Blog

By Marsha Basloe, President, Child Care Services Association

Working Parents Need Access to Quality Child Care – More Support Needed for Child Care Workforce

Currently, throughout North Carolina, nearly half a million (457,706) children under age six live in a family where all parents in the household are working.[1] Many of these children are in some type of child care setting every week so that their parents can obtain and retain jobs that sustain and grow our state’s economy. 

A study by the Committee for Economic Development (CED) shows that child care as an industry has an economic impact in North Carolina of $3.15 billion annually ($1.47 billion in direct revenue and $1.67 billion in spillover in other industries throughout our counties and cities).[2] Child care programs have an overall job impact throughout the state of 64,852, which includes 47,282 individuals who are employed within child care centers or who operate a home-based business plus another 17,570 in spillover jobs – created through the activity of those operating child care programs.[3] The economic impact of child care matters because it helps drive local economies. When parents can access child care, they are more likely to enter the workforce and stay employed. 

The Child Care Workforce: Early Brain Builders

Source: Committee for Economic Development, 2019

What we know is that child care is not only a work support for parents but also an early learning setting for young children. Research shows that a child’s earliest years are when the brain is developing the fastest – forming a foundation for all future social, emotional, physical and cognitive development. During this time, more than 1 million new neural connections are formed every second.[4] This is important to understand because both parents and child care providers play an important role in supporting healthy child development – helping to shape the brain’s foundation for all future learning (e.g., school readiness and school success).

Because both genes and experiences impact a child’s brain development,[5] the child care workforce plays a critical role in supporting early learning. In essence, they are brain builders – working with children to support a strong foundation on which later learning depends – just like the foundation for a house, all floors above the basement depend on the construction or sturdiness of the basement.

The Workforce that Supports All Other Workforces

Despite the important role that child care educators play in supporting our next generation (as well as supporting the ability of parents to work), the current economic model for child care programs falls short of supporting child care workers in a way that recognizes their role in child development. How so? The operating budget for child care programs is based on parent fees and state subsidies paid for low-income children.

Because the current cost of child care in North Carolina is so high (e.g., $9,254 annually for center-based infant care),[6] program directors try to keep costs down because they know parents can’t pay more. However, what this translates to is low wages for the child care field. In today’s economy, where the fast-food industry and retail sales pay higher hourly wages and often offer benefits, the competition for the workforce to enter the early childhood field is steep. In fact, the early childhood field is experiencing a workforce crisis.

In North Carolina, the median wage earned for child care teachers is about $10.97 per hour ($22,818 per year if full time) and assistant teachers earn $9.97 per hour.[7] These wages represent a modest 0.7% increase in buying power despite much larger gains in education. The study also found that statewide, 39% of teachers and teacher assistants had needed at least one type of public assistance (e.g., TANF, Medicaid, SNAP/food stamps, etc.) in the past three years.

Child Care Services Association (CCSA) is conducting a county-level early childhood workforce study for the Division of Child Development and Early Education (DCDEE) that will be completed in August 2020. Once completed, North Carolina will have additional information.

Source: Committee for Economic Development, 2019

For context, many child care educators are supporting their own families. With these wages, they fall well short of the level that qualifies them for public food assistance benefits (e.g., a family of three with income under $27,000 per year qualifies for the Supplemental Nutrition Assistance Program – SNAP).[8] It’s not hard to understand that workers in low wage jobs face stresses in making ends meet, in supporting their own families and in parking their stress outside the classroom door when working with young children. 

In North Carolina, the state funds two programs administered by CCSA to support the early childhood workforce:

  • Child Care WAGE$® Program, which provides education-based salary supplements to low paid teachers, directors and family child care educators working with children ages birth to five. The program is designed to increase retention, education and compensation. The Child Care WAGE$® Program is a funding collaboration between local Smart Start partnerships (55 partnerships) and the Division of Child Development and Early Education (DCDEE).[9] Salary supplements are earned – tied to the recipient’s level of education, with teachers and family child care providers awarded on a different scale than directors.

These strategies are invaluable to better support the child care workforce for the important work that they do.  It raises salaries sometimes almost a dollar an hour. You can see the impact of these programs on our website. This is an investment in the workforce that supports all other workforces, AND also an investment that results in better outcomes for our children (e.g., brain-building that leads to school readiness). We hope these programs will grow in the years ahead to support our early childhood educators who care for our young children and families.

As we approach Thanksgiving, I am thankful for the work of our early educators. It is time for our communities to think about compensation for the early childhood workforce in a manner that reflects their contribution to our state’s prosperity.


