Blog

By Marsha Basloe, CCSA President

This is a heartbreaking fact – the number of young children experiencing homelessness in the United States has grown in the last decade. In fact, this number increased to more than 1.4M in 2017-2018 [i]. That is one out of every 16 young children. What does that look like? Picture a preschool classroom and imagine that one of the young children sitting on the floor listening to the teacher read a favorite book is living in a shelter, on someone else’s couch, in their family’s car, in a cramped motel room or perhaps sleeping somewhere different every night! The ramifications of this level of destabilization on children and families are tremendous. Negative consequences abound. Being homeless as a child can cause negative effects that last for the rest of someone’s life. And, there are concerns today, that the COVID-19 health pandemic will increase family homelessness even more.

Ensuring the early learning and development of our country’s youngest children is essential to Child Care Services Association’s (CCSA) work. Supporting the well-being of these young children and their families is an urgent task and one that is critical to improving the long-term educational outcomes of children nationwide. It is why CCSA is pleased to release the validated and revised Early Childhood Self-Assessment Tool for Shelters, in partnership with the Administration for Children and Families (ACF), U.S. Department of Health and Human Services. This tool is designed to guide shelter staff in creating safe, developmentally appropriate environments for infants, toddlers, preschoolers and their families who are experiencing homelessness.

Often young children experiencing homelessness do not receive the social-emotional, educational, medical, mental health and/or special services they need to thrive. Infants and toddlers are particularly impacted by homelessness, with increased risk for early harm to their health and development, as well as having parents with poor physical and mental health, and additional hardships for families. [ii] In fact, infancy is the age at which a person is most likely to live in a U.S. Department of Housing and Urban Development (HUD) shelter. [iii]

Shelter staff can help ameliorate these issues for young children, if the shelter has a safe, developmentally appropriate environment for young children and easily connects to community partners who support early childhood development. The Early Childhood Self-Assessment Tool for Shelters can provide shelters the resources and information necessary to support the fragile young children in their care. With the tool’s abundant resources and guidance on best practices, shelters can assess how their programs can best meet the needs of vulnerable young children and their families. The tool also encourages shelters to develop relationships with local resources like early intervention and home visiting programs, child care and WIC, for help implementing new practices and to promote cross-program referrals. Finally, the tool guides shelters through developing action plans to promote positive experiences for children and families.

Knowing that safe and reliable child care is a key component of parents’ abilities to re-establish their lives and obtain steady employment, the self-assessment tool encourages shelters to build collaborations with early childhood programs in their communities. Many early childhood programs have expedited enrollment for families experiencing homelessness, and Head Start/Early Head Start programs are required to prioritize enrollment for these families. Enrolling in early learning programs gives children a chance to participate in age-appropriate activities that foster growth and development and learn at their own pace. Children who receive high quality early childhood education are more likely to be employed full-time and have more financial and personal assets as middle-age adults. [iv]

“The validated Early Childhood Self-Assessment Tool for Shelters has never been more important, as the COVID-19 pandemic is forcing more children to ‘shelter-in-place’ in environments that were not designed for young children, and at agencies that may not have expertise in early childhood development. Collectively, we must protect young children from the harm of homelessness, and take every step to make sure it does not limit their futures. This vital tool can help homeless shelters improve their physical environments, their practices and their partnerships to support young children at a time of great vulnerability, ultimately reducing the risk of experiencing homelessness as adults,” said Barbara Duffield, Executive Director of SchoolHouse Connection, a CCSA partner and lead organization in the Education Leads Home campaign.

The origins of the Early Childhood Self-Assessment Tool for Shelters

During my tenure as senior adviser for the Office of Early Childhood Development at the Administration for Children and Families, I had the opportunity to focus on early childhood homelessness. I quickly learned that homelessness among young children was on the rise and created numerous barriers for children’s development and multiple challenges for parents’ efforts at stabilizing their families.

