Blog

By Jennifer Gioia, CCSA Communications Manager

Child Care Services Association works to ensure affordable, accessible, high-quality child care for all young children and their families by supporting our future leaders—young children—and those that educate them. And we’re always looking for fresh ideas and new ways to do just that. Each semester, CCSA hires interns from surrounding colleges and universities to help drive our goals, better understand our communities and support future leadership. This spring and summer, we had three incredible future leaders here at CCSA.  

We are pleased to share what our interns said about working with CCSA:

Katie Thayer

Katie Thayer interned spring 2019 as a graduating senior from UNC-Chapel Hill working in our Family Support department. After graduating in May with her bachelor’s in human development and family studies, she was hired full-time as the family engagement counselor for Durham PreK and now works alongside the Durham County Government initiative to ensure high-quality pre-K for all Durham County 4-year-olds.

Interning at CCSA has been an incredible education and work experience for me…Through my internship, I worked on many different projects throughout the organization. I was able to develop relationships with people from each department and other Durham-based organizations, and I learned so much about pre-K, early childhood and nonprofit organizations. Everyone at CCSA has treated me like one of their own since my first day, and they’re always willing to help when I need it.

I spent most of my time helping the Durham PreK Senior Manager, Alex Livas-Dlott, with Durham PreK applications, screening children for pre-K, planning teacher events and surveying teachers on family engagement practices in the classroom. Now, I have added community outreach for family applications and social media to my list of daily activities as the family engagement counselor.

Being an intern at CCSA was a wonderful experience, and I am so glad I have the opportunity to stay.

Colleen Burns

Colleen Burns, a rising junior from UNC-Chapel Hill majoring in anthropology and biology, spent her summer interning in CCSA’s Communications department and spearheading the Anchors Away! for CCSA Awareness campaign on our social media and blog.

Almost every student’s concern when starting an internship is, “How much of this will be gaining experience versus me just being someone’s assistant?” Working at CCSA has truly been nothing but an enriching experience.

This summer, I had the opportunity to create and launch a social media campaign to spread awareness about CCSA and its many different programs. This was a big undertaking as CCSA operates so many programs, projects and initiatives. At first, I wasn’t really sure how to cover this extensive nonprofit adequately, and when I originally came up with the idea for Anchors Away! for CCSA Awareness, even I was skeptical if the amount of workload needed to run this campaign was possible. However, I received a ton of support from the Communications Manager, Jennifer Gioia, and when we presented the campaign to Marsha Basloe, the president, she believed in us.

As soon as the campaign kicked off, it was at full speed. A large process of the campaign was ensuring the other programs were on board and willing to work with us as we gathered information for daily content, including interviews and videos. Overall, we had a huge amount of support for this campaign as the staff and community were excited to not only see their own program featured but also learn things about the other programs CCSA operates.

This has been an insightful and rewarding experience for me, not just for the communication and social media skills I earned, but also for learning about the issues that affect our community. Through the campaign, I was able to read and listen to the many testimonials given about CCSA’s efforts to strengthen quality child care for children, families and teachers. So many people appreciate the various resources CCSA provides. Even if only for the summer, I am grateful to be a part of something that is making a difference in the community.

Sarah Hanson

Our third intern to highlight is Sarah Hanson, a Master of Public Administration student at UNC-Chapel Hill. She has been interning at CCSA since May in two departments, both in the Administration and the Systems, Research and Development departments.

In Systems, Research and Development, my main task is following up on workforce surveys that were sent out in April. Many of the surveys were missing crucial information and needed clarification in order to properly assess and analyze the data.

In Administration, I had the opportunity to observe a Board Orientation. It helped me better understand the non-profit process. I am updating board committee descriptions and the Board of Directors Manual. I’m also creating an e-manual for Administration where the documents are all located in one e-manual making them easily accessible from anywhere.

Throughout the summer, I have learned about the importance of research and accurate data collection in policy and program development and implementation. It is necessary to improve and expand the services the organization provides. I have also learned more about how policy and funding impact non-profits and the services they provide. Oftentimes, the importance of early childhood education is overlooked even though it plays a critical role in child development. CCSA is working to change that.

Interns and volunteers contribute a great deal to CCSA’s work. If you are interested in interning or volunteering at CCSA, contact communications@childcareservices.org.

Written by Marsha Basloe, CCSA President

My children were born in the late ‘70s, and I remember as a young parent having discussions with our realtor about whether there was lead in the paint of the very old house we were buying. Almost all houses built before 1970, at least in the U.S., contain some form of lead paint. The house we were buying was built much before 1970, and it was clear that we would have to sand and paint every room, change the plumbing and all the good things that come with owning an old home. And fortunately, we did all of that over time, very carefully.