[1] U.S. Census Bureau, Table B23008, Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employment Status of Parents, 2018 American Community Survey, 1 Year Estimates. https://data.census.gov/cedsci/table?q=b23008&hidePreview=true&table=B23008&tid=ACSDT1Y2018.B23008&lastDisplayedRow=15&g=0400000US37

[2] Child Care in State Economies: 2019 Update, Committee for Economic Development, 2019. https://www.ced.org/childcareimpact

[3] Ibid.

[4] Harvard University Center on the Developing Child, Brain Architecture. https://developingchild.harvard.edu/science/key-concepts/brain-architecture/

[5] Ibid.

[6] The U.S. and the High Price of Child Care: An Examination of a Broken System, Child Care Aware of America, 2019. https://usa.childcareaware.org/advocacy-public-policy/resources/priceofcare/

[7] Child Care Services Association, Working in Early Care and Education in North Carolina, 2015,  https://www.childcareservices.org/wp-content/uploads/2017/11/2015-Workforce-Report-FNL.pdf        

[8] U.S. Department of Agriculture, Supplemental Nutrition Assistance Program, eligibility 2019. https://www.fns.usda.gov/snap/recipient/eligibility

[9] WAGE$ North Carolina, Child Care Services Association.  https://www.childcareservices.org/wages-nc/

[10] AWARD$ North Carolina, Child Care Services Association. https://www.childcareservices.org/awards/

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.

Written by Marsha Basloe, CCSA President

Source: Erie Fire Department, Erie, Pennsylvania.  August 11, 2019

On August 11, 2019, every parent’s worst nightmare happened in Erie, Pennsylvania, as a fire in an overnight family child care home took the lives of five young children ranging in age from 9 months old to 8 years old. Harris Family Daycare was regulated by the Pennsylvania Department of Human Services and operated out of a three-story home for nearly 20 years. The owner offered nontraditional (and overnight) hour care to meet the needs of working parents in her community.

When I saw the news day, my heart was heavy and my thoughts were with the families and the family child care owner.

In the United States, one out of five adult workers has a nonstandard work schedule (working early morning hours, evening hours, or overnight compared to those who work more traditional day time jobs).[1]  Among low-income families, studies have found that half of parents work jobs during nontraditional hours (e.g., cleaning offices at night or working second shift retail or food service jobs).[2]  For families who need child care during nontraditional hours, the search for child care is extraordinarily difficult. Few child care centers offer care during nontraditional hours and about one-third of regulated family child care homes offer nontraditional hour care.[3]

In the Erie case, the mother of four of the children who died was working as a nurse during an overnight shift. The father of three of the children was a fireman responding to a call at a different location. The fire occurred at 1:15 a.m. presumably while everyone was sleeping. Fire investigators found one smoke detector located in the attic and preliminary reports indicate the fire may have been caused through an extension cord malfunction.[4]

For regulated child care (centers and homes), federal law requires an annual inspection for health, safety and fire standards.[5] However, fire safety rules and inspection compliance procedures are set individually by each state. To operate a licensed family child care home in North Carolina,[6]

  • A battery operated smoke detector or an electronically operated (with a battery backup) smoke detector is required.
  • For homes operating overnight, a battery operated smoke detector or an electronically operated (with a battery backup) smoke detector is required in each room where children are sleeping.
  • An annual licensing inspection is required and a local fire inspection is required if the county in which the home is located requires it.

How do the North Carolina child care licensing requirements measure up against National Fire Protection Association (NFPA) recommendations?

Unrelated to whether a home is used for child care purposes, NFPA requires that at a minimum, smoke alarms be installed in each sleeping room and on every level of the home.[7] NFPA recommends that smoke alarms be tested once per month. For smoke alarms with non-replaceable 10-year batteries, the battery should be replaced immediately if the alarm chirps (indicating the battery is low). For smoke alarms with any other type of battery, batteries should be replaced once per year.[8]

In the case of the Erie family child care home fire, there was confusion about whose job it was to check for smoke alarm compliance (e.g., the P.A. Department of Human Services during annual inspections or the local fire department).[9] Pennsylvania state legislators are now drafting legislation to clarify roles and responsibilities and requirements. Perhaps it is time for us to review those regulations and make sure that lessons learned from Pennsylvania are used to inform safety practices here in North Carolina.  

