Blog

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.

By Allison Miller, CCSA Compensation Initiatives Team

When Davina Woods was asked how she became interested in early childhood, she said, “I entered the profession as an undercover helicopter mom! I had just placed my son in child care and I couldn’t stand not being there and seeing what and how he was doing.”

Her child’s center hired her as a part-time school-age group leader before she eventually found her calling with young children and their teachers. 

She started with no education and now she is in the master’s program at the University of North Carolina at Greensboro with the assistance of a T.E.A.C.H. Early Childhood® scholarship. After 25 years in the field, she loves her position as director of Excel Christian Academy, a five-star child care center in Alamance County, where she has been for 13 years.

“It has been a privilege to work in every single aspect of child care,” Davina said. “In every classroom, with every age group, in every position. I have fulfilled every duty from cook to van driver and it gives me perspective and appreciation. I love this viewpoint. I get the luxury of working with children, families and teachers.” 

Davina’s center prioritizes its teachers by providing a livable wage as well as other key benefits, which she knows most teachers are unable to access in this field. “And then they get WAGE$ and T.E.A.C.H. on top of that,” she said.

The Child Care WAGE$® (WAGE$) Program provides education-based salary supplements to low-paid teachers, directors and family child care providers working with children between the ages of birth to five. The program is designed to provide preschool children more stable relationships with better-educated teachers by rewarding teacher education and continuity of care.

The T.E.A.C.H. Early Childhood® Scholarship (T.E.A.C.H.) Program addresses under-education, poor compensation and high turnover within the early childhood workforce by providing educational scholarships to early care professionals and those who perform specialized functions in the early care system.

“WAGE$ and T.E.A.C.H. are just part of who we are, part of the center’s make-up,” Davina said. “It is essential, imperative, to have an educated staff, especially here in the 21st century where children are not changing but the modes and methods of educating children are constantly evolving. Teachers must know best practices and know how to utilize the latest research and incorporate that into classrooms for the best outcomes for children.”

According to Davina, “WAGE$ is essential because it helps to boost teacher morale within the program. WAGE$ both encourages and motivates staff to increase their education. Additionally, WAGE$ provides a sense of healthy competition among team members as they see who can achieve the next level first.”

She said, “My teachers talk about the courses they take and they drive each other.” Three of her staff will graduate in December with their associate degree in early childhood education and they remind Davina of why she does what she does. “If I take great care of my team, they will take great care of the children.”

Thank you, Davina, for your support of the workforce and the Child Care WAGE$® Program.

Learn more about the Child Care WAGE$® Program here.

Learn more about the T.E.A.C.H. Early Childhood® Scholarship (T.E.A.C.H.) Program here.

By Tanya Slehria, Communications Intern at CCSA

Shantel Zimmerman describes her favorite part of teaching as, “truthfully, the kids. It is so much fun. I tell [my husband] I get to go to work and play everyday teaching. Where else can an almost 50-year-old be silly and whimsical and get paid for it?”

Shantel has taught at Primrose School of Heritage Wake Forest in Wake Forest, North Carolina for nearly a decade. She first received her bachelor’s degree and returned to school to receive her master’s in elementary education. “I originally wanted to be a high school teacher. I changed my major in college because I didn’t think I had the patience to be with elementary or younger,” said Shantel. “Having my daughter showed me I did have the patience, so when she started school, I went back to younger kids. I like them, they’re more fun.” 

For Shantel, being a parent helps develop her teaching style for young children. She also credits her style to “the classes I took, interesting articles I come across [and] talking to other teachers. It’s really just trying to see what works for you and what works with the age group you’re with.” 

Her advice is to be flexible to others teaching in the field. “You can have something planned to do with your class and it may get tossed out the window in the first five minutes. It all depends on the mood of the kids. My key thing is to be flexible and go with the flow because you never know where it’s going to take you,” said Shantel. 

The most rewarding part of teaching for Shantel is “having fun with the kids and watching them grow.” It’s all about the kids for her. “Watching what my kids have learned in the nine months I have them amazes me and makes me want to do more every day,” she said. 

By Jennifer Gioia, Communications Manager at CCSA

For Latisha Edwards, teaching is “being a creator. Learning through play is the best part, because not only are the children using their imagination, but I’m using my imagination as well, and that’s just always fun.”

Latisha works as an assistant teacher at First Presbyterian Day School in Durham, North Carolina, while also attending classes at Vance-Granville Community College for her associate’s degree in early childhood education. “After that, I plan on attending UNC-Chapel Hill for my bachelor’s degree,” she said.

