“I had to work when I was 15 years old,” said WAGE$ participant Maria Milla. “My country, Honduras, is very difficult, very poor. I had to move to a bigger city and live with relatives to be able to study. I wanted to be a teacher, but that required day classes. I had to work during the day, so I studied something else, but my dream was always to be a teacher. When I played school as I child, I was always the teacher!” Maria’s dream came true when she moved to the United States.
Maria answered an advertisement for a child care center substitute and started learning about children, but she quickly realized how much more she needed and wanted to know. She kept working, took English (ESL) classes and then began her early childhood coursework. Maria started on the Child Care WAGE$® Program with the NC Early Childhood Credential (four semester hours) and now has her Birth-Kindergarten Bachelor’s Degree. She has moved up the WAGE$ scale many times, earning higher awards, and has remained at her current 5-star program since 2005. She is now only two classes away from earning her Birth to Kindergarten license.
Maria knows how much her education and consistency mean for the children and families she serves.
“I feel like the more education we have, the better we can do,” she said. “We learn about development and how we can help children grow and learn.”
The T.E.A.C.H. Early Childhood® Program helped her pay for classes; she says she couldn’t have done it otherwise. She’s proud of earning her degree, and she says WAGE$ helped her attain that goal.
“It helped with the financial component of taking classes. WAGE$ is a good motivator. I’m very thankful for all that WAGE$ and my partnership do with this incentive. I love my job and I’m happy, but I don’t make much money and this incentive helps a lot of us stay in our jobs. WAGE$ helps everybody. It helps children have the same teachers. Children feel safe, secure and happier. It helps parents feel more trust. They can leave their child with someone who has been there a long time rather than someone who comes and goes. It helps families because we don’t have to charge them more than they can pay. It helps the teachers a lot.”
Maria joked that despite her years of education in the United States, her English continues to improve with the help of the children in her class.
“I tell them to let me know if I say something wrong. They do! They correct me!” Laughing, Maria said, “Teaching is my passion. I want to stay in the classroom.”
“I don’t always look back at my own journey. Doing so lets me know I’ve been through a lot and I made it. I’m still making it. I’ll have my Bachelor’s degree soon!” Naukisha Wray-Darity is now back in school after many years without the financial means to do so. She had exhausted her pell grant and federal funding on past education and her center was not originally participating in the T.E.A.C.H. Early Childhood® Scholarship Program because they did not fully understand how cost-effective it could be. Things are different now.
Naukisha teaches in the center her sister owns. Her sister tried to convince Naukisha to join her in the early childhood field when she first opened her program, but it wasn’t until after Naukisha had her son that she realized she had a gift. She created learning tools for him and her nephew and was helping them both learn through play. She decided she could help other children, too. She started working in the afterschool program and then became the full-time teacher for 3- and 4-year olds. “I fell in love with it,” she said.
Although Naukisha had already earned a two-year degree in another field, her success working with children made her want to share and learn more, so she completed her associate degree in Early Childhood Education and enough coursework to earn additional degrees, including an associate in Special Education. But that wasn’t enough. “I preach to my children all the time about the importance of college and degrees, and I wanted to meet the same standard I was setting for them.” The problem was finding the money to do it once her other options were exhausted. She said, “We really didn’t understand T.E.A.C.H. – what the percentages meant.” After talking with another participating center, they decided to give it a try.
Now Naukisha is on a T.E.A.C.H. scholarship and she continues to receive her Child Care WAGE$® supplements. She has been on WAGE$ since 2009, with ever-increasing supplement awards that reflected her ongoing education. “WAGE$ has helped me want to continue on with school,” Naukisha shared. “As a single mom at the time, my checks have helped me pay for child care and feed my kids. It helped me pay for books and classes. I don’t know what it hasn’t helped me do! Without WAGE$, it would be hard to stay in the business even though I love it. It has saved me from leaving the industry. I remember when my boys were starting school one year and I didn’t have the funds to buy what they needed. I had no idea how I was going to get through it. That Saturday, the WAGE$ check came. It was like Christmas because I could make sure my children had what they needed. They didn’t understand how hard things were for me.”
Naukisha uses her story to provide encouragement to other teachers in her child care program.