Seeking ways to support both families and shelters that accept children and families, in 2014, we worked with a Congressional Emerson Hunger Fellow and developed the first edition of the Early Childhood Self-Assessment Tool for Family Shelters: A Guide to Support the Safe and Healthy Development of Young Children in Shelter Settings. The tool was shared by national organizations including NAEH, NAEHCY, CLPHA and SchoolHouse Connection and multiple federal departments as part of the USICH Early Childhood Workgroup. It was used in multiple locations across the country. People’s Emergency Center (PEC) in Philadelphia was using the tool in its BELL Project, and Sara Shaw was working with the project. BELL (Building Early Learning Links) connects early care and education programs to family emergency shelter and transitional housing providers to better respond to the needs of young children experiencing homelessness. Sara Shaw, a doctoral student at the University of Delaware under adviser Rena Hallam, associate professor in the Dept. of Human Development and Family Studies, worked on validating the tool as part of her dissertation. I stayed in contact with Sara during this process and helped coordinate support from the regional office so that she could obtain data from across the country. Her work was just amazing to me!

Fast forward to 2018, when, as president of Child Care Services Association (CCSA) in North Carolina, I continued my work with early childhood homelessness – providing a 50-state chart of CCDF plans by early childhood departments across the country and staying in contact with Sara as she completed her dissertation and validated this tool. In fall 2019, I convened a panel of early childhood experts at CCSA with Dr. Sara Shaw to explore the findings and changes that must be made and review the validated tool from an early childhood education perspective. Today, the validated and revised Early Childhood Self-Assessment Tool for Shelters is ready for release.

The public health and economic crises created by the COVID-19 pandemic are disproportionately impacting people experiencing homelessness. Shelters and other housing assistance programs, most of which are strained in normal circumstances, may be struggling even more to keep up with demand during this period. There may be more young children and families experiencing homelessness. We hope this tool will provide much needed support. Conversations are beginning with partners across the country as we develop technical assistance packages and a 50-state strategy for using the validated tool and connecting young children experiencing homelessness to services. If you are interested in being part of our research, please contact me.

You can find the Early Childhood Self-Assessment Tool for Shelters here.


[i] Yamashiro, A., McLaughlin, J. (2020). Early Childhood Homelessness
State Profiles – Data Collected in 2017-2018
. U.S. Department of Education Office of Planning, Evaluation and Policy Development.

[ii] Cutts, D., Bovell-Ammon A., et al.. (2018). Homelessness During Infancy: Associations With Infant and Maternal Health and Hardship Outcomes. Cityscape: A Journal of Policy Development and Research, Volume 20 Number 2. U.S. Department of Housing and Urban Development.

[iii] Gubits, D., Shinn M., Bell S., Wood M., Dstrup S., Solari, C. (2015). Family options study: Short-term impacts of housing and services interventions for homeless families. Washington, D.C.: Prepared for U.S. Department of Housing and Urban Development, Office of Policy Development and Research by Abt. Associates and Vanderbilt University.

[iv] Sonnier-Netto, L., Landesman Ramey, S., Stack Hankey, M., Ramey, C. T. (2017). High Quality Early Care and Education Improves Adult Child–Parent Relationships (The Abecedarian Project). Virginia Tech Carilion Research Institute.

By Jennifer Gioia, CCSA Communications Manager

In mid-March, North Carolina launched emergency child care for essential workers with procedures for health and safety precautions. Child care centers and family child care homes stepped up to play a critical role for the state as it dealt with the COVID-19 crisis. Many signed up so the health care workforce and other essential personnel would have a safe and nurturing environment for their children while they went to work.

Child Care Services Association (CCSA) launched the CCSA COVID-19 Relief Fund as a collaborative effort with Smart Start and local partnerships to thank our child care programs and provide additional funds during this crucial time. We want to help programs provide the highest quality early learning experience for our state’s youngest children.

Approximately 1,000 child care programs applied for aid from the CCSA COVID-19 Relief Fund, (the only COVID-19 relief fund designated explicitly for child care programs statewide) during its first round of funding. But the need is still great. More than 3,000 child care programs were open and serving children of essential workers as of early May, and even more programs will open now that North Carolina has started Phase I of its plan to reopen.