I will admit, however, that I do not remember if lead testing was one of the many conversations I had with our pediatrician about the health and safety of our children. Today, however, it is an essential conversation to have!

Lead Poisoning Today

Lead poisoning has been in the news a lot over the last few months due to the concerning levels of lead found in the water supply of child care programs and its potential impact on the health and safety of the surrounding community. Currently, North Carolina does not require testing water for lead in child care programs, unless a child is found to have elevated blood lead levels. The news has been especially alarming for parents and families who work hard to keep their children safe and on a path to reach their fullest potential. Lead in the public water supply threatens that daily charge.

This issue is not only an issue specific to child care programs: An estimated 10 million Americans get drinking water from pipes that are at least partially lead.

Young Children are the Most at Risk

Young children are especially at risk of harm from lead. Babies and young children’s bodies are still developing and are in a critical life stage for brain development. When they are exposed to lead from water or other sources, it enters directly into the bloodstream where it can harm developing organs, muscles and bones. Infants who rely on formula get 100% of their nutritional intake from water. If that water is tainted with lead, they get an enormous dose of it compared with older children and adults.

Research shows there really is no safe level of lead exposure for a child. Even at the lowest levels of exposure, lead can reduce IQ and harm a child’s ability to concentrate and focus in school. These effects are permanent and can affect a child’s education, health outcomes and long-term earning potential.

Lead poisoning is preventable by identifying lead before children are harmed. The most important step that parents, teachers and others can take is to prevent lead exposure before it occurs. The North Carolina Commission for Public Health is proposing a change to a child care sanitation regulation that will significantly reduce exposure to lead for some of the youngest and most vulnerable children in our state. With U.S. Environment Protection Agency grant money to pay for the first round of testing, North Carolina can work to make drinking water safer for infants and young children without adding to child care costs.

Prevention: The Proposed Child Care Sanitation rule

We all know that prevention is the best medicine. The proposed child care sanitation rule is an example of a good preventative approach to lead exposure. The following requirements included in the proposed rule will help ensure that it protects children from potential lead in child care drinking and food prep water:

Testing for lead in drinking and food prep water every three years – Lead levels in water can fluctuate over time. Changes in water source or chemistry can cause leaching of lead from pipes into water, increasing water lead levels.[1] This is what led to the Flint water crisis. Additionally, unforeseen plumbing problems such as a dirty aerator or a partial clog can release lead from pipes into drinking and food prep water. Finally, improper maintenance of filters by child care operators can decrease the effectiveness of mitigation measures taken to prevent lead exposure.

Testing all buildings despite age – Buildings constructed after the 1986 Lead Ban may still pose a significant risk of lead contamination in drinking and food prep water. The ban, effective as of 1988, defined “lead free” as materials containing less than 8% lead, which allowed lead to remain in pipes that convey drinking water to homes and in fixtures and faucets in homes. An amendment to the Safe Drinking Water Act, effective as of 2014, redefined “lead free to require faucets and pipes to contain less than 0.25% lead; as such buildings constructed between 1988 and 2014 can still contain plumbing and fixtures with significant lead content.”[2] Testing all buildings despite age will ensure that no building poses a considerable risk of lead exposure.

Testing all taps – The concentration of lead in one tap is not indicative of the concentration of lead in all taps in a building. Lead concentration across taps can vary because lead can originate from an individual faucet, a dirty aerator or a filter that hasn’t been changed. Therefore, it is critical to test all taps to ensure safe child care center drinking and food prep water.

What You Can Do

The Centers for Disease Control and Prevention (CDC) has information on lead poisoning that you can read and share.

Talk with your health care provider about lead screening. Lead screening measures the level of lead in the blood through a blood test in the finger or vein. It is important. Lead is a toxin that is particularly dangerous for young children because of their small size and rapid growth and development. It can cause behavioral and learning difficulties, anemia, seizures and other medical problems. A lead test is the only way to know if your child has lead poisoning. Most children who have lead poisoning do not look or act sick. Talk to your doctor about this.

Child Care Services Association (CCSA) provides 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 T.E.A.C.H. Early Childhood®, Child Care WAGE$® and Infant-Toddler Educator AWARD$ Programs. Through the T.E.A.C.H. Early Childhood National Center, CCSA licenses its successful programs to states across the country and provides consultation to others addressing child care concerns. Ensuring that every young child can grow and learn in a healthy and safe learning environment is central to our mission.

CCSA supports the adoption of this rule that would protect thousands of babies and children from lead exposure in child care drinking and food prep water. Additionally, requiring cost-effective mitigation where elevated lead water levels are found will have the added benefit of getting rid of other harmful toxicants such as copper and chlorine by-products.

