Blog

By Jennifer Gioia, CCSA Communications Manager

Child Care Services Association works to ensure affordable, accessible, high-quality child care for all young children and their families by supporting our future leaders—young children—and those that educate them. And we’re always looking for fresh ideas and new ways to do just that. Each semester, CCSA hires interns from surrounding colleges and universities to help drive our goals, better understand our communities and support future leadership. This spring and summer, we had three incredible future leaders here at CCSA.  

We are pleased to share what our interns said about working with CCSA:

Katie Thayer

Katie Thayer interned spring 2019 as a graduating senior from UNC-Chapel Hill working in our Family Support department. After graduating in May with her bachelor’s in human development and family studies, she was hired full-time as the family engagement counselor for Durham PreK and now works alongside the Durham County Government initiative to ensure high-quality pre-K for all Durham County 4-year-olds.

Interning at CCSA has been an incredible education and work experience for me…Through my internship, I worked on many different projects throughout the organization. I was able to develop relationships with people from each department and other Durham-based organizations, and I learned so much about pre-K, early childhood and nonprofit organizations. Everyone at CCSA has treated me like one of their own since my first day, and they’re always willing to help when I need it.

I spent most of my time helping the Durham PreK Senior Manager, Alex Livas-Dlott, with Durham PreK applications, screening children for pre-K, planning teacher events and surveying teachers on family engagement practices in the classroom. Now, I have added community outreach for family applications and social media to my list of daily activities as the family engagement counselor.

Being an intern at CCSA was a wonderful experience, and I am so glad I have the opportunity to stay.

Colleen Burns

Colleen Burns, a rising junior from UNC-Chapel Hill majoring in anthropology and biology, spent her summer interning in CCSA’s Communications department and spearheading the Anchors Away! for CCSA Awareness campaign on our social media and blog.

Almost every student’s concern when starting an internship is, “How much of this will be gaining experience versus me just being someone’s assistant?” Working at CCSA has truly been nothing but an enriching experience.

This summer, I had the opportunity to create and launch a social media campaign to spread awareness about CCSA and its many different programs. This was a big undertaking as CCSA operates so many programs, projects and initiatives. At first, I wasn’t really sure how to cover this extensive nonprofit adequately, and when I originally came up with the idea for Anchors Away! for CCSA Awareness, even I was skeptical if the amount of workload needed to run this campaign was possible. However, I received a ton of support from the Communications Manager, Jennifer Gioia, and when we presented the campaign to Marsha Basloe, the president, she believed in us.

As soon as the campaign kicked off, it was at full speed. A large process of the campaign was ensuring the other programs were on board and willing to work with us as we gathered information for daily content, including interviews and videos. Overall, we had a huge amount of support for this campaign as the staff and community were excited to not only see their own program featured but also learn things about the other programs CCSA operates.

This has been an insightful and rewarding experience for me, not just for the communication and social media skills I earned, but also for learning about the issues that affect our community. Through the campaign, I was able to read and listen to the many testimonials given about CCSA’s efforts to strengthen quality child care for children, families and teachers. So many people appreciate the various resources CCSA provides. Even if only for the summer, I am grateful to be a part of something that is making a difference in the community.

Sarah Hanson

Our third intern to highlight is Sarah Hanson, a Master of Public Administration student at UNC-Chapel Hill. She has been interning at CCSA since May in two departments, both in the Administration and the Systems, Research and Development departments.

In Systems, Research and Development, my main task is following up on workforce surveys that were sent out in April. Many of the surveys were missing crucial information and needed clarification in order to properly assess and analyze the data.

In Administration, I had the opportunity to observe a Board Orientation. It helped me better understand the non-profit process. I am updating board committee descriptions and the Board of Directors Manual. I’m also creating an e-manual for Administration where the documents are all located in one e-manual making them easily accessible from anywhere.

Throughout the summer, I have learned about the importance of research and accurate data collection in policy and program development and implementation. It is necessary to improve and expand the services the organization provides. I have also learned more about how policy and funding impact non-profits and the services they provide. Oftentimes, the importance of early childhood education is overlooked even though it plays a critical role in child development. CCSA is working to change that.

Interns and volunteers contribute a great deal to CCSA’s work. If you are interested in interning or volunteering at CCSA, contact communications@childcareservices.org.

By Marsha Basloe, CCSA President

Publicly supported preschool services for 4-year-olds is a huge need in Durham County, yet NC Pre-K does not have all its seats filled for this school year, which starts in only a few weeks.