“Honestly, it was not [always my plan to work in early childhood education,]” Latisha said. “My mom owned a child care center my entire life and I was off doing retail. Once I had my son, I started working part-time with the center and I just kind of grew to love it, and that was almost nine years ago.”

Latisha started her education in 2014 but then had her last child, “so I stopped and got out of it. I was still working in the field, but I left [my education] alone. So, in the fall of ’19, I re-enrolled…Hopefully, I will finish in December, but I’ll walk with the May class.”

First Presbyterian has a looping program for infant-toddlers and twos. “Right now, I’m with the two-year-old [classroom], but in June, when we do our transition, I will be transitioning back to the infants, and we start all the way over until we get to two and then we do it all again,” Latisha said.

The most rewarding part of teaching for Latisha “is knowing that you are actually building a child’s self-esteem because teaching is not always a-b-c’s, 1-2-3’s. It’s about building confidence in children and having them just grow up and be great adults…I love what I do, honestly.”

By Tanya Slehria, Spring Communications Intern at CCSA

Tracy Pace’s favorite part of being an early childhood educator is “being there, being able to be an advocate for [children’s] success and being willing to listen and try to help parents reach out, find the resources [they need] and gain new skills.”

Tracy wears many hats in her role as a lead teacher at Nanna’s & Momma’s Child Care Center in Pisgah Forest, North Carolina. “And my title kind of switches from day-to-day,” Tracy said. “It depends. I’m a very flexible person, but the majority of my time is used either as teaching in a classroom or in the office as an executive assistant.” 

After high school, Tracy said, “I decided to get married instead of go to school…my husband and I were married for 5 years and our first child came along…We didn’t want them to do the same thing we’ve done. We wanted [them] to try to be smarter than that. So, we both had enrolled in school…Our second child came along and I just piddled here and there and did a class. So, it took me 26 years to get my associate’s degree and I’ve just done that this July [2019]” from Blue Ridge Community College.

Tracy’s educational journey may be filled with twists and turns, yet her commitment to education and early childhood education has remained consistent throughout her 30-plus years in the field. While working toward her degree, she was still supporting her family of four children as well. 

After graduating, Tracy enrolled in Brevard College. It was through her persistence and encouragement that they began offering a birth-to-kindergarten program and an education program for students to receive teaching licenses. She continued to pave her own path, and as she told Brevard, “I’d love to [enroll with] the T.E.A.C.H. Scholarship.” At the time, Brevard was not participating with CCSA’s T.E.A.C.H. Early Childhood® Scholarship Program, but Tracy’s determination led them to offer the scholarship. “So, in 10 classes, I’ll have my Bachelor’s degree,” Tracy said.

Tracy’s involvement with T.E.A.C.H. began with her work at Nanna’s & Momma’s where she became a Child Care WAGE$® recipient. At the time, she was her mother’s full-time caregiver, a full-time student, a full-time employee and a full-time mother. She credits her ability to keep up with it all to the WAGE$ supplement.

“The [WAGE$] supplement has allowed me not to have [a second job] and to help me manage all these other different things, as first of all, a wife and mother, and second of all, someone who wants to give back to their community. Without [WAGE$], it wouldn’t have been possible,” said Tracy. 

Tracy is as dedicated a teacher as she is a student. Her goal has always been to teach. Teaching “fits my family’s needs,” said Tracy.

Before her time in the classroom, Tracy worked as the assistant director for the Brevard Davidson River Presbyterian Church and was involved with various organizations. Her position helped her form a network of connections that serve as a benefit to her current role as an educator. “I think community resources is my biggest strength—those connections outside of this job and those I made before I got into this current job,” said Tracy. “I know people to call by name at the Social Services office. I would say that’s one of the biggest things for teachers, in general, is being able to know and have a list of those resources and know people by name.” 

Tracy attributes her teaching style to her community. “I’ve grown a lot and become a lot more flexible as I understand and continue to try to edge out a living in the community that I’ve worked and raised my kids in and [one that] they would love to come back to,” she said. She also credits her passion for reading, “which has given me an understanding and [ability to find] solutions, or things I can try, and that not all kids are the same.”

“We know everything we need to know before we’re age 5. That’s the point and most people miss that. They think we’re not anything until we’re 5 and go to kindergarten, but every child learns all their coping skills, their ability to receive and give information before the age of 5,” said Tracy.

