“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.”
Jennifer Gioia, Communications Manager at Child Care Services Association
on November 20, since 1954, the world celebrates Universal Children’s Day to
spread awareness of improving child welfare worldwide, promoting and
celebrating children’s rights and promoting togetherness and awareness amongst
all children.  With Thanksgiving so close, we would like you to
join us in taking a moment and thanking those who work tirelessly every day to
improve the lives of our youngest children.
Whether that’s a parent, an early childhood
educator, a doctor, child care provider, government leader, grandparent,
volunteer, nurse, religious leader, an advocate for children, or a friend, we
at Child Care Services Association (CCSA) thank you for your dedication and
leadership to ensuring the mission that every child deserves access to
affordable, high-quality child care and education.
high-quality early childhood education?
High-quality early childhood education is
critical to a child’s development by creating a stimulating, safe and loving
environment for children birth to 5.  “A high-quality program
uses teaching approaches that support a child’s learning and curriculum goals.
Teachers modify strategies to respond to the needs of individual children, and
provide learning opportunities through both indoor and outdoor play.” 
“Quality programs are comprehensive.” 
High-quality child birth-to-five programs have lasting boosts in cognition and
socio-emotional skills driving better education, health, social and economic
outcomes.  Research shows that “high-quality birth-to-five
programs for disadvantaged children can deliver a 13% return on investment,”
which means children are more likely to graduate high school, go to college,
have a family and live a happier, more successful life. 
On Giving Tuesday (December 3), consider
investing in our children—our future. At Child Care Services Association, we’re
all about children. From helping children build healthy behaviors in what they
eat and how they play to making sure their teachers are qualified, trained and
adequately paid, CCSA focuses on a child’s early years, aiming to make them
happy, stable and secure.
all children have that start—a healthy foundation—we all do better.
Children are happier and more ready to enter
school, parents are secure in knowing their child is being cared for and
educated in a stable environment, and early childhood educators have the
resources they need to continue their education and can support their families
while pursuing the career they love.
At CCSA, we’re also all about making sure all
children have that healthy foundation. To have that healthy foundation, all
children need more stable relationships with better-educated and fairly
compensated teachers that stay in their jobs.
In fact, research shows that early experiences
are particularly important for the brain development of children of color and
children from low-income families.
“The highest rate of return in early childhood
development comes from investing as early as possible, from birth through age
five, in disadvantaged families. The best investment is in quality early
childhood development from birth to five for disadvantaged children and their
At CCSA, we use research, services and
advocacy to build a healthy foundation for every child because we believe all
children deserve the best start at their best life.
you invest in high-quality early childhood education?
Give to CCSA today! Your gift may help support
a parent who is starting a new job through our referral and scholarship programs
or a child care teacher who wants to finish an early childhood education degree
through our scholarship and compensation programs.
Our work results in enormous benefits for
children, families and the community. Help us make sure every child has a good
start to lifelong learning in a safe, nurturing, quality environment.
Tomonica Rice-Yarborough and Kathy Thornton from
CCSA’s Professional Development Initiatives Team
World Teacher’s Day was established
in 1994 to recognize and celebrate teachers all over the world for their
hard work and dedication. It also brings to light the issues affecting the
profession to work toward a resolution for retaining and attracting teachers to
the field. This day was founded to celebrate public school teachers, but early care educators also should be recognized on this
day because they’re instrumental to the growth and development of our children.
Their contributions to society’s economic stability should be valued,
recognized and celebrated.
One of the main issues facing early care educators is the little
recognition or validation they receive for the pivotal roles they play in the
lives and development of young children. As a field, early educators in North
Carolina often hold degrees, but they earn significantly less than public school
teachers. According to CCSA’s 2015 North Carolina Child Care Workforce Study, the median wage of center directors in North Carolina was
$16.00 per hour, while teachers earned $10.97 per hour and assistant teachers
earned $9.97 per hour.
Although degree attainment has drastically increased in North Carolina, the field as a whole still suffers from being perceived as a high priced “babysitting service.” For 30 years, the T.E.A.C.H. Early Childhood® Scholarship Program has provided the workforce with access to a debt-free college education while they work as low wage earners teaching future doctors, lawyers, teachers, administrative assistants, scientists…
Our brains grow
faster between the ages of birth and 3 than any other time in our life.
Children who are formally cared for in early education settings outside of
their homes depend on the early educator to support their developmental growth.
