By Allory Bors, Research Coordinator at Child Care Services Association
When it comes to responding to the pandemic, child care providers have been stuck between a rock and a hard place. In many cases, providers have been forced to choose between protecting themselves from deadly illness and feeding their families. Sociologists call this a double bind. A double bind is a situation in which a person has a limited number of choices, none of which lead to a positive or desirable outcome. In this kind of situation, we might say that a person has the illusion of choice.
When we call people heroes, we suggest they have fully consented to risk their lives for the greater good. For many child care providers in North Carolina, the COVID-19 crisis produces a limited number of choices, none of which are completely free from coercion. For example, many child care providers who made the decision not to work did not receive their stimulus check or unemployment payments in a timely manner, and will no longer be eligible for unemployment as the state reopens. On the other hand, many centers and homes who chose to stay open are receiving some income but must face new regulations and threats to their health without hazard pay or the security of adequate health insurance. Many providers are struggling with limited access to supplies, inadequate food, low enrollment numbers and lost income.
The HEROES Act
On May 13, the House of Representatives passed the Health and Economic Recovery Omnibus Act, or HEROES Act, the next proposed stimulus relief package. During the bill’s drafting process, child care policy advocates and researchers created a model to propose a dollar amount needed to keep the child care system afloat for the duration of the crisis. This amount was in the ballpark of $50 billion. Yet, the Heroes Act allocates a mere $7 billion toward child care relief. This is the trouble with the rhetoric of heroism. According to the model, this amount is only enough to support the child care system for a month. Even in the very bill designed to assist child care workers, the word “hero” obscures the reality that providers will be asked to do a lot more with a lot less.
We also cannot forget that before COVID-19, child care providers were called to risk their livelihoods for the greater good. More than one-fifth of child care workers do not have health insurance, and providers are among the lowest-paid workers in the country. Child care providers with bachelor’s and master’s degrees accept a significant wage penalty for choosing to work in early childhood education as opposed to the public elementary education field that is funded by public dollars. And, even in the problematic conversation naming essential workers as heroes, child care providers are often left out.
None of this is to say that we should stop praising child care providers for their bravery and heroism. However, it is important to be alert for when this kind of language stands in for real actions, which speak louder than words. Though the HEROES Act has already been passed in the house, you can take action by voicing your concerns to North Carolina’s U.S. Senators before the Senate votes on the bill, using this guide by the NC Early Education Coalition.
Do you have thoughts about the HEROES Act? If you are a child care provider, what are your thoughts about the word “hero?” Write to us here.
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
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.
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. 
“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.” .
never be forced to choose between staying home or working while sick to earn a
living,” said Congressman David Price.  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.” 
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!
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.” 
If any issue warrants
public attention, public discussion and rethinking as to the best way to ensure
families with young children have access to child care and pre-kindergarten, it
is our nation’s current approach to the safety and healthy development of young
children. It’s not a system as much as a patchwork quilt stitched together over
decades. The federal government allocates funds to states through individual
programs or funding streams (i.e., block grants), each with different rules,
administered by different state agencies, and too often resulting in siloed
approaches with little to no coordination or collaboration among state agencies,
departments, divisions or communities.
In December 2019,
Congress enacted the FY2020 Labor, Health and Human Services and Education
Appropriations measure, which included the following funding levels for early
care and education programs:
In addition to the funding above, in FY2019, the U.S. Dept. of Agriculture allocated $3.7 billion to states to support healthy meals and snacks for low-income children in child care centers and family child care homes  and the U.S. Dept. of Health and Human Services allocated the Temporary Assistance for Needy Families (TANF) block grant to states, of which states chose to use $3.8 billion for child care and $2.6 billion for state pre-K.  The number of children served by TANF funds for child care or pre-K is unknown because the federal government only requires aggregate spending to be reported, not how many children are served, the setting children are in (homes or centers, licensed or unlicensed) or the average price paid per child. In all, that’s more than $35 billion through various federal funds for early care and education programs.
Child care is the largest early childhood program with $12.5 billion in funding and yet only about 17 percent of eligible children (based on state standards) receive a subsidy.  Many states have a waiting list for assistance, including North Carolina with a waiting list of more than 40,000 children. Families have a difficult time finding care, affording care, and then many parents express concern about the quality of care. Numerous national reports have been released about child care deserts, communities where the need for child care for parents of children under age 6 pales in comparison to the licensed supply of child care.  The U.S. Dept. of Health and Human Services released a report in October 2019 that found the supply of home-based care has declined by more than 97,000 providers since 2005. 