In North Carolina, public health officials have been working for more than 30 years to eliminate childhood lead poisoning, and have come very close to doing so. Childhood blood lead levels have dropped dramatically population-wide. Unfortunately, some pockets of high exposure remain. Ending lead exposure in drinking and food prep water is an important step to move us toward the goal of no lead exposure for our state’s young children. The proposed amendment will help get us there.

The best way to protect kids from lead exposure is to be proactive about getting rid of lead, rather than waiting for a child to be found with elevated levels in their blood. To do so, we must be willing to get rid of toxic lead in children’s environments. This rule will help us do just that. You can show your support of this rule and submit your comment to the North Carolina Commission for Public Health by August 2, 2019.

Below, are more resources on lead poisoning.

Support Child Care Services Association’s work to ensure the first five years for all North Carolina’s children are happy and healthy. Make a donation today.


[1] For detailed scientific information about how changes in water chemistry can affect levels of lead found in water, see: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5353852/.

[2] EPA, Use of Lead Free Pipes, Fittings, Fixtures, Solder and Flux for Drinking Water, https://www.epa.gov/dwstandardsregulations/use-lead-free-pipes-fittings-fixtures-solder-and-flux-drinking-water (accessed 3 March 2019).

By Marsha Basloe, President of CCSA

In May, the Program Evaluation Division[1] (PED) within the North Carolina General Assembly released a new report, “North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts.”[2]

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,[3]

  1. What are the characteristics of school districts that have high percentages of economically disadvantaged students yet demonstrate high academic performance?
  2. What policies or practices are high-achieving disadvantaged districts implementing that may contribute to student performance?
  3. What policies or practices could North Carolina implement in order to improve performance in districts with high percentages of economically disadvantaged students?

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.[4] 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).[5]  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.[6]

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.[7]

The PED report makes two recommendations.

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.[8]  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.[9]

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.[10]  

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.[11]  In the first years of life, more than one million neural connections are formed every second.[12] 

Source: Harvard University Center on the Developing Child

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,[13] 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[14]
  • 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)[15]

Young children with working mothers are in child care every week for about 36 hours according to the Census Bureau.[16]  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.

Child Care Services Association works locally with Think Babies™ NC and the leadership team as well as with national organizations on the importance of the prenatal to three years through. The Pritzker Children’s Initiative is dedicated to building a promising future for our country by focusing investment and support nationally in children at the earliest stages of life, particularly from birth to age three. Zero to Three and Child Trends just released the State of Babies Yearbook. North Carolina’s profile can be found here.

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.


[1] The Program Evaluation Division (PED) is a central, non-partisan unit of the Legislative Services Commission of the North Carolina General Assembly that assists the General Assembly in fulfilling its responsibility to oversee government functions.
[2] North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts, Final Report of the Joint Legislative Program Evaluation Oversight Committee, Report #2019-06, May 20, 2019.
[3] Ibid.
[4] Ibid.
[5] Ibid.
[6] Ibid.
[7] National Institute of Early Education Research, Barriers to Expansion of NC Pre-K: Problems and Potential Solutions, 2018.      
[8] North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts, Final Report of the Joint Legislative Program Evaluation Oversight Committee, Report #2019-06, May 20, 2019.
[9] Ibid.
[10] Foundation for Child Development, Investing in Our Future: The Evidence Base on Preschool Education. Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, Martha J. Zaslow. (2013).
[11] Harvard University, Center on the Developing Child. The Science of Early Childhood Development.
[12] Harvard University, Center on the Developing Child. Brain Architecture.
[13] Ibid.
[14] U.S. Census Bureau, Table B09001, 2017 American Community Survey, 1 year estimates.
[15] U.S. Census Bureau, Table B23008, 2017 American Community Survey, 1 year estimates.
[16] U.S. Census Bureau, Who’s Minding the Kids? Child Care Arrangements: Spring 2011, released April 2013.

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 Marsha Basloe, President of CCSA

As the President of Child Care Services Association, a mother and a grandmother, I have been following the advancement of HB 485, the Virtual Early Learning Pilot program, under consideration by the North Carolina State Legislature. The 3-year pilot would allow up to 10 school districts to offer online pre-k to at-risk, 4 year-old children, at a cost of $500,000 per year for the next three years.

I know that every year, state legislators are forced to make difficult decisions in allocating state funding. I can imagine that there is great pressure with these decisions and that legislators look for ways to save money, while still achieving intended outcomes. With regard to state pre-k funding and the goal to have all children throughout North Carolina enter school with the skills to succeed, it is important for legislators to understand how young children learn and what school readiness really means.