Allison Miller, VP of Compensation Initiatives at CCSA
Australia has the right idea. They celebrate Early Educator’s Day on
September 4, 2019. We should do the same! We have National Provider’s Day in
May, but shouldn’t we celebrate teachers who work with our young children at
every opportunity? They deserve our recognition; children need them, parents
need them and the nation needs them. They truly are the workforce behind the
Workforce Behind the Workforce Deserves Better Compensation
Early educators make it possible for other professionals to go to
their jobs, to lend their expertise to the community, to grow the economy. To
be productive in the workforce, parents need peace of mind that can only come
from knowing their children are in safe, stable, positive and engaging
environments with teachers who can appropriately guide their learning.
It’s a lot to expect when early childhood teachers, on average, earn $10.97 per hour in North Carolina. It’s not an easy problem to solve because most parents cannot afford to pay more than they do. That’s where the Child Care WAGE$® Program comes in.
Compensation Strategy: The Child Care WAGE$® Program
Early educators deserve to be paid commensurate with their education and the importance of their jobs. Sadly, that’s simply not the case. The Child Care WAGE$® Program is an education-based salary supplement program for teachers, directors and family child care providers working with children birth to five. Awards are issued after the eligible participant has completed at least six months with the same child care program.
As a result of this additional compensation, early educators not only
earn more, but they are more likely to stay and increase their education. The
quality of child care is improved when turnover rates are low, education is
high and compensation is fair.
WAGE$ is made possible with the funding provided by the local Smart
Start partnerships that elect to participate and the NC Division of Child
Development and Early Education.
Yes! In the fiscal year 2018-2019, WAGE$ recipients from the 55 participating N.C. counties earned an average six-month supplement of $974, which breaks down to about $.94 more per hour for full-time employment. The vast majority of participants had at least a two-year degree with significant early childhood coursework and they stayed in their programs. Only 14% left their employers last year, which is notably lower than turnover rates prior to WAGE$ availability.
In addition to the program results of increased education, retention
and compensation, WAGE$ recognizes the importance of early educators and the
key role they play in our lives. It is a way to show appreciation and to boost
morale for an underpaid workforce.
In fact, 97% of survey respondents said that WAGE$ makes them feel
more appreciated and recognized for their work.
The feedback of participants always highlights this message.
One teacher shared, “WAGE$ has shown the
value of giving incentives to teachers.
Teachers need to feel appreciated and rewarded. All teachers deserve a chance to feel special
and loved; that is how WAGE$ makes me feel.”
We all need to take the time to show our appreciation to this
workforce. They deserve it. Happy Early Educator’s Day!
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.
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
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
“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.”
Kellie Toney is an early childhood educator in Cleveland County. As a recipient of Child Care WAGE$®, she sent the following letter to her North Carolina legislators:
“I wanted to take a moment to thank you all for your support of the WAGE$ program funded through Smart Start. Without this supplement, I would not have had the opportunity to complete my Bachelor’s degree while working as an assistant teacher with Cleveland County Schools. The checks I have received through this program have [gone] towards my tuition and textbooks. Without this program, I likely would not have been able to get through school without student loans. Thank you so much for supporting this program, which played such a vital role in the completion of my Birth-Kindergarten Education Bachelor’s degree. This program truly helps those of us shaping the youngest minds through private child care and public education.”
Kellie began her career in early
childhood education as an assistant teacher in Head Start. “I love children. I
love to be there for all of the ‘firsts’ in learning. When children arrive in
NC Pre-K and Head Start, most have never been in [child care] or spent very
much time learning. I am there to guide them as they begin to write their name,
interact with peers and explore the world around them,” Kellie said.
After some time, Kellie began
wanting a role where she could plan what to teach the children, so she decided
to go back to school to complete her Birth-Kindergarten Education Bachelor’s
degree from East Carolina University.
With high college tuition,
textbooks and transportation expenses, Kellie’s husband had to work overtime to
help her afford to go back to school. They also took out a home equity line to
pay for some of her classes.
Fortunately, through Child Care Connections and a college instructor from Cleveland Community College, Kellie heard about Child Care Services Association’s Child Care WAGE$® compensation program. “WAGE$ helped me to graduate debt-free. With the help of WAGE$ funds and Education Incentive Grants, I did not ever need to take out student loans. I was able to save these funds and used them to pay for textbooks, coursework and required trips to East Carolina University,” Kellie said, “With the WAGE$ funds, we paid back [our] loans and used the remaining funding to pay for new coursework.”
Kellie felt compelled to contact and thank her legislators for their support of Smart Start, which the Cleveland County Partnership for Children, Inc. used to provide WAGE$. “WAGE$ enabled me to continue my education. This in turn benefits my students because I was equipped with the skills and knowledge to better educate my students… I want to ensure funds are available for [all] teachers.”
