1.Quality Childcare Team Marlene Allen Melissa Hendler Tenesha Rawls

2. B Y : M A R L E N E A L L E N , M E L I S S A H E N D L E R , T E N E S H A R A W L S N A T I O N A L L O U I S U N I V E R S I T Y E S R 5 0 5 - G R A D U A T E R E S E A R C H : Q U A L I T A T I V E I N S T R U C T O R : D R . E R I K A B U R T O N M A R C H 1 6 , 2 0 1 4 Quality Childcare: Does the quality of childcare in a childcare center have significant effects on school readiness and childrens developmental outcomes? 3. Introduction With the importance placed on closing the wide academic achievement gap within the United States, more of an emphasis has been placed on school readiness and early childhood education. 4. Introduction Research shows that a childs school readiness focuses on their pre- academic skills such as their ability to recognize letters and words, hold and show interest in a book, and count with their fingers. (Auerbach 2004). However, it is also important to focus on a childs social and emotional development as well. 5. Purpose As passionate educators seeking to improve the quality of life for children in the Chicagoland area, we are looking to gather insight from the perspective of parents regarding quality childcare and the effects of childcare on a childs readiness for school as well as the outcomes for their development. In gaining this perspective, we hope to influence others to become advocates and change agents so that affordable, quality childcare is accessible for all children, regardless of their socioeconomic status. 6. Literature Review The quality of childcare has been has been determined as a contributing factor for childrens readiness for school and the outcomes for their development. A variety of laws, varying state by state, have come into effect because of the importance placed on having effective quality childcare centers and services. A variety of childcare settings are offered to familiesthereby making this very important decision very difficult. When choosing a childcare center, parents must consider accessibility, affordability, and the quality of childcare programs. 7. Research: Childcare Differences Major Three Types of Childcare Parental carewhich a parent stays home to provide care for their child(ren) or parents organize a schedule so that one can be home at all times to maintain the responsibilities of childcare Home-based childcare services- these providers are licensed to provide childcare services through their own states department of children and family services and local licensing agencies Childcare centers- these facilities are also licensed, however school-based and religiously affiliated centers are exempted from licensure. These childcare facilities provide full-time and part-time care to children and families based on the facility and the needs of the population (Report on Child Care in Cook County FY2012, 2013) 8. Research: Childcare Facilities Children who attend center care or preschool programs entered school programs more ready to learn The share of children enrolled in these programs and the quality of care they receive differ[ed] by race and ethnicity. The study pointed out that the quality of programs that minority children received were of less quality (Magunson & Waldfogel, 2005, pg. 169). 9. Research: Recent Studies 2013 Childcare in Cook County Report Infant care in Illinois is scarce Parents have a hard time finding appropriate, affordable infant care Minority and low-income families are receiving lower quality child care programs substantial increases in Hispanic and black children's enrollment in preschool, alone or in combination with increases in preschool quality, have the potential to decrease school readiness gaps. (Magunson & Waldfogel, 2005). 10. Research Questions What makes up the early childhood programs in schools? What other quality childcare studies have been done? How facilities are designed to promote and assist with academic and readiness? What are the different early childhood structural programs? How is funding determined and distributed to various childcare facilities? How do state laws support quality childcare? How does a teachers salary affect the quality provided within a childcare facility? 11. Methodology Qualitative Data Interviews Purpose: Gain a better understanding of the perspectives of teachers/ administrators of the contributing factors affecting childcare/ childcare facilities Quantitative Data Surveys Purpose: Gain a better understanding of the perspective of childcare facilities by parents 12. Participants Parents of students in childcare facilities (15) 5 parents from each childcare facility Pre-kindergarten and kindergarten teachers (2) Administrators (2) 13. Data Collection Surveys (parents) Likert scaled questions Gather information on perception of childcare being provided to children in particular facilities Interviews (teachers & administrators) Background information given on study 10 research questions Approximately 30 minutes 14. Survey Questions (Based on Likert Scale) YOU FEEL YOUR CHILD IS RECEIVING A QUALITY EDUCATION YOU ARE INVOLVED IN YOUR CHILDS ACADEMIC DEVELOPMENT YOU FREQUENTLY VOLUNTEER AT YOUR CHILDS SCHOOL YOUR CHILDS TEACHER MAINTAINS AN OPEN LINE OF COMMUNICATION ALL YOUR CHILDS EDUCATIONAL NEEDS ARE BEING ADDRESSED AT HIS/HER SCHOOL 15. Survey Questions (Based on Likert Scale) contd YOU WOULD RATHER YOUR CHILD ATTEND PRE K OR KINDERGATEN SOME WHERE ELSE YOU ARE SATISFIED WITH THE AMOUNT OF RESOURCES PROVIDED AT YOUR CHILDS SCHOOL THE COMMUNITY IS ACTIVELY INVOLVED WITH THE DEVELOPMENT OF YOU CHILD YOUR CHILDS TEACHER IS KNOWLEDGEABLE YOUR CHILD RECIEVES A HEALTHY MEAL AT HIS/HER SCHOOL DAILY 16. Interview Questions What makes up the early childhood programs in schools? (What is the maximum class size? How is staff utilized within this program?) What other quality childcare studies have been done? (What effective research based curriculum is in place?) How are facilities designed to promote and assist with academic readiness? (Are there any early intervention programs readily available?