Decades of research show that the greatest gains made by children in pre-k occur where teacher interactions with children promote critical thinking skills as well as concept knowledge through warm and responsive relationships.[1]  This isn’t by chance. It’s by design. It’s in-person. It’s individualized to meet each child where he or she is at to build on strengths and build up areas that are not as strong.

Numerous evaluations have shown the importance of instructional, social, and emotional serve-and-return interactions that occur daily between teachers and children, as well as among classmates”[2] that result in developmental gains across early childhood domains (e.g., social and emotional, language and literacy, critical thinking and physical development). These interactions “motivate and deepen learning, enable children to organize and focus their attention and other capacities needed to learn, and promote peer cooperation and support,”[3] which comprise the foundation for school readiness. It’s about soft-skill development as well as concept development related to letters and numbers.

In my career, I’ve had the opportunity to visit pre-k classrooms and talk to pre-k teachers. Too many of our at-risk 4 year-olds haven’t been read to; they don’t know that books contain words and pictures that tell a story, that letters have sounds and that stories have a sequence – a beginning, a middle and an end. Some have never held a pencil or colored with crayons or written their name. Some haven’t held a pair of scissors or developed the dexterity to use a pencil or have ever put together a puzzle. You would think by age 4, children would know colors and basic shapes, but some do not.

The same children might know how to watch a video on a parent’s phone, but they can’t wait their turn or share, they can’t transition between activities and they don’t know how to use their words to express their thoughts or feelings in a group setting – to lead, follow or just get along with peers. They may or may not have consistent rules at home so they don’t know how to manage themselves appropriately and follow rules in a classroom. These are soft-skills that are learned in a hands-on experience that can’t be learned through a computer lesson.

Pre-k programs also screen children for vision, hearing, speech and physical development and help identify children who could benefit from early intervention services in areas where there may be a delay. None of this can occur through an online preschool experience – at least not in an effective manner.

The NC Pre-K program works. Studies have found that NC Pre-K raises children’s literacy, math and social-emotional skills not just for kindergarten entry[4] but also throughout elementary school and the most recent research shows gains through middle school.[5]

When kindergarten teachers are asked what school readiness means and what skills are most important for school readiness, their top responses include: children who can regulate their impulses, pay attention, listen to and follow directions, be willing to try different tasks (e.g., have self-confidence), engage in self-care, get along with peers and have motor skills such as the ability to hold a pencil.[6]

Despite the strong evaluations of NC Pre-K, current funding supports fewer than half of eligible children. To me, the answer should be to adequately fund NC Pre-K so that 4 year-old children can attend, not divert resources to an online preschool that misses the mark on what matters most for early childhood development – effective interactions with children. Not screen time.

There is still time to course correct on state budget issues. We don’t need a 3-year pilot that diverts $1.5 million from additional pre-k seats for children. Let’s put every dollar possible into expanding what works. And, for 4-year old children, that’s a setting that promotes interactions with teachers and peers.


[1] Investing in Our Future: The Evidence Base on Preschool Education, Society for Research in Child Development and Foundation for Child Development, 2013. https://www.fcd-us.org/assets/2013/10/Evidence20Base20on20Preschool20Education20FINAL.pdf

[2] The Current State of Scientific Knowledge on Pre-Kindergarten Effects, Deborah A. Phillips of Georgetown University, Mark W. Lipsey of  Vanderbilt University, Kenneth A. Dodge of Duke University, Ron Haskins of the Brookings Institution, Daphna Bassok  of the University of Virginia, Margaret R. Burchinal of the University of North Carolina at Chapel Hill, Greg J. Duncan of the University of California-Irvine, Mark Dynarski of the Brookings Institution, Katherine A. Magnuson  of the University of Wisconsin-Madison, and Christina Weiland of the University of Michigan. (2017).  https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf

[3] Ibid.

[4] North Carolina Pre-Kindergarten Program Evaluation Key Findings (2002–2016), Frank Porter Graham Institute, University of North Carolina, 2017. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/Summary%20of%20NC%20Pre-K%20Evaluation%20Findings%205-2017.pdf

[5] Evaluation of North Carolina’s Smart Start and NC Pre-K Programs: Follow-Up Through Eighth Grade, Duke University, December 2018. https://duke.app.box.com/s/pw3zv27a2jkmfas2j183yg4ekamxzl8y

[6] What Kindergarten Readiness Means to Kindergarten Teachers, New America. 2009. https://www.newamerica.org/education-policy/early-elementary-education-policy/early-ed-watch/what-kindergarten-readiness-means-to-kindergarten-teachers/

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/

Week of the Young Child is an annual week-long celebration with themed days hosted by NAEYC to spotlight early learning, young children, their teachers, families and communities. The themes are “Music Monday,” “Tasty Tuesday,” “Work Together Wednesday,” “Artsy Thursday” and “Family Friday.”