According to the Durham County Government, there are nearly 4,000 4-year-olds each year in Durham County, about half of whom live in households making less than $50,000 a year. Children from lower-income households are often left behind their peers, furthering inequality and setting the stage for an achievement gap that persists through high school. As a vibrant, growing community, Durham recognizes the short- and long-term benefits of a high quality early childhood program for the community, but most especially for children and their families, particularly those earning low-incomes.

Our research found there are six low-income preschool children for every one publicly funded preschool space in Durham through programs such as NC Pre-K, Durham Public Schools and Head Start. With funding from the Durham County Government, the Durham PreK umbrella offers the opportunity for universal services for all 4-year-olds in Durham County through these programs.

“Durham is making a bold investment in the future by supporting early education for our young children,” said Linda Chappel, Senior Vice President of Triangle Area Child Care Resources and Referral Services at Child Care Services Association (CCSA). “We will not rest while some of our children are left behind, furthering inequality and setting the stage for the achievement gap that persists through high school and beyond.”

As president of CCSA, I have authorized CCSA’s Triangle Area Child Care Resource and Referral Services Division to make this our number one priority, and I hope Durham’s Partnership for Children and Durham Public Schools do the same.

Every child deserves affordable, accessible, high-quality child care, and Durham PreK works to ensure just that. We hope to be able to utilize every spot for Durham PreK, Durham County’s commitment to high-quality publicly-funded preschool for all 4-year-olds.

Durham’s Partnership for Children is still accepting applications for enrollment for this school year. Families can apply for NC Pre-K by contacting Durham’s Partnership for Children at 919-403-6960 or by visiting dpfc.net/our-work/ncpk/. CCSA works with the Partnership to enroll children in the Durham PreK program once they are in NC Pre-K.

About Durham PreK:

Durham PreK is committed to improving the quality of preschool programs by providing financial support, training opportunities for teachers and increasing eligibility for families to enroll their child. Beginning in 2018, Durham County Government has committed to equitable access to high-quality preschool for all children in Durham. Investments will not only increase the number of publicly funded pre-K slots but also broaden eligibility and work with teachers and private centers to build their quality through teacher and director education, mentoring and coaching. For more information, visit https://www.childcareservices.org/durham-prek/.

About Child Care Services Association:

Founded in 1974, Child Care Services Association’s mission is to ensure affordable, accessible, high-quality child care for all young children and their families. Using a holistic approach, CCSA supports children and families find child care in the Triangle, helps child care professionals improve the quality of early education children receive and provides scholarship resources so all families can afford and access high-quality early care and education. CCSA also provides healthy meals for children at child care centers throughout the Triangle with our Meal Services program. Our T.E.A.C.H. Early Childhood®, Child Care WAGE$® and Infant-Toddler Educator AWARD$ programs give child care educators the means to obtain an education and supplement their salary based on that education, increasing teacher education, retention and compensation. CCSA also licenses T.E.A.C.H. and WAGE$ across the U.S. and conducts early childhood systems research and policy development statewide and nationally. For more information, visit www.childcareservices.org.

By Linda Chappel, Vice President, Triangle Area Child Care Resource and Referral Services at Child Care Services Association

This week the Best of The Triangle 2019 was published in INDYWEEK, naming most favorite activities, foods and events voted on by readers and described as the “wisdom of the crowd.” I present the Best of the Triangle as Durham PreK.

In 2018, the Durham County Commission voted to make historic local investments to open access for more 4-year old children to high quality preschool services. At a time when North Carolina’s legislators are talking about funding virtual preschool, Durham is boldly creating face-to-face opportunities for children with local funds.

A primary goal of Durham PreK is supporting the learning and development of young children to improve the quality of their lives now and in the future. We know from years of research that high quality preschool enhances children’s school readiness by providing substantial early learning, which can have lasting effects far into a child’s later years of school and life.

Research finds high quality preschool programs can accomplish this goal by producing large and lasting gains in outcomes such as “achievement, educational attainment, personal and social behavior (e.g., reductions in crime), adult health, and economic productivity.”[1] These gains are broad and last long into adulthood.

The importance of funding pre-K in Durham

At CCSA, our research found there are six low-income preschool children for every one publicly funded preschool space in Durham through programs such as NC Pre-K, Durham Public Schools and Head Start.

Currently, more than 25% of Durham census tracts with more than 50 low-income preschoolers have no publicly funded preschool slots. In a random survey of approximately 2,000 Durham parents, 92% of parents rated cost-free preschool as desirable or essential. [2]

Durham PreK benefits the community

While a child’s success in school and life addresses our society’s greater good, children from lower-income households are often left behind, furthering inequality and setting the stage for the achievement gap that persists through high school. As a vibrant, growing community, Durham recognizes the short- and long-term benefits of attendance in a high quality early childhood program for children, their families and the community.