“This crisis has amplified significant needs, and protecting families ― and the child care programs on which they depend ― has never been more urgent,” said Jim Hansen, PNC regional president for Eastern Carolinas. The PNC Foundation contributed a $100,000 grant to the CCSA COVID-19 Relief Fund. “Child care programs represent a critical resource for essential workers and their families, and this grant will help make these programs more accessible,” said Hansen.

Our Work is Not Yet Done

COVID-19 has left child care programs to operate in extreme circumstances while providing safe and loving care to children. During the shelter-in-place order, child care programs in North Carolina served approximately 25% of the number of children they would normally; this made it financially difficult for programs to continue operating without sustained income. For most child care programs, even small grants will help them safely care for children.

“This crisis has financially impacted child care programs and their ability to get the supplies they need to keep children safe,” stated Smart Start Interim President Donna White. “This relief fund is critical to helping programs that are open care for the children of front-line workers and helping ensure that all programs are able to reopen on the other side of this ― a thriving child care industry will be critical to North Carolina’s recovery.”

As North Carolina re-opens in stages and the nation slowly ramps up employment levels, the business of child care will face new challenges, also considering North Carolina K-12 schools are closed for the remainder of the school year. The state and federal guidelines for child care during the pandemic aren’t always easy in a child care setting. Young children don’t social distance, especially during traumatic times. Babies can’t cover their sneezes. And right now, most child care programs are working hard to deep clean frequently to prevent the spread of COVID-19 in their classrooms.

“We are so grateful to the PNC Foundation for its generosity,” said CCSA President Marsha Basloe. “The PNC Foundation’s philanthropic mission focuses on early childhood education and community and economic development ― causes that are foundational to the work of CCSA and the relief efforts we are providing.”

Support our child care heroes. It’s not too late. We will continue to provide support to our child care community. You can donate to the CCSA COVID-19 Relief Fund today. Any amount, big or small, can directly help early childhood educators and workers across our state best care for our children.

By Allory Bors, Research Coordinator at Child Care Services Association

At the two month mark since the first case of COVID-19 in North Carolina, we at Child Care Services Association have created this timeline intended to help us mark major developments and consider how far we’ve come. 

In our first post of the series, we discussed how the constant stream of COVID-19 news and developments can be disorienting. Before we have the chance to process one piece of information, we must urgently turn our attention to something else. Yet, advocating for young children, their families and child care providers in the long term will require us to stay vigilant and follow through.

For example, we have all heard about (or have firsthand experience with) the supports that should be coming to individuals, families and businesses through the CARES Act. However, thousands of North Carolinians have waited on the phone for hours to file an unemployment claim, and payouts have been delayed for weeks. Others have yet to receive their stimulus checks and small businesses struggle to navigate loan applications.

Even if the CARES Act works as intended, the Center for American Progress predicts a possible loss of 4.5 million child care slots nationally. Emergency solutions will require not only a great level of creativity but an understanding of context so we can say with confidence what will and won’t work to support the early childhood system.

If you or someone you know has firsthand experience you would like to share about filing for unemployment, finding child care or applying for small business loans, we would love to hear from you! Comments can be submitted by email here.

You will find some of the timeline’s highlights below. Click here to read the full timeline.