/ What healthy and nutritious meal plans are in place for students? 17. Interview Questions (contd) What are the different early childhood structural programs? (What routines are in place to establish and foster a safe, nurturing, respected environment for both the teacher and students?) How is funding determined and distributed to various childcare facilities? (Who funds your program?/ How is funding determined?/ Are there other agencies that contribute to the funding of this facility? 18. Interview Questions (contd) How do state laws support quality childcare? What professional developments are offered to staff member to keep them abreast of the most current and effective strategies? Are staff members required annually to acquire a certain amount of hours outside of the classroom that will assist in the developmental success of a child? Does the state (Illinois) require all children to be enrolled in Pre-K or Kindergarten? If the state required these programs, do you think the school district would be one step closer to closing the achievement gap? Explain. 19. Interview Questions (contd) How does teachers salary affect the quality provided within a childcare facility? How many level five or six teachers do you have in the early childhood program? What are the qualifications of your teacher/ staff? Studies show that in 1990, half of all teachers in childcare facilities nationally earned less than $10,000 annually. Do you believe this has had an effect on the quality of childcare that has been provided? How? Has there been any drastic improvement in those figures? How is a teachers salary determined? 20. Analysis What makes up the early childhood programs in schools? Public Childcare: maximum of 22 students per class, giving a teacher student ratio of 1:11 3 out of 5 parents with children in the public setting believed that the community is an active participant in their childrens development Privately Operated Childcare Facility: varied range in maximum class size; based on size 1 of 5 parents in the private setting felt there was minimum community involvement and demonstrated little to no volunteerism within the childcare facility themselves. 21. Analysis What other quality childcare studies have been done? 75% of our teachers and administrators utilize the research based Creative Curriculum. 22. Analysis: Public Facility (1) How facilities are designed to promote and assist with academic and readiness? 23. Analysis: Public Facility (2) How facilities are designed to promote and assist with academic and readiness? 24. Analysis: Private Facility (3) How facilities are designed to promote and assist with academic and readiness? 25. Analysis What are the different early childhood structural programs? Each facility has in place routines to establish and foster a safe, nurturing, and respected environment for both the teacher and student. 26. Analysis How is funding determined and distributed to various childcare facilities? Public Childcare: receives funding directly from the district Determined by: Strict parameters set to determine the funding that is distributed to various schools Privately Operated Childcare Facility: funding from private entities and Actions for Children Determined By: Enrollment and areas of need. Grants are also awarded to private facilities but not on any consistent basis. 27. Analysis How do state laws support quality childcare? Illinois does not have a law that requires students to attend Pre- Kindergarten nor Kindergarten. 28. Analysis How do state laws support quality childcare? 50% of participants interviewed stated that there are required professional developments that are offered and required for teachers and staff to assist in keeping them abreast of the most current and effective strategies. 29. Analysis How does a teachers salary affect the quality provided within a childcare facility? Correlation between teachers salary & parent satisfaction (refer to parent survey questions in previous slide) 30. Conclusions Childcare is an important aspect in a childs developmentcritically having an effect on how the child is prepared for school. 31. Conclusions In order to further advocate, further research must be done on the positive/ negative effects of childcare on a childs readiness for school and the outcomes of their development so that policymakers can make quality childcare a priority for all families in Illinois. 32. References Auerbach, N. (2004). Kindergarten Readiness. John Hopkins School of Education. Retrieved February 1, 2014 from http://education.jhu.edu/PD/newhorizons/lifelonglearning/early-childhood/kindergarten-readiness/ Bern, R.M (2013). Child , Family, School, Community Socialization And Support Belmont, CA. Wadsworth Blau, D. M., & Mocan, H. N. (2002). The supply of quality in child care centers. The Review of Economics and Statistics, 8(3), 483-496 Child Care Resource Service (CCRS) University of Illinois at Urbana-Champaign (2009). Retrieved February 3, 2014 from http://ccrs.illinois.edu/providers/licensing.html Clarke-Stewart, A. & Miner, J.L. (2008). Encyclopedia of Infant and Early Childhood Development. Washington, DC: Elsevier. Illinois Department of Human Services. Report on Child Care in Cook County FY2012. Retrieved February 3, 2014 from http://www.actforchildren.org/site/DocServer/Child_Care_in_Cook_County_Report_2013_5.20.13.pdf?doc ID=4861 Magnuson, K. A., & Waldfogel, J. (2005) Early Childhood Care and Education: Effects on Ethnic and Racial Gaps in School Readiness." The Future of Children 15(1), 169-196. Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1994). Measurement of quality in child care centers. Early Childhood Research Quarterly, 9(2), 131-151.