Blog

Written by Jennifer Gioia, CCSA Communications Manager

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

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

What is the Infant-Toddler Quality Enhancement Project?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Sources:

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

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

Read the newest edition of CCSA Communicates here, where you can see all of our activity, successes and plans. Highlights from this edition:

  • Letter from the President
  • Child Care WAGE$® NC Celebrates 25th Anniversary
  • Strolling Thunder with Think Babies NC on the Capital
  • CCSA Celebrates 45 Years with Governor Hunt and Robin Britt
  • CCSA’s Meal Services gains recognition from USDA Southeast Regional Office and in Chatham County
  • Sesame Street in Communities Launches Foster Care Initiative
  • And much more!

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?

Written by Mary Erwin, CCR&R Council Coordinator at CCSA

“When we identify where our privilege intersects with somebody else’s oppression, we’ll find our opportunities to make real change.” 
― Ijeoma Oluo

“Better Together!” That was the theme of this year’s 2019 CCR&R Institute held at the Greensboro Downtown Marriott on March 12th and 13th, and it was an opportunity to congregate, enjoy each other’s company, learn how to excel at our jobs, get rejuvenated and also to explore how implicit bias affects early childhood education.

Over 170 staff and 24 presenters from child care resource and referral, Smart Start, Frank Porter Graham Center, UNCG, SchoolHouse Connection, Self Help, the Salvation Army, the Abecedarian Education Foundation, MomsRising and many more gathered from every region across the state for the annual CCR&R professional development conference. Sponsors of the event included Kaplan Early Learning®, Lakeshore Learning®, Discount School Supply®, Teachstone®, The Greensboro Convention and Visitors’ Bureau and Self Help Credit Union. The NC CCR&R Council could not convene the conference without these corporate champions!

Dr. Kristi Snuggs

Conference highlights included:

  • ThinkBabies® Train the Trainer through the NC Early Education Coalition, Dr. Kristi Snuggs’ opening plenary speech about upcoming opportunities and positive changes at the NC Division of Child Development and Early Education and the terrific keynote and session from Dr. Walter Gilliam on implicit bias in early education!
  • Session attendees also learned about increasing access to subsidized child care for children experiencing homelessness and how to be a better advocate for babies and toddlers.
  • Technical assistance and professional development staff received training on helping child care providers understand and address children’s challenging behaviors and the benefits of coaching and mentoring when working with teachers in the classroom.
  • The impacts of family separation on immigrant families and processes to strengthen resilience among children was a popular subject.
  • Save the Children shared the unique needs of children in emergency situations and offered a continuing education credit on helping children cope with crisis and helping caregivers recover!
  • Paid family leave was a topic as well as using multicultural books in the classroom.
  • Community Self Help taught CCR&Rs how to help providers construct budgets that work in their favor as well as recognizing trends and formulating the true cost of child care.
Woolworth’s Lunch Counter

Tuesday night’s reception at the International Civil Rights Center and Museum welcomed approximately 100 conference attendees for a beautiful cocktail party and tour of the original Woolworth’s Lunch Counter where four NC A&T University students started the sit-in movement in 1960. The lovely event was catered by Guilford Child Development’s Regional CCR&R, sponsor of the event along with the Greensboro Convention and Visitor’s Bureau!

Dr. Gilliam

Dr. Gilliam leads The Edward Zigler Center in Child Development and Social Policy at Yale University where research and policy analyses focus on early childhood development and intervention programs. During the keynote on Wednesday, attendees gained insight on how implicit biases affect nearly everything we do, even as early childhood professionals. The keynote address dug down to the core of so many of our current issues. Click here to see and hear Dr. Gilliam’s similar keynote address at Dayton’s Readiness Conference.

Quotes from the conference:

“You and the NC CCR&R Council team did a phenomenal job!”

“Great event. Good energy all around. You guys have it going on!”

“It was great working with you.”

“I thought I was in a TED Talk and I was going to vote for [Dr. Gilliam] for president!”

Read the newest edition of CCSA Communicates here, where you can see all of our activity, successes and plans. Highlights from this edition:

  • Letter from the President
  • Infant-Toddler Educator AWARD$
  • Save the date for CCSA’s 45th Anniversary Celebration
  • Durham PreK
  • Shape NC
  • Early Childhood Homelessness
  • And much more!