Why? Child care is a business. Child care centers tend to operate in areas where the population is dense enough with sufficient numbers of private-pay families who can afford weekly parent fees. The operating budget for child care centers largely comprises parent fees and therefore staff is hired at the lowest wages possible to hold costs down. In a good economy with low unemployment, like we have today, turnover is high because staff often can find better-paying jobs in fast food, retail sales or other jobs that require less training or education. Turnover also costs businesses because of the marketing, interviewing, hiring and training required for new staff.
For home-based providers, the hours are long and the pay is low. According to a 2019 economic impact report by the Committee for Economic Development,  the average annual income of home-based providers is approximately $15,000 per year,  18% higher than in North Carolina, where the average income of home-based providers is $12,300.  The decline in home-based providers (who often serve infants and toddlers) is a hardship for parents, particularly those in rural communities where the economics of operating a center don’t work. Home-based care is often less expensive and providers may be more willing to stay open during nontraditional hours for those parents who work shift work or have long commutes to their job. Yet, again, wages drive interest in opening a home-based program (or closing one) because other jobs in the community may pay more with fewer hours and less stress.
The reality is that mothers are working today. Nationally, approximately 72 percent of mothers with children under age 6 are working outside of the home,  65.4 percent of mothers with children age 2 are working  and, 57.8 percent of mothers with children under age 1 are working.  Many of these mothers need child care, but federal subsidies reach only one out of every six eligible children. Therefore, most families are forced to afford whatever they can find. However, in too many communities, the supply is not available, let alone affordable.
There is no doubt that if our nation’s early care and education system were designed today, it would look much different. If we can’t think out of the box about a new bold system to better meet the needs of families with young children, we will be stuck with incremental, minor band-aids that ignore the real problem: the system is under-financed and poorly designed. Parents can’t afford quality child care, but we know from the research that high-quality child care really matters to the healthy development of children, particularly in the earliest years as a child’s brain is developing the fastest, setting the architecture for all future social, emotional, physical and cognitive skills. 
Two decades ago, child care was a work support. Today, we know that it is a two-generation strategy. High-quality child care helps parents work and helps support the healthy development of children. In fact, parents who can’t access child care reduce their hours or drop out of the workforce. About 94 percent of those who involuntarily work part-time are mothers who cite child care problems as their reason for working part-time. 
In 2018, the National Academy of Sciences (NAS) released “Transforming the Financing of Early Care and Education,” which reviewed the multiple funding streams for early care and education and made a number of recommendations. The NAS Committee, made up of early childhood experts and finance experts, recommended investing in early care and education at a percentage of U.S. gross domestic product (GDP) aligned with the average of other member nations of the Organization for Economic Co-operation and Development (OECD). The report recommended increasing funds in four phases, from at least $5 billion in phase one to $53 billion in phase four. 
However, it is not just
about the money. It is also about program design and meeting the needs of
families in urban and rural areas and in an array of settings that best meet
the needs of the family and each individual child with an early education workforce
that is trained and paid appropriately for the important work they do.
Rethinking is always a
bit more challenging than staying in the box with patchwork fixes. The current
system isn’t working for low-income children whose families need a subsidy or
the private market where working parents need access to affordable high-quality
child care and early education programs. It is time for a discussion about a
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
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
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
early voting schedules. If you live in a different county, click here.
Finally, if you think you are registered, click here to ensure you are still
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.
Basloe, President, Child Care Services Association
Families with jobs and secure housing access child care
through our country’s Child Care Resource & Referral network, friends and
family and the internet. Without child
care, families experiencing homelessness struggle to secure housing. And yet, for
these families, accessing child care offers two important benefits—the chance
to be able to participate in job training, education, and other programs
essential to resolving their homelessness and the opportunity to have a safe
setting for children to grow!
Research has established a strong connection between a young child’s early experiences and the development of his or her brain structure. According to the Center on the Developing Child at Harvard University, the early years of life when more than 1 million new neural connections form every second, can provide a strong or weak foundation for all future learning, behavior and health. We know that homelessness jeopardizes the health, early childhood development and educational well-being of infants, toddlers and preschool-aged children. It also creates unique barriers to participating in early care and education. With nearly 50% of children living in federally-funded homeless shelters under the age of five, this is a problem for families, communities, states and the country.