Those years are particularly formative, making the role of the early educator
even more critical. According to philosopher John Locke, “a child’s mind is a
blank slate waiting to be filled with knowledge.” Early educators play a big
part in setting the foundation for our children’s future.
On Sept. 4, 2019, Australia celebrated Early Childhood Educators’ Day to honor and appreciate early childhood educators. The world, like Australia, should have a day set aside to recognize early childhood educators. Sadly, early childhood educators are seldom during the World Teacher’s Day observance. This lends credence to the perception that early childhood education isn’t seen as a worthy profession. Why can’t we dedicate a day of observance to them?
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.”
In celebration of 45 years, this March, Child Care Services Association (CCSA) will be sharing videos from early childhood care and education industry experts. We’re starting off this celebration with “A Brief History of CCSA: as told by Sue Russell, the first president of CCSA”.
Learn more about CCSA’s 45th Anniversary Celebration here.
Stacey Graham always loved working with children and started out as a substitute in the public schools. A friend opened a family child care home and shared how much she loved it and how rewarding it was. Stacey decided to follow suit and hasn’t looked back. She has operated her own program since 2007 and from the outset she understood the importance of education. She started off with the North Carolina Early Childhood Credential, but knew that the basics were not enough to meet the needs of her children.
“Once I really started school, I said, ‘Wow, I didn’t know anything about working with children.’” Stacey continued, “You don’t know what to teach if you don’t go to school. You have to know what to look for in children to do the best by them.”
Stacey kept pursuing her coursework while she maintained her child care home, and eventually earned her Associate Degree in Early Childhood Education. According to Stacey, education has changed since she was young.
“There are a lot of expectations now for five year olds. They have to be able to do so many things. The more I learn, the more I can help them learn.”
She wants to prepare her children for the next level. She feels that the Child Care WAGE$® supplements help her do that, and she has received multiple increases in her awards due to her education gains.
“I love WAGE$. Most of my check goes back into my program for the children. It often supports a special outing and helps my single parents who cannot afford that extra money. It was definitely an encouragement to return to school. I appreciate WAGE$ and T.E.A.C.H. A lot of things wouldn’t have been possible without those two programs working together. They help providers get and do more. I hope both continue.”
Stacey has accomplished so much with her child care program and two-year degree, but she doesn’t want to stop. She’s taking a summer course toward her Bachelor’s Degree and in the fall, she plans to take a full course load and continue teaching.
When she reflects on what makes her proud, it isn’t just her education. She says that the children in her program don’t leave until they age out. “One mom brought her son here when he was six weeks old and he stayed until he went to school. Even at age 11, he still wants to come back and see me. He lives in Florida now and asks to spend the summer here!”
Marsha Basloe, President of Child Care Services Association
Homelessness is a reality for many families with young children in our country. In fact, infancy is the period of life when a person is at highest risk of living in a homeless shelter in the U.S. And families with younger parents are at higher risk of experiencing sheltered homelessness than families with relatively older parents. Adults between the ages of 18 and 30 in families with children were three times more likely to use shelter programs than adults over 30 who live with children (U.S. Department of Housing and Urban Development, 2016 AHAR Part 2).
As president of Child Care Services Association (CCSA), I am committed to ensuring that all our young children have high quality early care and education experiences. CCSA works to ensure affordable, accessible, high quality child care for all families through research, services and advocacy. We provide free referral services to families seeking child care, financial assistance to families who cannot afford quality 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® and Child Care WAGE$® Projects.
More and more people understand that high quality early childhood care and learning prepares children to succeed in the classroom and in life. Yet, what may not be known is that the impact of homelessness on children, especially young children, is extremely challenging and may lead to changes in brain architecture that can interfere with learning, social-emotional development, self-regulation and cognitive skills. In today’s world, children should be healthy, alert and motivated to have a better chance of leading productive lives. Not every child, however, has that chance.
Last week, Chapin Hall released Missed Opportunities: Pregnant and Parenting Youth Experiencing Homelessness in America. This third Research-to-Impact brief by Chapin Hall presents findings related to the experiences of young people who are pregnant or parenting and don’t have a stable place to live. They learned that rates of pregnancy and parenthood are high among youth experiencing homelessness, and that many of the young parents are homeless with their children. For pregnant and parenting youth who are homeless, the difficulties of coping with pregnancy and parenthood are compounded by the trauma they have experienced and the ongoing stress of not having a safe or stable place to live with their children.