By Cass Wolfe, CSO at Child Care Services Association

This year marks the 100th year anniversary of women’s right to vote in the United States, with the ratification of the 19th amendment to the U.S. Constitution. Women waged a nearly 100-year effort, marked by setbacks and conflict while demanding the right to vote. Yet today, there are still significant efforts in several states to restrict voting for some groups of people. As such, it is important that those of us who can vote actually do vote. It is a right, a responsibility and a way to participate in the governance of our communities, state and nation. Don’t give up your right to someone whose opinions and views are different or maybe even the opposite of yours!

According to the United States Elections Project, only 49.6% of eligible North Carolina voters actually voted in 2018. Yet the voices of voters who care about issues that impact diverse families are necessary to increase funding and political interest in early childhood. With the complex, multi-layered challenges of the early care and education system, it is increasingly clear that additional political will and government funding are critical to improving early care and education for every child, parent, teacher and director.

For the first time ever, the major candidates for U.S. president have policy stances on child care and early education. The candidates have varying positions, some supporting pre-kindergarten for all, while others are advocating for more comprehensive birth to 5 programming and parent fee relief. Look at each candidate’s website to learn about their priorities for children, families and more.

The point is, each of us has an opportunity to help shape the conversation around child care and to support the candidates we each feel speak to our concerns the most clearly. But you have to be registered to vote. Fortunately, you have two options!

  • While North Carolina’s primary is Tuesday, March 3, 2020 and only those registered by February 7th can vote in this primary, you can participate in early voting and register when you are at the polling place. Early voting is February 13 – February 29 and is very convenient, with a variety of dates, times and locations. Click on your county’s name to get the Durham, Orange and Wake early voting schedules. If you live in a different county, click here.
  • Registered voters can also vote by absentee ballot (requests for absentee ballots must be made by February 25).

Finally, if you think you are registered, click here to ensure you are still registered.

One last important bit of information for the primary is that contrary to earlier information, you will not need any identification to vote.   

In addition to the presidential primary, there is also a primary contest for the U.S. Senate seat from North Carolina. There are also state and local offices on the ballot, including the governor’s, the lieutenant governor’s, the auditor’s and the treasurer’s offices. At the local level, school board, county commissioners and state legislative seats have multiple people running for office. 

There are many choices that influence decisions about our neighborhoods, our children’s schools, our state and our country. One example of local decision-making is Durham PreK. Voters’ support for access to publicly supported preschool for all 4-year olds led elected leaders to invest in young children.  These leaders with bold goals for children were voted in by citizens who cared. Your vote matters.

So go vote, take a friend or two with you, and wear your “I voted” sticker proudly. Finally, be sure to encourage all of the early childhood teachers and staff you know to join you in making a statement for our children. We need to vote since the children we are passionate about cannot vote. We need to vote for the future! 

For more information about voting in North Carolina, click here.

By Jennifer Gioia, Communications Manager at Child Care Services Association

Every year on November 20, since 1954, the world celebrates Universal Children’s Day to spread awareness of improving child welfare worldwide, promoting and celebrating children’s rights and promoting togetherness and awareness amongst all children. [1] With Thanksgiving so close, we would like you to join us in taking a moment and thanking those who work tirelessly every day to improve the lives of our youngest children.

Whether that’s a parent, an early childhood educator, a doctor, child care provider, government leader, grandparent, volunteer, nurse, religious leader, an advocate for children, or a friend, we at Child Care Services Association (CCSA) thank you for your dedication and leadership to ensuring the mission that every child deserves access to affordable, high-quality child care and education.

What is high-quality early childhood education?

High-quality early childhood education is critical to a child’s development by creating a stimulating, safe and loving environment for children birth to 5. [2] “A high-quality program uses teaching approaches that support a child’s learning and curriculum goals. Teachers modify strategies to respond to the needs of individual children, and provide learning opportunities through both indoor and outdoor play.” [2]

“Quality programs are comprehensive.” [3] High-quality child birth-to-five programs have lasting boosts in cognition and socio-emotional skills driving better education, health, social and economic outcomes. [3] Research shows that “high-quality birth-to-five programs for disadvantaged children can deliver a 13% return on investment,” which means children are more likely to graduate high school, go to college, have a family and live a happier, more successful life. [3]

On Giving Tuesday (December 3), consider investing in our children—our future. At Child Care Services Association, we’re all about children. From helping children build healthy behaviors in what they eat and how they play to making sure their teachers are qualified, trained and adequately paid, CCSA focuses on a child’s early years, aiming to make them happy, stable and secure.