The Child Care and Development Block Grant Act of 2014, signed into law on November 19, 2014, reauthorized the Child Care and Development Fund (CCDF) Program. The reauthorized law made significant advancements by defining health and safety requirements for child care providers, outlining family-friendly eligibility policies, and ensuring parents and the general public have transparent information about available child care choices.
The Administration for Children and Families (ACF) published the
Final Rule to implement the Child Care and Development Fund program (CCDF) in
September 2016. The full regulations may be read here.
The McKinney-Vento Act’s education definition of homelessness to be used by child care (and Head Start and public education),
A grace period or flexibility to obtain immunizations and other documents needed so that children experiencing homelessness can be served more quickly,
Outreach to homeless families with children,
Training and technical assistance in identifying and serving homeless children and their families,
The coordination of services so that families with children can get the help that they need, and
Data reporting to know how many families (and children) experiencing homelessness are receiving child care assistance.
States submitted 2016-2018 CCDF Plans and excerpts from Section 3.2.2., Improving Access to High Quality Child Care for Homeless Families, within State Plans were shared here. The state plans for 2016-2018 indicated that while many states had policies in place to help families experiencing homelessness access child care assistance, the majority of states were not yet adequately addressing those families’ unique needs.
The Child Care and Development Fund (CCDF) Plan serves as
the application for the Child Care and Development Block Grant (CCDBG) funds by
providing a description of, and assurance about, state child care programs and related
services available to eligible families. The Office of Child Care reviews the
Plans for approval.
The CCDF Plan also presents an opportunity for states to demonstrate the activities and services they are providing to meet the needs of low-income children and families. The Administration for Children and Families (ACF) makes Plans publicly available to many users including members of Congress, Congressional committees, State and local child care administrators, advocacy groups, researchers and the general public. For states looking for innovative ways to better meet the child care needs of families experiencing homelessness, the publication of the state plans serves as a clearinghouse of resources for states to replicate or customize to finetune their strategies to best support these families.
The 2019-2021 CCDF State Plans show that States have embraced the CCDF law and regulations with regard to serving families experiencing homelessness, making changes to policies and practice, including eligibility requirements, coordinating with partners, increasing access and providing professional development for those within the child care field to not only increase access to child care but also to ensure that families with children experiencing homelessness receive the support and services they need. These State Plans can be found here.
View other resources for early childhood homelessness here.
“I had to work when I was 15 years old,” said WAGE$ participant Maria Milla. “My country, Honduras, is very difficult, very poor. I had to move to a bigger city and live with relatives to be able to study. I wanted to be a teacher, but that required day classes. I had to work during the day, so I studied something else, but my dream was always to be a teacher. When I played school as I child, I was always the teacher!” Maria’s dream came true when she moved to the United States.
Maria answered an advertisement for a child care center substitute and started learning about children, but she quickly realized how much more she needed and wanted to know. She kept working, took English (ESL) classes and then began her early childhood coursework. Maria started on the Child Care WAGE$® Program with the NC Early Childhood Credential (four semester hours) and now has her Birth-Kindergarten Bachelor’s Degree. She has moved up the WAGE$ scale many times, earning higher awards, and has remained at her current 5-star program since 2005. She is now only two classes away from earning her Birth to Kindergarten license.
Maria knows how much her education and consistency mean for the children and families she serves.
“I feel like the more education we have, the better we can do,” she said. “We learn about development and how we can help children grow and learn.”
The T.E.A.C.H. Early Childhood® Program helped her pay for classes; she says she couldn’t have done it otherwise. She’s proud of earning her degree, and she says WAGE$ helped her attain that goal.
“It helped with the financial component of taking classes. WAGE$ is a good motivator. I’m very thankful for all that WAGE$ and my partnership do with this incentive. I love my job and I’m happy, but I don’t make much money and this incentive helps a lot of us stay in our jobs. WAGE$ helps everybody. It helps children have the same teachers. Children feel safe, secure and happier. It helps parents feel more trust. They can leave their child with someone who has been there a long time rather than someone who comes and goes. It helps families because we don’t have to charge them more than they can pay. It helps the teachers a lot.”
