Blog

By Marsha Basloe, president of Child Care Services Association

As I drove to work this morning, the conversation on my news radio station was around essential positions in our communities. They mentioned hospitals, schools, grocery stores and more.

We must not forget our child care programs and the early childhood educators who teach and care for our children every day!

As the coronavirus affects all aspects of our lives, I urge federal, state and local policymakers to consider early childhood educators as essential workers in today’s economy. Any measures taken by government to support Americans who do not have paid sick leave, early childhood educators must be included. These dedicated teachers are the workforce that supports all other workforces. With K-12 schools closing, child care centers must consider whether to remain open and risk exposure or to close and put their teachers and staff at risk of not being paid. The centers that choose to remain open might also be needed to serve additional children.

Early childhood educators are one of the lowest-paid workforces in the U.S., and often do not have paid sick leave or health insurance. And yet, this does not reflect their value to our children and families. Science tells us the first five years of a child’s life are the most crucial for brain development, setting the architecture for all future learning. “Early experiences affect the development of the brain and lay the foundation for intelligence, emotional health, and moral development,” according to Jack Shonkoff, director of the Harvard Center on the Developing Child. [1]

“The lack of paid sick days could make coronavirus harder to contain in the United States compared with other countries that have universal sick leave policies in place,” Rep. Rosa DeLauro, who chairs the House Appropriations subcommittee overseeing federal health agencies, said in a statement. “Low-income workers and their families could be hit even harder by the virus, as low wage jobs are at the forefront of not providing sick leave benefits.” [2].

“Workers should never be forced to choose between staying home or working while sick to earn a living,” said Congressman David Price. [3] While it didn’t pass in Congress, Congressman Price co-sponsored Rep. DeLauro’s Healthy Families Act “because we need a national paid sick leave policy to help families take care of illnesses and the financial burden it may cause. And, it will help contain the spread of viruses like coronavirus by allowing sick workers to remain home.” [3]

Early childhood educators ARE essential personnel. If federal, state and local governments are going to support essential jobs, we must also support our child care workforce and our early childhood programs.

We hope that North Carolina will consider multiple areas to support programs and families, including:

  • Adjusting payment policies so they are based on enrollment of children rather than actual attendance;
  • Waiving any state policies that terminate child eligibility based on a specific number of absent days;
  • Temporarily suspending redetermination of family eligibility for child care services;
  • Allowing providers to waive co-pays and adjusting reimbursement rates accordingly.

There are many more ways we can support our communities, and we would be happy to work with the state on this. We need to ensure that we support our early childhood community!

“Every child deserves the best chance to succeed,” said Gov. Roy Cooper. “That means we have to support families, early childhood teachers, and all those who have an impact on early childhood development.” [4]


[1] The National Academies of Sciences, Engineering, Medicine. From Neurons to Neighborhoods: The Science of Early Childhood Development.

[2] The Hill. Democrats introduce bill to guarantee paid sick leave in response to coronavirus.

[3] Congressman David Price’s Facebook Page. March 6, 2020 Facebook Post.

[4] Governor of North Carolina. North Carolina awarded $56 million to promote children’s well-being and early learning.

By Cass Wolfe, CSO at Child Care Services Association

This year marks the 100th year anniversary of women’s right to vote in the United States, with the ratification of the 19th amendment to the U.S. Constitution. Women waged a nearly 100-year effort, marked by setbacks and conflict while demanding the right to vote. Yet today, there are still significant efforts in several states to restrict voting for some groups of people. As such, it is important that those of us who can vote actually do vote. It is a right, a responsibility and a way to participate in the governance of our communities, state and nation. Don’t give up your right to someone whose opinions and views are different or maybe even the opposite of yours!

According to the United States Elections Project, only 49.6% of eligible North Carolina voters actually voted in 2018. Yet the voices of voters who care about issues that impact diverse families are necessary to increase funding and political interest in early childhood. With the complex, multi-layered challenges of the early care and education system, it is increasingly clear that additional political will and government funding are critical to improving early care and education for every child, parent, teacher and director.

For the first time ever, the major candidates for U.S. president have policy stances on child care and early education. The candidates have varying positions, some supporting pre-kindergarten for all, while others are advocating for more comprehensive birth to 5 programming and parent fee relief. Look at each candidate’s website to learn about their priorities for children, families and more.

The point is, each of us has an opportunity to help shape the conversation around child care and to support the candidates we each feel speak to our concerns the most clearly. But you have to be registered to vote. Fortunately, you have two options!

  • While North Carolina’s primary is Tuesday, March 3, 2020 and only those registered by February 7th can vote in this primary, you can participate in early voting and register when you are at the polling place. Early voting is February 13 – February 29 and is very convenient, with a variety of dates, times and locations. Click on your county’s name to get the Durham, Orange and Wake early voting schedules. If you live in a different county, click here.
  • Registered voters can also vote by absentee ballot (requests for absentee ballots must be made by February 25).

Finally, if you think you are registered, click here to ensure you are still registered.