When all children have that start—a healthy foundation—we all do better.

Children are happier and more ready to enter school, parents are secure in knowing their child is being cared for and educated in a stable environment, and early childhood educators have the resources they need to continue their education and can support their families while pursuing the career they love.

At CCSA, we’re also all about making sure all children have that healthy foundation. To have that healthy foundation, all children need more stable relationships with better-educated and fairly compensated teachers that stay in their jobs.

In fact, research shows that early experiences are particularly important for the brain development of children of color and children from low-income families.

“The highest rate of return in early childhood development comes from investing as early as possible, from birth through age five, in disadvantaged families. The best investment is in quality early childhood development from birth to five for disadvantaged children and their families.” [4]

At CCSA, we use research, services and advocacy to build a healthy foundation for every child because we believe all children deserve the best start at their best life.

How can you invest in high-quality early childhood education?

Give to CCSA today! Your gift may help support a parent who is starting a new job through our referral and scholarship programs or a child care teacher who wants to finish an early childhood education degree through our scholarship and compensation programs.

Our work results in enormous benefits for children, families and the community. Help us make sure every child has a good start to lifelong learning in a safe, nurturing, quality environment.

Donate today!


[1] https://www.awarenessdays.com/awareness-days-calendar/universal-childrens-day-2019/

[2] https://www.collabforchildren.org/families/what-high-quality-child-care

[3] https://heckmanequation.org/www/assets/2017/04/F_Heckman_CBA_InfographicHandout_040417.pdf

[4] https://heckmanequation.org/resource/invest-in-early-childhood-development-reduce-deficits-strengthen-the-economy/

By Tomonica Rice-Yarborough and Kathy Thornton from CCSA’s Professional Development Initiatives Team

World Teacher’s Day was established in 1994 to recognize and celebrate teachers all over the world for their hard work and dedication. It also brings to light the issues affecting the profession to work toward a resolution for retaining and attracting teachers to the field. This day was founded to celebrate public school teachers, but early care educators also should be recognized on this day because they’re instrumental to the growth and development of our children. Their contributions to society’s economic stability should be valued, recognized and celebrated.

One of the main issues facing early care educators is the little recognition or validation they receive for the pivotal roles they play in the lives and development of young children. As a field, early educators in North Carolina often hold degrees, but they earn significantly less than public school teachers. According to CCSA’s 2015 North Carolina Child Care Workforce Study, the median wage of center directors in North Carolina was $16.00 per hour, while teachers earned $10.97 per hour and assistant teachers earned $9.97 per hour. 

Although degree attainment has drastically increased in North Carolina, the field as a whole still suffers from being perceived as a high priced “babysitting service.” For 30 years, the T.E.A.C.H. Early Childhood® Scholarship Program has provided the workforce with access to a debt-free college education while they work as low wage earners teaching future doctors, lawyers, teachers, administrative assistants, scientists…

Our brains grow faster between the ages of birth and 3 than any other time in our life. Children who are formally cared for in early education settings outside of their homes depend on the early educator to support their developmental growth. Those years are particularly formative, making the role of the early educator even more critical. According to philosopher John Locke, “a child’s mind is a blank slate waiting to be filled with knowledge.” Early educators play a big part in setting the foundation for our children’s future.

On Sept. 4, 2019, Australia celebrated Early Childhood Educators’ Day to honor and appreciate early childhood educators. The world, like Australia, should have a day set aside to recognize early childhood educators. Sadly, early childhood educators are seldom during the World Teacher’s Day observance. This lends credence to the perception that early childhood education isn’t seen as a worthy profession. Why can’t we dedicate a day of observance to them?

Early education workforce initiatives in North Carolina such as the T.E.A.C.H. Early Childhood® Scholarship Program, the Child Care WAGE$® and the Infant-Toddler Educator AWARD$ salary supplement programs and NAEYC’s Power to the Profession are aimed at professionalizing the early care and education field so its members receive the respect, recognition and compensation they so rightly deserve.