2019 art show at Chapel Hill Cooperative Preschool

For “Artsy Thursday,” Mati Vassallo, Family Support Bilingual Referral Counselor, visited Chapel Hill Cooperative Preschool where Kathryn, a 2-3 year old teacher, and Silva, a 3-5 year old teacher, shared how they celebrate through an annual children’s art show. They invited families, friends and the community to celebrate and explore the children’s creative expression.

“This art show is a celebration and a great example of the work we do here at the preschool. It aligns with our philosophy of celebrating each individual child, exploring their strengths and abilities and bringing out their best work,” said Kathryn.

2019 art show at Chapel Hill Cooperative Preschool

“It’s not only a time…to celebrate the richness of the children’s work and their creations, but it’s also really a time to celebrate art and to celebrate community. It goes so much beyond just the artistic creations in the way that it draws us and everyone together…That is something we really enjoy and love to do,” said Silva.

For “Family Friday”, Katie Thayer, UNC intern and Family Engagement Counselor, visited Director Ada Terry and Lead Teacher Crystal Boycher in the Durham PreK classroom at Childcare Network #57 to discuss their family engagement strategies. In addition to having a School Improvement Team and Parent Advisory Board, they send out daily newsletters, invite parents to volunteer, provide resources to families and host celebrations for their families and children.

Katie Thayer, UNC intern and Family Engagement Counselor, visited Director Ada Terry and Lead Teacher Crystal Boycher in the Durham PreK classroom at Childcare Network #57

Crystal’s favorite family engagement activity at Childcare Network #57 is asking the parents to help with school improvement plans, such as redoing the playground and painting the fence. “We also invite parents out to visit the classroom. For Week of the Young Child, we are doing an ice cream social on Friday,” said Crystal.

Save the date for next year’s Week of the Young Child April 13-17.

Written by Kayli Watson, Spring 2019 Communications Intern from UNC Chapel Hill

(From left to right) Chenille Coston, teacher at Little Engine Academy, and Kathy Smith, owner of Little Engine Academy, hold up their outdoor learning environment blueprints from Shape NC.

Health experts have always stressed eating healthy and being active. Instilling these values at an early age can be the first steps for a longer, healthier life for children. Children enrolled in child care may consume between 50 percent and 100 percent of their Recommended Dietary Allowances (RDA) while in care. Child care programs have a chance to provide the foundation for a healthy life, in terms of food consumption and levels of activity. Child Care Services Association (CCSA) has worked to create programs to help early care centers in multiple ways, including healthy eating and active play.

Shape NC

CCSA implemented Shape NC to increase the number of children starting kindergarten at a healthy weight. The project promotes healthy eating and active play for children from birth-5 years old by working with child care programs to instill healthy behaviors and create a solid foundation for a healthy life. Shape NC integrates multiple research-based models to provide an in-depth approach to childhood obesity prevention. It combines evidence-based programs to create a comprehensive approach in partnership with the following statewide programs: Be Active Kids®, Preventing Obesity by Design and the Nutrition and Physical Activity Self Assessment for Child Care (Go NAP SACC).

Little Engine Academy in Durham, N.C.

Like other centers, Little Engine Academy benefits from several of CCSA’s programs, including Shape NC. Kathy Smith, the center’s owner, shared how she became involved in early childhood education and created Little Engine Academy. “It was something I always wanted to do,” Smith said, “The previous owners contacted me to say that they were closing and to see if I was interested, and I jumped on the bandwagon thinking it would probably take a month to open. It actually took about three months.” While Kathy has been managing Little Engine Academy since November 2008, the center  has only been involved in Shape NC for a year.

Little Engine Academy is also working to add more healthy meals to their menus through various programs. “We like to talk to the kids about what they eat, explain where the food came from and why they should be eating it,” Smith said.

Outdoor Learning Environment

For Smith and the children at Little Engine Academy, one of the most exciting aspects of Shape NC is re-building their outdoor learning environment. “We’re part of the natural learning initiative,” Smith explained, “We’re super excited! That’s one of the things about being part of Shape NC [that is exciting as it] is helping us get to have what is called an outdoor learning environment versus a playground.”

The outdoor area is a space for children to strengthen their cognitive, social and emotional development through playing games with other kids in an environment in which they can explore and learn. Additionally, outdoor play helps kids’ physical fitness as well as sensory skills. Little Engine Academy is excited to create an area for their kids to not only learn and explore but garden and learn exactly how food is grown. Now in its second year, Shape NC will help create these spaces for child care centers through funding and fundraising opportunities in its third year.