We know that experiences of homelessness in early childhood are associated with poor early development and educational well-being. These experiences during infancy and toddlerhood are associated with poor academic achievement and engagement in elementary school (Perlman & Fantuzzo, 2010). Additionally, experiences of homelessness are associated with social emotional delays among young children (Haskett, et. al, 2015) and poor classroom-based social skills in elementary school (Brumley, Fantuzzo, Perlman, & Zager, 2015). These findings underscore the importance of ensuring that young children and their young parents who are experiencing homelessness have access to support that is critical to improving the long-term educational outcomes of children nationwide.
Karen McKnight, director of our NC Head Start Collaboration Office, coordinated a statewide Trauma in Early Childhood Education Workgroup, and I feel fortunate to be part of this effort. Promoting early childhood development and buffering stress experienced by young children experiencing homelessness and their families will be part of this work. This group of professionals from Head Start, Smart Start, CCR&R, PCANC, NCAEYC, NCIMHA and others will be attending a two-day on-campus program, facilitated by Nonie Lesaux and Stephanie Jones, faculty directors of the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. The training is guided by the question: How can early education leaders support the design and implementation of strong early learning environments, particularly in settings serving children facing adversity?
I hope we can all work together to have an early childhood workforce to meet the social-emotional and mental health needs of all our young children and their families. May is Mental Health Awareness Month. How are you supporting this work?
NCIMHA Vision: Every infant, toddler and young child in North Carolina will grow up within nurturing relationships and supportive environments that provide the basis for emotional, cognitive and social capacities necessary for healthy future development. https://www.ncimha.org/
For Child Care Services Association, quality child care means healthy, happy children. Children who start kindergarten ready to grow, learn and succeed. Children who become successful, healthy adults. On this Mother’s Day weekend, CCSA celebrates mothers and the other incredible women in our lives.
In NC, approximately 99 percent of child care teachers are women. That statistic is mirrored in early education centers across the U.S.; women make up a large percentage of our early childhood educators and have an invaluable impact on and connection to our young children. And that connection and stability brings advantages to young children through their school years and well into adulthood. For Sarah,* a middle-school teacher, the impact child care has had on her daughter, Helen,* is immeasurable. Here’s her Child Care Story:
“Helen has been in some form of child care since she was 6 months old–so for more than three and a half years now. When she was born, I was teaching middle school in Adelphi, Md., just outside Washington, D.C. My husband worked in D.C. for the federal government. Put simply, there was no way we could afford the cost of living in the D.C. metro area without both of our salaries, so I had to go back to work.
We ran into a lot of hurdles finding child care in D.C. There are child care centers there with years-long waiting lists; people get on the waiting list before they even get pregnant in some cases. My husband worked for a federal agency that had child care in the building, which would have been so ideal — except it had a long waiting list, and it was incredibly expensive (so expensive my salary would basically have covered the cost of that, and nothing more). Colleagues recommended a variety of places, but space and expense kept being issues. Finally a friend mentioned that a child had just left her son’s center, and things just fell into place. It was a licensed home-based child care center, and it was incredibly convenient to our house and my work. It was owned and run by a Colombian immigrant, and all of the employees were native Spanish speakers, so we had this unexpected blessing of giving Helen a language immersion experience from infancy.
Being in child care since she was a baby has been a great thing for Helen. She is a very social kid, and she loves the stimulation of being around other children (especially as an only child). She’s great at communicating and sharing and empathizing, and I fully credit her time in child care for those skills. Watching her this year in her preschool setting, I know she was much more prepared for that than some of the other children in her class who had never experienced school. Beyond that, child care has helped her be more independent from me and her dad. She doesn’t cry when we leave her with a babysitter and she feels confident to be with people besides us. And she’s learned a lot. She’s a smart kid who picks up everything she’s exposed to. Thanks to our great child care experiences, we have a 4-year-old who’s fluent in Spanish, an expert on butterfly metamorphosis, and quickly becoming a great little chef.
Child care has also helped Helen grow into a great kid. I’m biased, but I think she’s an extremely kind, thoughtful, intelligent, polite, and self-possessed child. I attribute the development of many of those qualities to her experiences at school. She also feels safe and loved at school, and as a parent, that’s exactly what I want for her.”
CCSA works to ensure that all children, regardless of their circumstances, have equal access to the same wonderful, supportive learning experience that Helen and her family have had. Through financial assistance for families that cannot afford quality care, 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 TEACH Early Childhood® and Child Care WAGE$® programs, CCSA works with parents, teachers, and child care centers to put all our young children on a path toward health and happiness. Support that mission by giving to CCSA today.