fortunate. But I will tell you that these families, who are working moms and dads running here and there, have the resources but just not the time to provide the types of meals that they would like to. What we want to do here is give parents peace of mind that their child’s breakfast, lunch and snack are very nutritious. They may do fast food for dinner, but that’s okay because they had salmon, wild rice, broccoli and quinoa at school today. I think that’s significant because we’re providing them food for the greater portion of the day.

Jennifer:  What impact have you seen Shape NC have on your teachers, the children and on the children’s parents?

Lynette:  I just can’t say enough. I mean I feel so fortunate. Not many centers get picked each year. Just the commitment of this entire team, Swanda and her group cannot be more helpful. Another great thing is the networking. I love being in contact with other sites that have already done it. They have been so helpful and so inspiring. I mean, I forgot which center we went to, but the director kept asking, ‘Is there anything else we can tell you?’ My phone is full of photos, and then one site, I went beyond asking about the playground because I liked the classroom, too.

I love the way the Asheboro center wanted to help. She just kept it real director to director, because when you put all these beautiful things on the playground, you need to know how to maintain them. She told me, ‘I can tell when I get a new teacher who does not understand how we play. She’ll be the first one to toss something over a fence and say the children didn’t know how to play with it.’ She told me you have to continue the education of the staff, so the children know how to enjoy the space.

You can plant all these wonderful herbs, and children will romp through them and rip them apart, not understanding that this is part of the environment and you care for it. This is how we work and play in it for it to be a beautiful place for us. So, I was really glad for that good note of how to maintain from another director.

To continue supporting the operations of Child Care Services Association and crucial programs such as Shape NC, please consider donating today.


*Answers have been shortened for length and clarity.

Written by Colleen Burns, Summer 2019 Communications Intern from UNC Chapel Hill

Rachel Feuer and her children

Rachel Feuer is a mother of two with her younger son, Sam, in child care in Chapel Hill. As any mother of a four-year-old would, Rachel expects her son to talk about the toys he played with or the new friends he made that day at his child care center. But one of his comments stands out among the rest.

Sam raves about the food served at his child care center. “My son has asked me many times to make Robert’s soup or Robert’s salad dressing or Robert’s chicken or Robert’s greens,” Rachel says. “He has asked me many times why we can’t just have Robert’s food at home, and was disappointed to find out that we can’t just order it. Recently, he has started asking for Robert’s recipes daily, and wondering why Robert doesn’t have a cookbook.”

Robert isn’t a cook at Sam’s child care center, though. Robert Cates has been a manager of the Meal Services program at Child Care Services Association (CCSA) for 20 years. He manages the kitchen in Orange County at the University United Methodist Church in downtown Chapel Hill and generates menus for all three of CCSA’s Meal Services kitchens. He also works closely with CCSA’s Meal Services program senior manager, Lisa Menna, who manages all three kitchens, to ensure meals meet the nutritional needs of the children by collaborating with dietitians and nutritionists as well as sourcing meat, produce and other products from local farmers.

What is the CCSA Meal Services?

In operation for almost 30 years, CCSA’s Meal Services program began out of the kitchen at the University United Methodist Church in Orange County. It expanded with the construction of the Jim and Carolyn Hunt Child Care Resource Center in Durham County, and in 2017-18’s fiscal year, the program served 1,300 children daily in 24 centers.

The Meal Services program provides two nutritious meals plus one nutritious snack per day to children enrolled in participating child care centers in Durham, Orange and Wake County. These scratch-made meals meet or exceed all USDA requirements for child care and are compliant with the Child and Adult Care Food Program (CACFP). CCSA serves as a food sponsor for CACFP,  a federal program that sets standards for nutritious meals for children ages birth-12 years, and subsidizes the cost of food for child care programs, targeting children whose families qualify for free and reduced lunch.

Rachel says, “CCSA makes it possible for smaller child care settings to provide excellent food for kids and teachers. At the small [child care center] my son attends, there is no space or budget to hire someone to cook meals.” This is the case for many child care centers.

By purchasing food in bulk, the Meal Services program allows child care centers to purchase nutritional meals and snacks at cost, without having to maintain expensive kitchens. It also allows directors to focus more of their attention on quality child care instead of on shopping, menu planning and cooking.

“It’s also an educational process,” says Robert. Trying new foods can be an adjustment for some children, “but the child care centers we’ve been serving for a long time…know how to ease kids into it and help them to appreciate the variety and appreciate things that they’ve never seen before,” Robert explained.

In order to be eligible for Meal Services, child care centers must have at least 3 stars or earn at least a 3-star rating within one year of implementing Meal Services, and participating centers are also required to enroll in the USDA’s Child and Adult Care Food Program. Meals also must be served family style at the table as meals are not individually packaged, so that children can eat together in a positive setting.

Why is the CCSA Meal Services Needed?

Many families in North Carolina face the dual challenge of food insecurity and early childhood obesity. Child care centers play a central role in the development of early eating habits. On average, children receive more than 50 percent of their daily caloric intake at child care. Therefore, the importance of these meals cannot be understated. Nutrition and quality must be prioritized.

Rachel is a psychologist who has worked with many clients who have struggled with healthy eating. “Early childhood is the time when children are developing lifelong eating habits. If they become accustomed to eating lots of preparations of healthy vegetables, proteins, legumes and whole grains, they will be at an advantage for their entire life,” says Rachel.

Meal Services focuses on creating meals that are made using local products and in-season fruits and vegetables.

Robert says, “We buy from Farmer Foodshare, which is a local food hub in Durham, and they source from all over North Carolina. They get apples from the mountains and produce from down east. And then we also source…from farmers in Orange, Durham and Chatham counties.”