PED was right – addressing the achievement gap requires much more attention to a child’s earliest years. While Pre-K expansion was recommended, research points to the birth to age 3 period of a child’s life as the time when the largest impact on a child’s development is possible. This period of early childhood must also be taken into account as we plan for the future for all NC families.
PED was charged with reviewing school districts nationwide with high poverty rates and at least average achievement by students to see if there were common strategies that could be used within North Carolina school districts. The project addressed three research questions,
are the characteristics of school districts that have high percentages of
economically disadvantaged students yet demonstrate high academic performance?
policies or practices are high-achieving disadvantaged districts implementing
that may contribute to student performance?
policies or practices could North Carolina implement in order to improve
performance in districts with high percentages of economically disadvantaged
The results were sobering. PED found that local school districts throughout the country struggled in attaining grade level or better student performance. In fact, PED identified only 5% of predominantly economically disadvantaged school districts that also had grade level or better student performance over a 7-year period. Within North Carolina, 45 of 115 school districts were identified as predominantly economically disadvantaged, which is about 39% of North Carolina school districts. Of those 45 school districts, only 7 (about 16%) met the bar of student performance at grade level (or above). While higher than the national average, 16% is nothing to boast about.
What PED found was that within economically disadvantaged school districts where students are performing well (at grade level or above), third grade is an important marker. Student growth occurs after 3rd grade but that efforts to address student competencies before grade 3 are most important in reducing the achievement gap.
PED conducted interviews within 12 economically disadvantaged school districts (comparable to school districts within North Carolina) with grade level (or above) student performance to see if there were any common strategies that led to higher student outcomes. One of the factors that the 12 school districts had in common was a significant investment in public pre-kindergarten (pre-K). Pre-K in two of the school districts (Durant Independent School District in Oklahoma and Steubenville City Schools in Ohio) target both three- and four-year-old children for enrollment. Four of the five North Carolina counties in which case study districts were located had 75% or more of eligible children participating in NC Pre-K.
However, PED notes that current funding enables only 47% of low-income eligible children statewide to participate in NC Pre-K.
The PED report makes two
Recommendation #1. The General Assembly should require low-performing school districts to include an early childhood improvement plan as a component of their required plans for improvement. PED calls for the development of specific strategies aimed at boosting achievement from pre-K to 3rd grade and lists expanding pre-K, improving pre-K quality, ensuring alignment of pre-K curricula with elementary school curricula, developing transition plans, providing professional development that focuses on early learning and providing instructional coaching focused on pre-kK through 3rd grade.
Recommendation #2. The General Assembly should require an assessment of early childhood learning as part of the Department of Public Instruction’s comprehensive needs assessment process for districts.
While those of us who have worked in the early childhood education field are glad to see the recommendations related to pre-K, and agree the NC Pre-K program should be fully-funded so all eligible children have an opportunity to participate, children are not born at age four.
Research shows that pre-K makes a difference in a child’s school readiness, particularly for low-income children. However, that same research also notes that a child’s gains in pre-K are directly related to his or her prior experiences before pre-K.
Neuroscience research shows that a child’s earliest years, from birth to age three, play a critical role in the development of brain wiring that lays a foundation for all future learning. In the first years of life, more than one million neural connections are formed every second.
This wiring frames the architecture upon which all future abilities are built. While people learn throughout their lives, a child’s earliest years are critical because they set the foundation. Genes and experiences help shape a young child’s brain development, which begin long before a child enters pre-K. And, remediation strategies are much more difficult as children (and adults) age.
According to the U.S. Census
Bureau’s latest data, throughout North Carolina:
356,007 children are under age three
465,783 children are under age six who also have working parents (young children residing in two-parent families where both parents work or in a single-parent family where the head of household works)
Young children with working mothers are in child care every week for about 36 hours according to the Census Bureau. Most of these children are not age four; they are not in pre-K. This is why any directive to the General Assembly to address the achievement gap, which rightly calls for addressing the early childhood landscape, has to not only focus on access to pre-K but also must focus on access to high-quality child care and the early childhood workforce that cares for our youngest children.
We applaud PED’s call for low performing school districts to include an early childhood improvement plan and an assessment of early learning opportunities as part of district comprehensive needs assessments. However, early learning is not limited to pre-K settings. High-quality child care programs are important early learning settings at all ages. Any needs assessment and early childhood improvement plans that are derived from such a landscape review must include our youngest children. Child development, school readiness and reducing the achievement gap depend on it.
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.” 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. 
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
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.
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.