CCSA’s Other Resources for Little Engine Academy

Shape NC is not the only resource Little Engine Academy has used from CCSA. Chenille Coston, a teacher at Little Engine Academy, is also participating in a T.E.A.C.H. NC Early Childhood Scholarship as she works to obtain her master’s degree. There also employees who have received wage supplements from the Child Care WAGE$®️ Program. Both Coston and Smith talk about the value of professional development opportunities  they have attended. “For me, it’s been really awesome. It’s always good to learn more and they provide a lot of new information for us,” Smith said, “We’ve actually incorporated a lot of things they’ve given us.”

“The trainings [have] provided new strategies that we’ve been able to use in the classroom,” Coston said as she explained a recent strategy they have incorporated to teach the kids movement. The center also participates in CCSA child care scholarships that make attending Little Engine Academy more affordable for parents.

The Future at Little Engine Academy with Shape NC

Parents will continue to be more involved with Little Engine Academy as the school gets closer to its third year of participating in Shape NC. Little Engine Academy is looking for volunteers to help remove playground equipment to make room for the new outdoor learning environment, which they will start fundraising for this summer.

If you’re interested in volunteering with Little Engine Academy to remove their playground equipment contact Jennifer Gioia at 919-967-3272.

CCSA is hosting Shape NC activities this Earth Day Festival Sunday, April 28 from 12 – 5 p.m. at the Durham City Earth Day Festival. Stop by Durham Central Park, 501 Foster St. to enjoy all day performances and tons of fun activities. Learn more here.

Learn more about Shape NC here or call us at 919-967-3272 for more information about the program.

To support the Shape NC project, click here and DONATE NOW! Your gift to fund Shape NC workshops and events in Durham, N.C. will be matched 100% through a Social Innovation Fund Grant.

Written by Marsha Basloe, President of CCSA

Dr. Walter Gilliam presenting Implicit Biases in Early Childhood Settings at the Child Care Resource & Referral (CCR&R) Institute 2019 Conference on March 11, 2019.

“Better Together” was the theme of this year’s Child Care Resource & Referral (CCR&R) Institute held in Greensboro, N.C. in March, and Mary Erwin recently shared details of the Institute. A highlight of this year’s conference was the keynote delivered by Dr. Walter Gilliam from the Edward Zigler Center in Child Development and Social Policy at Yale. This blog is to keep the keynote information on our minds and in our work.

Delivered in a “TED talk” manner, Dr. Gilliam shared his research on implicit bias with the audience and the implications research has on both policy and practice impacting the early childhood workforce and children in early learning settings.

What is Implicit Bias?

Webster’s dictionary defines it as “bias that results from the tendency to process information based on unconscious associations and feelings, even when these are contrary to one’s conscious or declared beliefs”.

What is the Relationship Between Implicit Bias and Early Childhood Settings?

Dr. Gilliam shared data from the U.S. Department of Education, Office of Civil Rights that found black boys in particular were disproportionately suspended or expelled from preschool. To learn more about whether this may be related to the behavior of the child or the perceptions of the teaching workforce, Dr. Gilliam and his team at Yale conducted a study.  Specifically, Dr. Gilliam wanted to see whether implicit biases may play a role in identifying children with challenging behaviors.

Video Observation Study

Dr. Gilliam’s team recruited participants at a nationwide conference of early childhood educators. Early childhood teachers were asked to watch several video clips of preschool children engaged in typical table top activities. The children were racially balanced (one white boy and girl and one black boy and girl). Early childhood teachers were told the study was related to better understanding to how teachers detect challenging behaviors in the classroom. They were told sometimes this involves seeing behavior before it becomes a problem and were asked to press the enter key on a computer keyboard every time they saw a behavior that could become a potential challenge. They were told the video clips may or may not contain challenging behaviors and to press the keypad as often as needed. In addition to the keypad entries, an eye tracking device was used to log the time teachers spent watching the behavior of individual children. (For frame of reference with regard to the children, they were child actors and no challenging behaviors were present).

Heat map related to study participants’ child behavior observations. (Photo Credit: Yale Child Study Center)

Results

Dr. Gilliam and his team found teachers spent more time looking at boys and at black children than girls and white children. In particular, teachers spent more time watching the black boy in the videos. When teachers were asked explicitly which of the children required most of their attention, 42% indicated the black boy, 34% indicated the white boy, 13% indicated the white girl, and 10% indicated the black girl. The race of the teacher did not impact the findings.