North Carolina COVID-19 March and April 2020 Timeline Highlights

March 3 Governor Roy Cooper announces first person in North Carolina to test positive for Coronavirus.  
March 14 In response to a growing number of cases, Governor Cooper announces a two-week school closure, which includes NC Pre-K and pre-K sites in public schools. Other child care settings are encouraged to stay open to meet demand for emergency child care.  
March 17 NAEYC releases preliminary results from a COVID-19 survey conducted among child care providers beginning March 12. Nationally, 30% of these respondents said they would not survive a closing longer than two weeks without financial support.  
Week of March 23Child Care Services Association (CCSA) launches COVID-19 Relief Fund for child care programs, in partnership with the North Carolina Smart Start network.  
March 31 Deadline for private child care centers and family child care homes in North Carolina to apply to stay open as emergency providers, which they must do in order to legally operate. Programs that do not apply are considered closed and are not eligible for some funding for this reason.  
April 3 NC DHHS and DCDEE announce that all subsidy payments to child care providers will be paid through March, April and May, regardless of whether the center or child care home is open or closed.  
April 10 The Bipartisan Policy Center releases results from a national poll of parents and guardians of young children who used child care in the last six months. Of parents who still need to use formal care, 63% reported difficulty finding care.  
April 22Harvard Center on the Developing Child publishes a statement paper titled “Thinking About Racial Disparities in COVID-19 Impacts Through a Science-Informed, Early Childhood Lens,” in light of data showing disproportionately high rates of hospitalization and severe illness for people of color.  
April 28DCDEE data shows that 56% of child care centers and 30% of family child care homes have closed since January in North Carolina.  
May 1 Employees of Walmart, Target, Amazon, Instacart, Whole Foods and more walk off the job and ask customers to boycott as part of an International Workers Day strike.  
May 4Unemployment claims in North Carolina reach 1 million, which is 20% of the state’s workforce.
May 8Governor Cooper announces Phase 1 of re-opening plan. Phase 1 includes loosening of restrictions with some retail businesses re-opening at reduced capacity. Previously closed child care centers are allowed to reopen serving families with working parents or parents looking for work.

By Tanya Slehria, Communications Intern, and Jennifer Gioia, Communications Manager, CCSA

May 8, 2020, is National Child Care Provider Appreciation Day, a day to recognize child care providers, teachers, and other educators of young children everywhere. Join CCSA in giving thanks to those who dedicate themselves every day to educating and caring for our youngest children. Especially now during COVID-19, they deserve more than just our thanks.

Child care providers are essential workers. COVID-19 has left them to operate in extreme circumstances while providing safe and loving care to the children of other essential workers. Please consider giving to the CCSA COVID-19 Relief Fund launched in partnership with Smart Start to help child care programs in North Carolina either continue operating during this pandemic or be able to reopen once it’s safe again.

With your help, child care providers like Mary Lewis can continue to do what they love—teaching.

Mary[1] says “just watching children learn” is what she loves most about teaching. “Being able to adapt lesson plans on their level and teach them the way they need to learn, not the way I want to teach. Finding what works best for them on the individual level.”

Mary has been the director of the Children’s Center of First Baptist in Cary, N.C. for four years and just recently completed her Bachelor’s degree in December. “I have applied to UNC-G for the master’s program. I’m hoping to go all the way. I’m hoping to get a doctorate,” Mary said.

For Mary, her background sparked her career in early childhood education. “I grew up as a foster child and I’ve always looked for a way to advocate for children,” she said. As a director, Mary says she can “connect with [students] on all levels instead of just a few in the classroom.”

Her transition to teaching future teachers began with her desire to “see some changes in the early childhood college curriculum so [teachers] can be more prepared when we step in and be ready to go.” She says a change in curriculum can help teach future teachers “how to handle behavior issues [and] different things I feel like maybe we’re missing out on now in the current college curriculum.”

Mary’s favorite part of being a director is in her connections. “I love that I can connect with all the children, and all the families and the staff. My determination is to treat them the way I would want to be treated. I’ve worked for some directors that didn’t really care, you know. I really want to make a difference in [the staff’s] lives as much as the lives of the children, and T.E.A.C.H. allows me to do that,” Mary said.

As a participant in the T.E.A.C.H. Early Childhood® Scholarship program since 2014, Mary said, “I would never have completed three degrees without T.E.A.C.H.”

Her advice to those beginning a journey in early childhood education is, “to not settle. Not to just go get the paper [degree], but to go and get every piece of information offered by the colleges so you can really build yourself up and know you can help change the lives of children.” 

The most rewarding part of Mary’s experience is how she “can look back at the end of the day and say that I’ve accomplished this, or together we’ve accomplished this. Together, we’ve made a change.”

CCSA is grateful for child care providers like Mary for not just caring for and educating our youngest children, but for truly being the backbone of our economy. COVID-19 has shown the rest of America this, and we hope that the CCSA COVID-19 Relief Fund will help child care programs continue to care and educate our youngest after the pandemic. Say thanks to your child care provider and donate to the CCSA COVID-19 Relief Fund today!


[1] This interview took place in January 2020.