These benefits range from reduced need for special education services or remedial support during the K-12 years to increased tax revenue and reduced dependency on government assistance in adulthood. Researchers quantified these benefits and found a return on investment of $3-$13 for every dollar invested in early childhood. Even at the low end of this estimate, this is a significant return.

With an abundance of evidence that high-quality universal preschool could reduce the disparities in skills among subgroups of children at kindergarten entry, Durham’s policymakers are focusing considerable resources on the development and expansion of quality preschool programs for 4-year-olds.[3]

Durham PreK will help improve the quality of early education in Durham County by improving classroom instruction, supporting family engagement and building capacity for high quality through practice based coaching, while expanding access to publicly funded preschool services for all the county’s 4-year-olds. A critical component of this initiative is the implementation of preschool classrooms in diverse settings, including public schools and community-based programs. Durham PreK provides teachers and directors with regular coaching and professional development on cultural competence and social-emotional learning and conducts quality improvement activities to enhance children’s classroom experiences.

Unlike many programs around the country, Durham PreK requires teachers hold a Birth to Kindergarten teaching certificate and that they be paid at the same salary level as teachers in Durham Public Schools. Durham PreK places this emphasis on the teachers’ compensation to attract and retain the most qualified teachers.

Our overall goal in Durham is to improve the quality of and access to preschool programs for more children. We started with an ambitious two-year plan that runs through July 2020. We know this will be a journey that builds each year until we can serve all Durham’s children and ensure their life-long success. Durham PreK plans to stay Best of the Triangle.


[1] Phillips, D.A., Lipsey, M.W., Dodge, K.A., Haskins, R., Bassok, D., Burchinal, M.R.,…Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects, a consensus statement. Washington, DC: Brookings Institution. Downloaded July 24, 2017 from https://www.brookings.edu/wp-content/uploads/2017/04/consensus-statement_ final.pdf

[2] Durham Supply and Demand Study, Child Care Services Association, (2018). https://www.childcareservices.org/research/research-reports/early-childhood-system-studies/

[3] Phillips, D. A., et al. (2018). The changing landscape of publicly-funded center-based child care: 1990-2012. Children and Youth Services Review, 91, 94-104; Cascio, E. U. (2017). Does universal preschool hit the target? Program access and preschool impacts. Cambridge, MA: National Bureau of Economic Research; Yoshikawa, H., et al. (2013). Investing in our future: The evidence on preschool education. New York: Society for Research in Child Development and the Foundation for Child Development.

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/

Written by Allison Miller, CCSA Compensation Initiatives Team

Worthy Wage Day

May 1 is an important day for teachers, particularly teachers working with our youngest children. It is a day when we recognize the link between quality early care and education and the wages earned by dedicated teachers. It is a day when we should say loudly that early educators do NOT earn enough. That’s what Child Care Services Association (CCSA) has been saying for decades, and we have programs in place to help support the workforce. We know that compensation matters and early educators deserve worthy wages.

Infant-Toddler Educators Typically Earn the Least

We know our youngest, most vulnerable children desperately need stable and engaging relationships with the adults in their lives. Infant-toddler teachers play a critical role in the successful development of the children they serve and yet they typically earn the least in an already underpaid field. How can these teachers stay in their classrooms when they earn $10 per hour on average in North Carolina? And that rate is $1.39 less than the average hourly rate of those teachers working with preschool-aged children. It is clear that early childhood compensation across the board must be addressed.

Finding Solutions

Parents cannot afford to pay more, so without a significant public investment, we are left with a huge problem. But we cannot let that problem keep us from finding solutions. Early educators deserve worthy wages. Thanks to funding from the NC Division of Child Development and Early Education, CCSA now offers Infant-Toddler Educator AWARD$. We provide education-based salary supplements to full-time infant-toddler teachers. With this enhanced compensation, teachers can better afford to stay in their positions, giving young children the stability they need.  

Infant-Toddler Educator AWARD$

Are you an infant-toddler teacher in North Carolina? Would you like to earn $2,000 to $4,000 more each year? AWARD$ is open to eligible teachers in every county across the state. Applications are accepted on an ongoing basis, so get yours in now! Find out how to apply here. Supplements depend upon funding availability.

Since 1994, CCSA has also offered the Child Care WAGE$® Program in participating counties. AWARD$ was modeled on the WAGE$ Program. Participants have often called their supplements “life changing.” Many talk about needing the supplements to survive, to meet the basic needs of their families. 

Early educators deserve more. We rely on them to provide critical care and education to our children. We rely on them so we can go to work and provide for our own families. We cannot let them down. Compensation matters. Let’s all loudly support worthy wages for early educators, not just today, but every day.

For more information, visit: Who’s Caring for Our Babies?