Fire safety generally is a large issue. North Carolina does need fire safety rules and effective monitoring in place for licensed child care. At the same time, the public generally needs to be aware of potential fire danger and NFPA smoke alarm recommendations. It is important that all centers and homes be equipped with working smoke detectors, that those smoke alarms are regularly tested and that batteries are replaced on an annual basis. At $5 – $20, many smoke alarms are an inexpensive investment.[10] 

Particularly for licensed family child care homes, it is critical to ensure that fire protection policies are clear, and that the roles and responsibilities for safety checks are clear as well. Parents work nontraditional hours. Child care is needed, which may involve hours in which everyone in the household is asleep. The tragedy in Erie, P.A. gives us a chance to review fire safety rules for N.C. licensed family child care homes and centers. A child’s life depends on it.


[1] Nontraditional Hour Child Care in the District of Columbia (2018), Urban Institute. https://www.urban.org/sites/default/files/publication/99768/nontraditional-hour_child_care_in_the_district_of_columbia_0.pdf

[2] Nonstandard Work Schedules and the Well-Being of Low-Income Families (2013), Urban Institute. https://www.urban.org/sites/default/files/publication/32696/412877-Nonstandard-Work-Schedules-and-the-Well-being-of-Low-Income-Families.PDF

[3] National Survey of Early Care and Education Fact Sheet, April 2015. https://www.acf.hhs.gov/sites/default/files/opre/factsheet_nonstandard_hours_provision_of_ece_toopre_041715_508.pdf

[4] https://www.cnn.com/2019/08/13/us/erie-day-care-fire-inspections/index.html; https://www.nbcnews.com/news/us-news/five-children-killed-pennsylvania-day-care-fire-n1041231; https://www.cbsnews.com/news/pennsylvania-day-care-fire-firefighter-loses-3-kids-in-erie-blaze-that-killed-5-children/; https://www.usatoday.com/story/news/nation/2019/08/13/pennsylvania-daycare-caught-fire-did-not-have-enough-smoke-detectors/2002744001/

[5] The Child Care and Development Block Grant Act of 2014 (P.L. 113-186), https://www.govinfo.gov/content/pkg/BILLS-113s1086enr/pdf/BILLS-113s1086enr.pdf

[6] https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/F/FCCH_rulebook.pdf

[7] National Fire Safety Association recommendations and Fire Safety Code, https://www.nfpa.org/Public-Education/Staying-safe/Safety-equipment/Smoke-alarms/Installing-and-maintaining-smoke-alarms

[8] Ibid.

[9] https://www.usatoday.com/story/news/nation/2019/08/13/pennsylvania-daycare-caught-fire-did-not-have-enough-smoke-detectors/2002744001/

[10] https://home.costhelper.com/smoke-alarm.html

By Linda Chappel, Vice President, Triangle Area Child Care Resource and Referral Services at Child Care Services Association

This week the Best of The Triangle 2019 was published in INDYWEEK, naming most favorite activities, foods and events voted on by readers and described as the “wisdom of the crowd.” I present the Best of the Triangle as Durham PreK.

In 2018, the Durham County Commission voted to make historic local investments to open access for more 4-year old children to high quality preschool services. At a time when North Carolina’s legislators are talking about funding virtual preschool, Durham is boldly creating face-to-face opportunities for children with local funds.

A primary goal of Durham PreK is supporting the learning and development of young children to improve the quality of their lives now and in the future. We know from years of research that high quality preschool enhances children’s school readiness by providing substantial early learning, which can have lasting effects far into a child’s later years of school and life.

Research finds high quality preschool programs can accomplish this goal by producing large and lasting gains in outcomes such as “achievement, educational attainment, personal and social behavior (e.g., reductions in crime), adult health, and economic productivity.”[1] These gains are broad and last long into adulthood.

The importance of funding pre-K in Durham

At CCSA, our research found there are six low-income preschool children for every one publicly funded preschool space in Durham through programs such as NC Pre-K, Durham Public Schools and Head Start.

Currently, more than 25% of Durham census tracts with more than 50 low-income preschoolers have no publicly funded preschool slots. In a random survey of approximately 2,000 Durham parents, 92% of parents rated cost-free preschool as desirable or essential. [2]

Durham PreK benefits the community

While a child’s success in school and life addresses our society’s greater good, children from lower-income households are often left behind, furthering inequality and setting the stage for the achievement gap that persists through high school. As a vibrant, growing community, Durham recognizes the short- and long-term benefits of attendance in a high quality early childhood program for children, their families and the community.

These benefits range from reduced need for special education services or remedial support during the K-12 years to increased tax revenue and reduced dependency on government assistance in adulthood. Researchers quantified these benefits and found a return on investment of $3-$13 for every dollar invested in early childhood. Even at the low end of this estimate, this is a significant return.