One last important bit of information for the primary is that contrary to earlier information, you will not need any identification to vote.   

In addition to the presidential primary, there is also a primary contest for the U.S. Senate seat from North Carolina. There are also state and local offices on the ballot, including the governor’s, the lieutenant governor’s, the auditor’s and the treasurer’s offices. At the local level, school board, county commissioners and state legislative seats have multiple people running for office. 

There are many choices that influence decisions about our neighborhoods, our children’s schools, our state and our country. One example of local decision-making is Durham PreK. Voters’ support for access to publicly supported preschool for all 4-year olds led elected leaders to invest in young children.  These leaders with bold goals for children were voted in by citizens who cared. Your vote matters.

So go vote, take a friend or two with you, and wear your “I voted” sticker proudly. Finally, be sure to encourage all of the early childhood teachers and staff you know to join you in making a statement for our children. We need to vote since the children we are passionate about cannot vote. We need to vote for the future! 

For more information about voting in North Carolina, click here.

By Marsha Basloe, President, and Linda Chappel, Sr. Vice President, Child Care Services Association

This past week, Durham PreK’s new website launched as a place for Durham County families to find information about enrolling 4-year-old children in Durham PreK, to find other local resources related to early childhood development and to learn about Durham’s commitment to equitable, high-quality education for all young children.

What is Durham PreK?

Durham PreK classrooms are located in private child care centers, Durham Public Schools and Head Start classrooms. With funding from the Durham County Board of Commissioners, the intent is to both enhance the quality of preschool programs and expand the number of children served through state and federally funded preschool programs. The goal is universal public PreK for all Durham County 4-year-old children – with preschool services offered for free for families with income at or below 300% of the federal poverty threshold and a sliding fee scale for families with income above 300% of poverty.

Why is pre-K important for young children?

Studies show that children who attend full-day high-quality pre-K programs are much more likely to start school with the skills to succeed, much more likely to perform at grade level and much more likely to graduate high school. A 2017 State of Durham County’s Young Children report found that only 38% of Durham children entering kindergarten had preliteracy skills at grade level (i.e., 62% of Durham children started kindergarten behind).

The North Carolina Department of Public Instruction recently released third-grade end of year test scores for those children who were in kindergarten in 2014-2015. For Durham, the gaps in grade level reading are enormous – by income, by race and by ethnicity. It’s easy to connect the dots. When children don’t start kindergarten ready to succeed, despite remediation efforts, the competency gaps remain. Children don’t fall behind in third grade, they start behind in kindergarten.

We can do better to prepare our children for school (and life)

That’s the message behind Durham PreK. Child Care Services Association is the management agency for Durham PreK and works collaboratively with Durham County Government, Durham’s Partnership for Children, Durham Public Schools, Durham Head Start and numerous other community partners to expand access to high-quality pre-K classrooms for Durham’s 4-year-olds.

County funding is used to not only serve more children but also to broaden eligibility for children to participate and to work with teachers and private centers to strengthen their quality through teacher and director support, mentoring and coaching. Going beyond licensing standards and NC Pre-K standards, Durham PreK provides instruction and coaching to strengthen the interactions between teachers and children.

Research shows that gains made across child development domains are higher when teacher interactions are more effective, intentional and geared toward the development of critical thinking skills and social-emotional development in children.[1]

Using the Classroom Assessment Scoring System (CLASS®)

The professional development tool used in Durham PreK is called the Classroom Assessment Scoring System (CLASS®) developed by the University of Virginia and used in 23 state quality rating and improvement systems, many state and local public pre-K programs, and by every Head Start program across the country.[2]

CLASS is both an assessment system and a professional development coaching system. Studies have consistently demonstrated greater gains by children (including dual language learning children) in key areas of school readiness – including literacy, math, social-emotional development and self-regulation when children are in classrooms with more effective teacher-child interactions. International research demonstrates the validity of CLASS across a broad set of cultural contexts.[3]

Offering braided funding options

What makes Durham PreK unique is the community has all leaned in to make a difference for children. Where possible, funding is braided so a mix of funding supports classrooms, which promotes greater diversity among participating children. Every child receives a developmental screening, and screening results, general program eligibility, parent preference and distance from home are all taken into consideration during the child placement process.

For programs to be eligible to participate in Durham PreK, they must be a 5-star rated child care center, lead pre-K teachers must have a bachelor’s degree and either have or be working toward a Birth to Kindergarten license. Onsite curriculum implementation support, professional development and education planning, teacher improvement strategies tied to CLASS®, leadership development for program directors and other supports for continuous quality improvement are provided.

Durham PreK’s plan to expand

Estimates are that there are about 4,450 4-year-old children in Durham.[4]  In the 2019-2020 school year, the intent is for 1,200 children to participate in public pre-K, an increase of about 245 children from last year. The overall goal over the next few years is to expand each year so that Durham PreK will be available to all families with 4-year-old children who choose to participate.