Background Information Study

A second part of the study was related to finding out if teachers were provided information about the child’s background, whether that impacted their perception of the severity of the behavior and their ability to impact the child’s behavior. For this part of the study, early childhood teachers were given a brief description of a preschool student with his or her behavioral challenges. The description of child behaviors remained the same, but the name of the child associated with the description changed to reflect stereotypical black and white girl and boy names (Latoya, Emily, DeShawn and Jake).

To test if teachers changed their perceptions of the child’s behavior when given a brief family background summary, some teachers were also given more context related to the child’s home environment (e.g., the child lives with a single mother working multiple jobs and who struggles with depression but doesn’t have resources to receive help; the father is barely around, but when he is around, the parents fight loudly in front of the children, and sometimes violent disputes occur). The study randomized whether the early childhood teachers received background information or not.

Results

Dr. Gilliam and his team found that teachers appeared to expect challenging behaviors more from black children and specifically black boys. Without family background, white teachers seemed to hold black children to lower behavioral expectations. In contrast, black teachers held black children to very high standards.

The provision of family background information caused different perceptions based on teacher-child race. For example, when black teachers were provided with family background information on black children, teachers rated child behavior as less severe. When white teachers were provided with family background information on black children, behavior severity ratings increased – potentially indicating knowing family stressors may lead to feelings of hopelessness that behavior problems can improve.

The Role of Implicit Bias in Early Childhood Settings

Dr. Gilliam explained that understanding the role implicit bias may play in child care and early learning settings is the first step toward addressing racial disparities in discipline approaches. He explained that interventions are underway throughout the country designed to address biases directly or increase teachers’ empathy for children (which paves the way for more effective strategies related to children’s learning styles and behaviors).

Progress in North Carolina

North Carolina is beginning to review and implement strategies to address implicit bias, give early childhood teachers strategies to promote more effective ways to address challenging behavior and to support high-quality child care programs through better teacher-child interactions.

For example, the Infant Toddler Quality Enhancement Project (ITQEP) provides technical assistance through the statewide CCR&R system to better support infant and toddler staff and to improve teacher and child interactions. Staff participating in the Healthy Social Behaviors project use the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Pyramid Model to provide tiered support based on individual classroom needs.

We are exploring infant and toddler mental health consultant evidence-based approaches as well as the use of tools to improve teacher-child interactions through the Classroom Assessment Scoring System (CLASS), which measures teacher interactions and is paired with specific improvement strategies identified through observational assessments. Overall, practice-based coaching models can impact teacher strategies to better meet the needs of children.

For more information on Dr. Gilliam’s research, check out this research brief and the work of the Yale Edward Zigler Center and Child Development and Social Policy.  

Written by Jennifer Gioia, CCSA Communications Manager

Former Gov. James Hunt (right) presents the James and Carolyn Hunt Early Childhood Leadership Award to winner Robin Britt (left), Executive Director of Guilford Child Development, at Child Care Services Association’s 45th Anniversary Celebration. (Photographer: Phil Thalheimer)

Last Friday, April 5, 2019, Child Care Services Association (CCSA) celebrated 45 years of service at the Sheraton Imperial Hotel in RTP with a dinner, a silent auction and an award ceremony. While the rain poured, more than 200 people celebrated with CCSA. Many special guests joined, including:

  • The Honorable Governor James Hunt and Carolyn Hunt;
  • Susan Perry-Manning, principal deputy secretary of NCDHHS;
  • Durham County Commissioners: Wendy Jacobs, Heidi Carter, James Hill and Brenda Howerton;
  • Representatives Verla Insko from Orange County and MaryAnn Black from Durham County;
  • Dr. Jeanette Betancourt, senior vice president for U.S. Social Impact at Sesame Workshop, the nonprofit organization behind Sesame Street;
  • Janet Singerman, president, Child Care Resources Inc.;
  • Michele Rivest, policy director, North Carolina Early Education Coalition;
  • Cindy Watkins, president, North Carolina Partnership for Children;
  • Representatives from Orange County Partnership for Children;
  • Beth Messersmith from North Carolina MomsRising;
  • Becki Planchard from NCDHHS;
  • Gerry Cobb, Director of the Pritzker Children’s Initiative;
  • Robin Britt, executive director of Guilford Child Development (GCD) and this year’s winner of the James and Carolyn Hunt Early Childhood Leadership award;
  • And the Honorary Committee members who helped us launch this event.
Julie Wilson, ABC11 WTVD (Photographer: Phil Thalheimer)

We were thrilled to have Julie Wilson, ABC11 WTVD Eyewitness News’ Breaking News Anchor, host the celebration.

During the reception, many people mingled and placed bids on a variety of exciting items in our silent auction from local politicians to early childhood education teachers and directors to early childhood education industry leaders and experts.