The program ensures children have balanced menus that include one poultry, one beef, one seafood and two vegetarian lunches per week.

“We have so many items on our [menu] list…There is quite a bit of variety and it always depends on…what’s available seasonally…We follow the meal patterns of the child care center food programs, and we also meet with nutritionists to make sure we are going above and beyond in terms of the nutritional needs for the children,” Robert shared.

Monthly newsletters let families learn more about what their child is eating and learning about in the child care setting. They even include tips and recipes so that parents like Rachel can try to incorporate these healthy foods at home. Rachel says, “CCSA strikes a healthy balance of wholesome food that (according to my kids) tastes excellent.”

Robert shared, “We’re looking to hopefully expand what we’re doing into Chatham County. There are groups working around the state to replicate our model in rural areas around North Carolina. So, it’s a slow process, but people think what we’re doing is worth trying to duplicate in other areas.”

To continue supporting the operations of Child Care Services Association and crucial programs such as Meal Services, please consider donating today.

By Jennifer Gioia, CCSA Communications Manager

Joe Coffey

Joe Coffey will earn his Master’s in Education (M.Ed.) from UNC-Wilmington next spring, and because of the Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood® Scholarship program, he will do so debt-free. T.E.A.C.H. provides educational scholarships to early care professionals and those who perform specialized functions in the early care system.

Joe has had the desire to teach and engage families and children for 18 years serving as a preschool teacher, kindergarten teacher, public school administrator and training and technical assistance specialist. Now, while he pursues his M.Ed., he is the Child Care Resource & Referral (CCR&R) Program Director for Onslow County Partnership for Children in North Carolina.

“I am a true believer in lifelong learning. I also feel it is our responsibility to model life-long learning for those that we serve,” Joe said. “I originally became familiar with the T.E.A.C.H. program when I was completing my associate’s degree. Fellow students shared the information with me.”

What is T.E.A.C.H.?

In 1990, Child Care Services Association (CCSA) created the T.E.A.C.H. Early Childhood® Scholarship program to address the issues of under-education, poor compensation and high turnover in the early childhood workforce. In 2000, the T.E.A.C.H. Early Childhood® National Center was established in response to the growth and expansion of the T.E.A.C.H. Early Childhood® Scholarship. The T.E.A.C.H. Early Childhood® National Center is now offered in 22 states plus D.C. and has awarded over 150,000 scholarships since its opening.

T.E.A.C.H. is an umbrella for a variety of scholarship programs for those working in early education in North Carolina. Because of the complexities of the different scholarships, each recipient is assigned a specific scholarship counselor.

T.E.A.C.H. Scholarship Counselors

Kimberly Bynum

Kimberly Bynum, who has been with CCSA for 22 years, is the program manager for T.E.A.C.H. North Carolina. One of her main duties is to provide counseling to graduate-level scholarship recipients like Joe. Those counselors are the reason Joe can say, “The process has been easy to use and to understand.”

“Joe is a great recipient to work with,” Kimberly said. “There’s not a lot of hand holding to do with him. He’s really proactive, but if there is ever anything missing, like when we do check-ins with our recipients several times throughout the semester, he’s very responsive to getting me what I need.”

Counselors play a vital role for T.E.A.C.H. scholarship recipients, helping them navigate through the many obstacles they may face while furthering their education.

“I do the same thing for Joe as I do for all my recipients. I make sure if they’re enrolled in school, we have the documents we need to go ahead and pay for their tuition upfront, because we don’t want anybody dropped…I usually go through and look at all my recipients, including Joe, to make sure we sent in the authorization to the colleges and universities,” said Kimberly.

And because of T.E.A.C.H., Joe will be able to graduate with his M.Ed. debt-free.

“T.E.A.C.H. has made it possible for me to continually build on my education from an Associate’s in Applied Science to a Master’s in Education without incurring a huge amount of student debt,” said Joe. “Early childhood education is a field in which the professionals are often underpaid and are themselves lacking resources. T.E.A.C.H. provides an avenue to advance education and careers while helping to avoid massive student debt.”

Kimberly finds her part in that process gratifying.

“What I really enjoy most about my position is…developing that one-on-one relationship [with the recipients],” she said. “It really just brings it all together when you’re at a conference or…attending graduations and you get to meet that person face-to-face…Especially at graduation, it makes you feel really proud, because you work with these people for so long, so they made it and they’re done.”

The Economic Impact of T.E.A.C.H.

Kimberly is also proud that T.E.A.C.H. has a wide reach that goes well beyond the scholarship recipient after graduation.

“We are empowering these scholarship recipients to [earn] more education, which in turn, they bring back into their facility, they’re better equipped to teach the children and then the children are ready for school when they start kindergarten.”

Once recipients complete their degree, they increase their marketability in the early childhood education system and may experience growth in their wages as well. In 2018, associate degree scholarship program recipients experienced an 11% increase in their earnings, with a low turnover rate of 8%.

“In addition, it’s increasing the star rating level as far as education goes for those facilities they’re employed in, making them more attractive to families, so increasing business that way,” Kimberly said. “Also, what [T.E.A.C.H.] does in the community…is increase the student enrollment in early childhood education departments [at participating universities and colleges]. So by T.E.A.C.H. sponsoring students at these universities and colleges, there is a positive economic impact on the North Carolina college system.”

To continue supporting the operations of Child Care Services Association and crucial programs such as T.E.A.C.H. Early Childhood®️ Scholarship North Carolina, please consider donating today.