By Tanya Slehria, Communications Intern at CCSA

The world as we know it has changed due to the impact of the coronavirus (COVID-19). Our daily routines, jobs and activities have all had to adjust to a “new normal.” During these uncertain and unprecedented times, many are scrambling for resources and unable to make ends meet.

In response, Child Care Services Association (CCSA) launched the COVID-19 Relief Fund in partnership with Smart Start to help child care programs in North Carolina with urgent and long-term expenses during this pandemic. This fund will eventually shift focus to helping families pay for child care once the immediate crisis has passed. 

GivingTuesday is usually celebrated during the holiday season, but given the current state of global crisis, May 5 has been dedicated as a special day of giving and unity in emergency response to COVID-19. #GivingTuesdayNow is a global generosity movement to drive citizen engagement, business and philanthropy activation, and support for communities and nonprofits around the world.

It just so happens that #GivingTuesdayNow falls on National Teacher Appreciation Day, a day that we especially love to celebrate and recognize at CCSA. Teachers educate and shape our young children, and early childhood educators are some of the most patient, dedicated and hard-working individuals in the workforce. Child care is the backbone of our nation’s economy; that has become even more apparent with the spread of COVID-19. It is more important than ever to remember that child care providers are essential workers. Our dependence on child care is crucial to the regular function of so many other jobs and industries.

We want to remind you amidst all the uncertainty to take today to appreciate the teachers who work selflessly to mold children’s lives in a positive direction, ensuring the success of their future‚ of our future. Take time to say a special “Thank You” to an exceptional teacher and recognize them for the inspiring work they do.

In addition, please consider donating to the CCSA COVID-19 Relief Fund so we can continue to support the backbone of our nation’s economy and protect early education that is vital to the development of children. Donate to help child care programs stay open now to educate and care for the children of other essential workers and reopen after families begin to return to work outside of their homes.

by Allison Miller, Compensation Initiatives at CCSA, and Tanya Slehria, Communications Intern at CCSA

The world is an uncertain place right now due to the impact of coronavirus (COVID-19). In response to the pandemic, Child Care Services Association (CCSA) launched the COVID-19 Relief Fund in partnership with Smart Start to help child care programs in North Carolina with urgent and long-term expenses during this time. Once the immediate crisis has passed, the fund may shift its focus to helping families pay for child care.

Amidst these unprecedented times, celebration is likely not the first thing on our minds. However, it is more important now than ever to remember the little things. Did you know National Coffee Day will be celebrated in September 2020? Or that National Donut Day is in June? These days, and many others like them, give us an opportunity to celebrate or enjoy these simple pleasures.

So, what is “Worthy Wage Day,” on May 1, 2020?

While early educators do not earn a worthy wage, this day gives us a chance to celebrate the early educators who work with young children and recognize that earning less than $11 per hour is unacceptable. We hope that teachers, families and communities across the country are taking advantage of this special day to raise their voices and say, “Enough is enough.”

Participants of CCSA’s education-based salary supplement programs, the Child Care WAGE$® Program and Infant-Toddler Educator AWARD$®, often say they could not survive on their hourly wages alone. One teacher said the supplement is necessary for her to stay in early childhood because she was earning $3 more per hour working in retail. Retail jobs are absolutely important to our economy, especially once we reopen our stores and restaurants, but early childhood teachers are the workforce behind the workforce. We see this especially today as our early childhood educators allow our essential workers to be able to go to work during this health pandemic! They deserve to be compensated based on the value they bring. Not only do they allow parents to go to their jobs, but they also build the brains of our youngest children, children who will become citizens, leaders, future parents.

Child care is the backbone of our nation’s economy

The importance of early childhood educators cannot be overstated. The reasons they earn so little are complicated, but basically, parents simply cannot afford the cost of quality care, and without an external source of funding, such as public funding, teacher pay remains low. However, as science continues to illustrate the critical need for educated, stable early childhood teachers, there is hope that the field’s compensation will become front and center as future budget decisions are made. And as COVID-19 continues to spread, as we are experiencing now what the early childhood field has always known – child care is the backbone of our nation’s economy.