Written by Kay Ducharme, Regional CCR&R Senior Manager at CCSA

Becoming a Gigi

Guess what? I finally became a grandmother! Over the past three years, I have had the honor of becoming a grandmother (or Gigi, as my oldest granddaughter Mila calls me) to three little girls. I used to wonder why my friends never seemed to have time for me anymore after they had grandchildren. I actually found myself feeling sorry for some of them because they were always consumed with babysitting when I wanted to go do fun things on weekends. Now, I understand. “Mila adventures” occur on my weekends now, and I love every minute of them. I find myself doing things such as going to the kiddie splash pad, brushing billy goats, riding carousels, planting flowers, visiting playgrounds, shopping for shoes and other weekend girly things. We have gone through so many things, such as potty training, sleep issues, screen time limits, visits to petting farms and zoos, being gentle with animals, learning to walk dogs, etc.

Not Now, Gigi, I’m Busy Writing My Dissertation!

As a former preschool teacher many years ago, I was fascinated with language development. As I worked with young children, I tended to focus on language skills, and obviously do the same with my grandchildren. My oldest daughter is trying to finish her Ph.D. and is on the last leg of completing her dissertation. She called me the other day and told me Mila’s teacher had just called saying that Mila had been standing over a whiteboard. The teacher asked Mila why she was standing up to write. Mila’s reply was, “I am working on my dissertation.” I have heard Mila say that she was working on her dissertation many times and didn’t even think about it being different because this dissertation is something we talk about frequently in our family.

As a result of being a Gigi, I have a renewed appreciation of what we do at Child Care Services Association (CCSA) for parents, young children and early care and education professionals. I am keenly aware of child care deserts for infants and toddlers, the cost of child care and the navigation systems that parents use to unravel the mystery of child care for their young children. I have visited and observed child care programs as a Gigi and talked with teachers about their days and how things work in their programs. I am amazed at how much they are accomplishing. I see new things that Mila learns at her preschool every week and am in total awe of her development, but most of all those language skills.

Talking Power

Mila really doesn’t know what a dissertation is, but she does know that it involves writing. No one actually prompted Mila to say the word but obviously has heard it numerous times at home, and it just comes naturally.

As I watch my younger grandchildren learning language skills, I am reminded of what we need to do even with young infants. We respond to their crying at first because we want to understand what they are trying to tell us. This takes practice, but if you really pay attention, you will understand. When they begin babbling, we imitate their sounds and help them learn new ones.

Recently, I listened to my younger granddaughters as they were learning to make sounds and navigate through the house by crawling or walking around wobbling from side to side. One of them kept repeating the “B” and “M” sounds that she had just learned, and her mother would imitate her attempts. They had great games going back and forth, and truly there was a lot of glee and bonding! Finally, she started saying “momma” by the end of the week, and this week she has learned to follow directions and kiss her momma when prompted. 

Young children, as we all know, do repeat what they hear and imitate what they see. Conversations with parents aid in language development and nurtures learning. Talk at home is a powerful tool in the development of language and communication skills. Talking with babies and young children in natural tones and modeling the words that we want them to adopt is extremely important. Instead of teaching Mila the word “dissertation,” we used the word many times while we were around her. It is meaningful to her. Hopefully one day, she will write a real “dissertation” as she explores her own world! 

When around young children, it is important to relax and talk to them. Children are listening and understand much more than we sometimes give them credit for. Making them perform their new language skills can sometimes make them clam up, so be careful that you are not asking for performances.  

Remember that play and language development go hand-in-hand. A great deal of language is developed through pretend play. Give them lots of opportunities to talk, sing and read books. Reading books with rhyming words and sounds, or singing songs are great ways to develop language skills. 

Sometimes language skills emerge over a long period of time and sometimes they emerge overnight. All children are different and develop at their own pace. The conversations we have with children nurture their development and learning. Our talk at home and in preschool settings is a powerful tool in the development of young children. 

5 Power Tools to Help Develop Your Skills in Expanding Language

Here are a few ideas for helping young children develop language skills:

  1. Talk naturally in your authentic voice;
  2. Tell stories, sing, read books, ask questions;
  3. Sometimes just be silly with songs, books, and words;
  4. When they point at a ball, expand on it and make a sentence out of the word they used or object they pointed out; and
  5. Add colors, prepositions or numbers of objects in everyday language (i.e. “We are going to climb up 7 brown steps now”). Numbers, prepositions, colors and words used will all become a natural part of their vocabulary.

They are soaking it all in and learn so much from you. Your words are truly powerful! Model the language that you want them to use and you can create learning opportunities wherever you go or whatever you are doing with children. Enjoy them. They grow up too fast!

Thank you to Kristen Siarzynski and Kathryn DeLorenzo for the photographs of Kay’s grandchildren.

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