 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
 Durham Supply and Demand Study, Child Care Services Association, (2018). https://www.childcareservices.org/research/research-reports/early-childhood-system-studies/
 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.
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. 1The 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.
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
and the teachers who educate and nurture our youngest.
Written by Christy Thalheimer, M.Ed., CCSA Child Care Referral Manager
It seems fitting that Child Care Provider Appreciation Day is recognized nationally on the same weekend as we celebrate Mother’s Day. We often think of one of the many early educator roles as that of a caretaker; one who offers safety, security, knowledge and compassion to children. When Parenting magazine polled mothers in a recent article about what gifts they wanted for Mother’s Day, the top 10 had nothing to do with something purchased. Instead, the top 10 had one thing in common: taking care of themselves albeit through a clean house, “off mom” routine for a day or a spa day.
A Gift for You
What if I told you I wanted to give you a gift this Provider
Appreciation Day of better overall well-being and enhanced connections with
your students? What if I told you this was possible without having to spend one
dollar or attend another training?
Welcome to Mindfulness! A simple practice of being present in the moment, with acceptance and openness. Mindfulness strategies can help reduce your stress, lower your anxiety and help you have a more positive and productive emotional state as a teacher.
By now, I am sure most readers have heard of mindfulness through reading a magazine article, a social media post or through mainstream media. It’s a growing trend in the early education field with research supporting practices that can reduce both emotional and physical distress. While mindfulness practices do not replace your health care routines, they can be a complimentary practice that benefit your brain, body and relationships. Learn more about Patricia Jennings’ mindfulness research with teachers at the University of Virginiahere.
The Gift of Mindfulness
I was first introduced to mindfulness in the fall of 2015 out of necessity for a graduate thesis topic and balance in my life. On April 1, 2015, I received the hardest news I have ever had to mentally absorb. My mom, my confidant and grandmother to my 5-year-old received a diagnosis of cancer. Treatment would begin right away; it was a type of lymphoma cancer and in stage 4. I was devastated! We talked about the care my mom would need and how treatment would affect her life and ability to care for herself. Of course, I would be there through it all.
I worried though. I was a full-time working mother of a kindergartener who began graduate school in January on a time-limited scholarship and lived 1.5 hours away from my mother. Over the next few months, I juggled everything with great time-management skills, a flexible work environment and an understanding husband. Until, I couldn’t any more! I was “burning my candle at both ends.” I began to be snappy with my family, felt tired all the time, my body was showing signs of serious stress and my mind would never rest.
Then came a critical moment in my graduate school work—I had to identify a thesis topic. As a student in education, I had already been reading about breaking research around mindfulness in the education field. Then, I went to NCAEYC’s 2015 conference and I met Dr. Kathleen Gallagher. Her research at Frank Porter Graham Child Development Institute intrigued me and when asked, she happily agreed to be my internship supervisor. The research we conducted around mindfulness and learning to practice mindfulness was the answer to my prayers for my thesis and for being able to be present for my family.
Top 5 Mindful Practices
Here are the top five mindful practices I incorporated into my life. These practices are easy to build into your daily routine at home or in the classroom.
Three Deep Breaths: This practice has helped me calm down when we have received upsetting news. It is also very helpful to teach a child this technique so they have self-regulation tools to calm down more quickly while reducing quick, shallow breathing.
5-Minute Mindful Breathing: This practice is very helpful as you prepare to address something that you find particularly stressful. I have used this technique for better focus before presentations. At home, this helps me become aware of my emotions before I respond to my daughter.
Mindful Observations: This is a quick exercise you can do to ground yourself when you are feeling overwhelmed or to reconnect when you want to better enjoy a moment. I have been able to use this strategy to enhance the intimate relationship with my husband.
Body Scan: The body scan has been very useful for the many sleepless nights I had during my mother’s illness. I also guide my daughter through a body scan when she has trouble getting to sleep at night. (Works like a charm!)
Mindful Moments: Repurpose everyday routines or activities into mindful breaks. This can include mindful walks, listening to soothing music, folding laundry, showering or drinking your morning coffee. Making any moment into a mindful moment can help you better enjoy the activity, just by changing your perspective.
I hope you find at least one mindfulness gift to use daily. There is a robust amount of research and resources available just by searching online. Take time this weekend to try these five simple strategies.
I can personally attest that building mindfulness strategies
into my life helps me deal with anxiety (good and bad) in a more positive way.
I have a better ability to slow down, enjoy life and regulate my awareness as
well as be more compassionate with family members and colleagues.