Peggy Ball, chair of CCSA’s Board of Directors, spoke briefly before Reverend Dr. Michael Page, who also sits on CCSA’s board, delivered an inspiring invocation before dinner.

After dinner, Susan Perry-Manning, principal deputy secretary of NCDHHS, spoke on behalf of North Carolina Governor Roy Cooper. Perry-Manning congratulated Britt as the winner of the James and Carolyn Hunt Early Childhood Leadership Award and thanked many in the room for inspiring her, including former Gov. Hunt for his leadership, dedication and commitment to improving the quality of child care and education in North Carolina and across the country.

Terry David, president of the North Carolina Head Start Association and Chapel Hill Training Outreach Project (CHTOP), Silver sponsor of the night, presented Britt with a certificate on behalf of the North Carolina Head Start Association for his years of dedicated service to improving the lives of so many children.

Sue Russell, CCSA’s first president and current executive director of the T.E.A.C.H. Early Childhood® National Center, spoke about Gov. Hunt’s decades of leadership and service, including his four historic terms as governor of North Carolina, his efforts to improve North Carolina public schools’ test scores, the establishment of the Smart Start program during his tenure, and many awards recognizing his focus on early childhood education.

Former Gov. James Hunt speaking at CCSA’s 45th Anniversary Celebration. (Photographer: Phil Thalheimer)

Gov. Hunt emphasized how important the work of early childhood educators is for young children and their families and educators. Throughout his years, he’s seen with compassion and conviction, we can bring change to improve the lives of many and continue to expand our services so every child has access to high quality, affordable child care—that it is a child’s right to a high quality education. “Helping the little children is the best thing we can do for them and for our future,” Gov. Hunt said.

Gov. Hunt presented the James and Carolyn Hunt Early Childhood Leadership Award to Britt. CCSA established the award in 1995 to honor North Carolinians who make a difference in the lives of young children in the state. It was named in honor of Gov. and Mrs. Hunt for their years of dedication and service. He also recognized five of the 13 previous award recipients in attendance: Peggy Ball, Dick Clifford, Carolyn Cobb, Michele Rivest and Karen Ponder.

(From left to right) Carolyn Hunt, Robin Britt and Gov. James Hunt. (Photographer: Phil Thalheimer)

Gov. Hunt spoke about how he met Britt during his second term as governor while Britt served in the House of Representatives. He lauded Britt for his leadership, integrity, and care for North Carolina’s children.

Finally, CCSA President Marsha Basloe, spoke.

“I have only been at the helm of CCSA for a little more than a year,” she said, “and although in Durham for many years and an SS partner with CCSA, I now truly have learned of its programs, its passion and its people. All three go hand in hand…CCSA conceives, studies, experiments, implements and tests until we arrive at models worthy of system change. Now we know…there is no excuse for not providing high quality experiences for children.”

Basloe closed the evening by looking toward the future.

“We need to focus on improving the experiences being provided to our infants and toddlers,” she said. “We need to strive for our teachers to be adequately compensated for the work that they do—teachers need to receive a fair rate for the quality they provide regardless where they teach—and we need to make sure the support systems we have built for so many years remains in place to support all of these endeavors.”

CCSA wouldn’t be what it is today without the leadership and dedication of our staff, our first president, Sue Russell, our second president, Anna Carter, and our dedicated leadership team of vice presidents and Board of Directors.

We would not have been able to celebrate 45 years without our generous sponsors. Our sincere thanks to:

  • Chapel Hill Training Outreach Project,
  • Lakeshore,
  • Merchants Foodservice,
  • Triangle Community Foundation,
  • Blackman & Sloop,
  • The Cemala Foundation,
  • Budget Courier,
  • Illuminated Direction,
  • Kaplan Early Learning Company,
  • Alice Thorp,
  • White Rock Child Development,
  • Liz Winer and
  • an anonymous donor.

Thank you as well to our wonderful table sponsors for their support:

  • Richard Burton,
  • Daniel Hudgins,
  • Capital Bank,
  • Gerry Cobb,
  • Community School for People Under Six,
  • Durham County Government,
  • East Durham Children’s Initiative,
  • Frank Porter Graham Child Development Institute,
  • Guilford Child Development,
  • North Carolina Early Education Coalition,
  • Orange County Partnership for Young Children and
  • Wake County Smart Start.

Thank you also to everyone who donated a silent auction item, to everyone who came out on a rainy Friday night to celebrate 45 years of service at CCSA and to everyone who helped, in some way, to improve the lives of North Carolina’s youngest children, their families and early childhood educators.

Here’s to another 45 years of Child Care Services Association!

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