With an abundance of evidence that high-quality universal preschool could reduce the disparities in skills among subgroups of children at kindergarten entry, Durham’s policymakers are focusing considerable resources on the development and expansion of quality preschool programs for 4-year-olds.[3]

Durham PreK will help improve the quality of early education in Durham County by improving classroom instruction, supporting family engagement and building capacity for high quality through practice based coaching, while expanding access to publicly funded preschool services for all the county’s 4-year-olds. A critical component of this initiative is the implementation of preschool classrooms in diverse settings, including public schools and community-based programs. Durham PreK provides teachers and directors with regular coaching and professional development on cultural competence and social-emotional learning and conducts quality improvement activities to enhance children’s classroom experiences.

Unlike many programs around the country, Durham PreK requires teachers hold a Birth to Kindergarten teaching certificate and that they be paid at the same salary level as teachers in Durham Public Schools. Durham PreK places this emphasis on the teachers’ compensation to attract and retain the most qualified teachers.

Our overall goal in Durham is to improve the quality of and access to preschool programs for more children. We started with an ambitious two-year plan that runs through July 2020. We know this will be a journey that builds each year until we can serve all Durham’s children and ensure their life-long success. Durham PreK plans to stay Best of the Triangle.


[1] Phillips, D.A., Lipsey, M.W., Dodge, K.A., Haskins, R., Bassok, D., Burchinal, M.R.,…Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects, a consensus statement. Washington, DC: Brookings Institution. Downloaded July 24, 2017 from https://www.brookings.edu/wp-content/uploads/2017/04/consensus-statement_ final.pdf

[2] Durham Supply and Demand Study, Child Care Services Association, (2018). https://www.childcareservices.org/research/research-reports/early-childhood-system-studies/

[3] Phillips, D. A., et al. (2018). The changing landscape of publicly-funded center-based child care: 1990-2012. Children and Youth Services Review, 91, 94-104; Cascio, E. U. (2017). Does universal preschool hit the target? Program access and preschool impacts. Cambridge, MA: National Bureau of Economic Research; Yoshikawa, H., et al. (2013). Investing in our future: The evidence on preschool education. New York: Society for Research in Child Development and the Foundation for Child Development.

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!

Written by Allison Miller, CCSA Compensation Initiatives Team

Worthy Wage Day

May 1 is an important day for teachers, particularly teachers working with our youngest children. It is a day when we recognize the link between quality early care and education and the wages earned by dedicated teachers. It is a day when we should say loudly that early educators do NOT earn enough. That’s what Child Care Services Association (CCSA) has been saying for decades, and we have programs in place to help support the workforce. We know that compensation matters and early educators deserve worthy wages.

Infant-Toddler Educators Typically Earn the Least

We know our youngest, most vulnerable children desperately need stable and engaging relationships with the adults in their lives. Infant-toddler teachers play a critical role in the successful development of the children they serve and yet they typically earn the least in an already underpaid field. How can these teachers stay in their classrooms when they earn $10 per hour on average in North Carolina? And that rate is $1.39 less than the average hourly rate of those teachers working with preschool-aged children. It is clear that early childhood compensation across the board must be addressed.

Finding Solutions

Parents cannot afford to pay more, so without a significant public investment, we are left with a huge problem. But we cannot let that problem keep us from finding solutions. Early educators deserve worthy wages. Thanks to funding from the NC Division of Child Development and Early Education, CCSA now offers Infant-Toddler Educator AWARD$. We provide education-based salary supplements to full-time infant-toddler teachers. With this enhanced compensation, teachers can better afford to stay in their positions, giving young children the stability they need.  

Infant-Toddler Educator AWARD$

Are you an infant-toddler teacher in North Carolina? Would you like to earn $2,000 to $4,000 more each year? AWARD$ is open to eligible teachers in every county across the state. Applications are accepted on an ongoing basis, so get yours in now! Find out how to apply here. Supplements depend upon funding availability.

Since 1994, CCSA has also offered the Child Care WAGE$® Program in participating counties. AWARD$ was modeled on the WAGE$ Program. Participants have often called their supplements “life changing.” Many talk about needing the supplements to survive, to meet the basic needs of their families. 

Early educators deserve more. We rely on them to provide critical care and education to our children. We rely on them so we can go to work and provide for our own families. We cannot let them down. Compensation matters. Let’s all loudly support worthy wages for early educators, not just today, but every day.

For more information, visit: Who’s Caring for Our Babies?

Written by 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.