What does the research show?

We all know that positive early experiences are the building blocks of brain development and that our early childhood workforce is a critical component of this construction process. Stable and engaging relationships between young children and the adults in their lives can have a lifelong impact. As brain builders, early educators need scaffolding such as quality education, opportunities for professional development and fair compensation. With appropriate support, the early childhood workforce can provide the experiences necessary to build trust and promote learning.

To have quality care for children, teachers must be fairly compensated. A worthy wage would be a wage that acknowledges and celebrates their importance for growth and development in young children and allows them to stay in early childhood as a financially competitive profession. The supplements WAGE$ and AWARD$ offer are designed to recognize their retention and education and help address the salary gap.

Participants and employers know firsthand the importance of these incentives. One director said, “Child care teachers are not paid what they are worth. Therefore, centers have a great deal of turnover. The majority of my staff have been with me for years and I am very proud of that; WAGE$ helps them tremendously with that.”

These supplements would not be possible without the ongoing commitment and funding from local Smart Start partnerships that choose to invest in WAGE$, and the NC Division of Child Development (DCDEE). DCDEE provides funding to help support the administration of Child Care WAGE$® and is the sole funder for Infant-Toddler Educator AWARD$®.

As one AWARD$ recipient said to DCDEE, “Thank you so much for seeing us for what we’re worth and helping take some financial stress off our plates. I truly feel well taken care of and appreciate the much-needed funds.”

Make it a priority

Teachers are worthy of fair compensation. It isn’t a question. On Worthy Wage Day, especially during the time of COVID-19, make it a priority to share your appreciation with teachers and to say to anyone who will listen that “enough is enough.”

How can you help?

Learn more about how you can help early childhood educators to either continue offering quality care to the children of essential workers or to reopen once it’s safe to, and to get the tools and resources they need during this challenging time.

If you are an early childhood provider

We are especially interested in your comments about how COVID-19 has affected you. You can submit stories of hopeful moments or have the chance to vent challenges by emailing us here.

by the Professional Development Initiatives Team at CCSA

As Child Care Services Association (CCSA) celebrates the Week of the Young Child, T.E.A.C.H. Early Childhood® North Carolina would like to recognize all early childhood programs that meet the needs of young children in our great state.  Early care and education teachers are essential to our communities, families and children, yet never has it been more evident than during the current world health crisis. While a number of careers have been classified as essential during the COVID-19 pandemic, early care and education teachers have been at the forefront of caring for one of the most vulnerable groups. 

As an early care and education teacher, you have made children feel safe during an uncertain time continuing to exhibit why you make a difference for young children. In 2012, The T.E.A.C.H. Early Childhood® National Center at CCSA launched the “I Make A Difference” campaign, and today, through adversity, the early care and education community continues to demonstrate those 10 Ways I (You) Make A Difference. You have done so by:

  1. delivering high-quality early care and education to ensure all children are ready for school and life;
  2. helping all children to gain the early language and literacy skills to prepare them for reading;
  3. modeling respectful, nurturing relationships to help all children learn to work and play well with others;
  4. promoting cognitive development by posing questions and providing developmentally appropriate materials and activities that stimulate children’s interest in pondering ideas, posing theories, formulating thoughts, growing skills to support persistence and attentiveness to solving a problem and experimenting with materials;
  5. providing rich learning environments that promote children wanting to learn new things every day;
  6. supporting children’s understanding of key mathematical concepts;
  7. creating skill development opportunities that support children’s physical health and growth, including large and fine motor development and eye-hand coordination, healthy nutrition and children’s awareness of personal health and fitness;
  8. partnering with all families around their children’s development;
  9. allowing parents to work and supporting families’ contributions to our economy; and
  10. continuing your education to ensure you know the latest research and have the resources needed to be an effective teacher.

The world has witnessed your relentless commitment to the field as an essential worker, and as a result, has enhanced the public’s education of how essential early care and education professionals are to our community. Through this, may more advocates and champions rise up to fight for better compensation and recognition of the early childhood workforce and recognize the important role teachers have in ensuring children’s well-being.

By Marsha Basloe, president of Child Care Services Association

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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