There are still some open spots for children. If you have a child who turned 4-years-old by August 31 or if you know a family with a 4-year-old, let them know – Durham PreK is open for business. To complete an application, call 919-403-6960 to speak to a coordinator (bilingual support is available), or you can download the Universal Preschool Application here

If we all lean in, all our children can enter kindergarten ready to succeed!


[1] Effective Teacher-Child Interactions and Child Outcomes: A Summary of Research on the Classroom  Assessment  Scoring System (CLASS®) Pre-K–3rd Grade (2017).

[2] CLASS®: A Leading QRIS Standard (2019).

[3] Teachstone research summary (2019)

[4] Voluntary, Universal Pre-kindergarten in Durham County How Do We Get There From Here? By Durham’s Community Early Education/Preschool Task Force.

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/

Marsha Basloe, President of Child Care Services Association

It’s common sense that parents with young children need access to child care in order to obtain and retain a job, which makes child care providers a vital part of local and state economies.  That’s why a report released by the Committee for Economic Development, Child Care in State Economies: 2019 Update is so important. The report reviews the market-based child care industry (which includes centers and home-based child care providers) and estimates that child care has an overall economic impact of $99.3 billion – supporting over 2 million jobs throughout the country.

What the report shows is that there is a strong link between child care and state and local economic growth and development. And, that the child care industry causes spillover effects (additional economic activity like the purchase of goods and services and job creation or support within the community) beyond those employed within child care or the business income of those operating centers or home-based programs.

Here in North Carolina, child care programs have an overall economic impact of $3.15 billion ($1.47 billion in direct revenue and $1.67 billion in spillover in other industries throughout our counties and cities).  Child care programs have an overall jobs impact throughout the state of 64,852, which includes 47,282 individuals who are employed within child care centers or who operate a home-based business plus another 17,570 in spillover jobs – created through the activity of those operating child care programs.

The economic impact of child care matters because it helps drive local economies. When parents can access child care, they are more likely to enter the workforce and stay employed.

Access to affordable child care also supports parents who seek additional education or job training, which can result in higher earnings over an individual’s lifetime. For example, according to U.S. Census Bureau data, the difference between the income of a parent in North Carolina with a high school degree and a parent who dropped out of high school is $6,231 annually[i], but over a lifetime, that’s $249,240 the parent would earn just by going back to school to earn a high school diploma.  If that parent were to enroll in community college, and obtain an Associate’s degree, he or she could earn $10,652 more annually[ii] or $426,080 more over a lifetime compared to a parent who has not graduated from high school.

Earnings for those with a college degree are that much higher — $17,748 annually[iii] for a parent who has a Bachelor’s degree compared to a parent with an AA ($709,920 more over a lifetime). When parents have access to child care, both labor force participation grows (and with that, the ability for parents to support their families) and also the potential for parents to return to school to increase their earnings over the long-term becomes possible.

Child Care Costs & Labor Force Participation

In North Carolina, the average annual cost of child care is expensive. For center-based infant care, the cost is about $9,254 per year, and for home-based care, it’s $7,412.[iv] The cost of center-based infant care exceeds the cost of tuition at our 4-year universities and is 19.2% of state median income. With an understanding of the economic impact of child care, it’s concerning that parents may opt out of the workforce or reduce their hours at work when they can’t afford to pay the cost of child care. It not only means that parents could be less likely to be self-supporting, but that local economies are impacted as well – twice in fact. First, they are impacted by families who without employment may depend on welfare and second, communities are impacted by revenue foregone (no earnings or reduced earnings by those who reduce their hours means less revenue to support basic community needs such as police and fire protection, or local schools).

The CED report finds an economic return related to the use of child care subsidies that support parents in entering or staying in the workforce. CED estimates that for every additional federal dollar spent for child care subsidies to help parents work, there’s a $3.80 increase in state economic activity.

Child Care has a Two-Generational Impact

While I’ve mentioned the economic impact of child care on state and local economies, there is also the two-generational role that child care plays with regard to families and young children. Child care is a work support for parents, but it also enables children to be in a setting that promotes their healthy development and school readiness (while their parents work).  In this way, child care not only has a direct impact on the economy today, but also impacts the economy of tomorrow.

The impact of child care is broad-based:

  • There’s the direct impact of economic activity or revenue generated by those in the child care industry (centers and home-based providers),
  • There’s the indirect impact or spillover impact that results within communities from the operation of these businesses,
  • There’s the employment impact of jobs within the industry and spillover jobs as a result of the industry,
  • There’s the employer impact as parents who have access to child care reliably show up for work and are productive while at work, and
  • There’s the impact on children who have access to quality child care that supports their healthy development.

Check out CED’s Child Care in State Economies: 2019 Update report today.


[i] U.S. Census Bureau, Table S2001, Earnings in the Past 12 Months, 2017 American Community Survey. https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_17_1YR_S2001&prodType=table

[ii] Ibid.

[iii] Ibid.

[iv] The US and the High Cost of Child Care:2018, Child Care Aware of America, http://usa.childcareaware.org/advocacy-public-policy/resources/research/costofcare/