Maria joked that despite her years of education in the United States, her English continues to improve with the help of the children in her class.
“I tell them to let me know if I say something wrong. They do! They correct me!” Laughing, Maria said, “Teaching is my passion. I want to stay in the classroom.”
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
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). 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). 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.
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.
For regulated child care (centers and homes), federal law requires an annual inspection for health, safety and fire standards. 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,
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
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. 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.
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). 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.
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
It’s summer in North
Carolina and it’s hot! Did you know
that North Carolina is ranked 6th compared to all other states for
child related deaths due to being left in a hot car?
According to the Centers for Disease Control and Prevention (CDC), the temperature inside a car (even with the windows cracked) can rise almost 20 degrees Fahrenheit within the first 10 minutes. A child’s body overheats 3-5 times faster than an adult body and as a result, even for a short period of time, it is not safe to leave a young child alone in a car.
The majority of cases in which a
child has died from a heat related car death involve a parent who unknowingly
has forgotten an infant or toddler in the car. It might be that the parent has
had a change in routine and inadvertently forgets that a child is asleep in a
rear-facing car seat where the child can’t be seen or heard or that a caregiver
has become distracted or is tired and accidently forgets.
In 2018, throughout the country, a record-setting 52 young children died from heat related car deaths in 2018.
In North Carolina, 35 young children have died after being left in hot cars since 1990, the most recent involved the death of a 10-month old infant in May in Winston-Salem.
Nearly 90% of child deaths in hot cars occur among children under age three. To date this year, throughout the country, 21 children have died as a result of vehicular heat stroke, the most recent death occurred earlier last week in Richmond, Virginia.
We can prevent these tragedies. The National Highway Traffic Safety Administration (NHTSA) launched the Where’s Baby? Look Before You Lock campaign to get the message out to all parents, grandparents and other caregivers to be alert about the harmful and potentially fatal effects of leaving children in hot vehicles.
NEVER leave a child in a vehicle unattended
Make it a habit to look in the back seat EVERY time you exit the car
ALWAYS lock the car and put the keys out of reach
If you see a child left in an unattended vehicle, call 911 and get help immediately
Kids and hot cars
can be a deadly combination. Don’t take the chance and always “Look
Before You Lock.”
CALL TO ACTION:
bills (H.R. 3593 and S. 1601, the Hot Cars Act of 2019) are pending in Congress
to require the U.S. Department of Transportation to issue a rule requiring that
all new cars be equipped with a child safety alert system (as well as a study
recommending ways to retrofit current cars to ensure that young children are
H.R. 3593 is under committee consideration in the House. S. 1601 has been approved in committee and is pending on the Senate calendar. If we can have a seatbelt reminder in cars, we can certainly have a reminder to check the backseat for young children.
There are steps we all can take to ensure that children are safe. We can double check the backseat always before locking the car. However, we can also urge our North Carolina Congressional delegation to cosponsor the Hot Cars Act and urge its passage.
It only takes a few seconds to dial the Congressional switchboard at (202) 224-3121 and ask to be connected to your Representative in the House or your Senator. If you aren’t sure who represents you, every state has two Senators. In North Carolina, Senator Richard Burr and Senator Thom Tillis represent us all regardless of which county we live in.
To find out who represents you in the House, click here and enter your zip code. The message is simple: In the Senate, ask that each Senator cosponsor S. 1601, the Hot Cars Act, to help prevent the death of young children in hot cars. In the House, ask that your Representative cosponsor H.R. 3593, the Hot Cars Act, to help prevent the death of young children in hot cars. And, then, ask them to support passage of the bill this year. It’s that simple!
Joe has had the desire to teach and engage families and children for 18 years serving as a preschool teacher, kindergarten teacher, public school administrator and training and technical assistance specialist. Now, while he pursues his M.Ed., he is the Child Care Resource & Referral (CCR&R) Program Director for Onslow County Partnership for Children in North Carolina.
“I am a true believer in lifelong learning. I also feel it is our responsibility to model life-long learning for those that we serve,” Joe said. “I originally became familiar with the T.E.A.C.H. program when I was completing my associate’s degree. Fellow students shared the information with me.”
What is T.E.A.C.H.?
In 1990, Child Care Services Association
(CCSA) created the T.E.A.C.H. Early Childhood® Scholarship program
to address the issues of under-education, poor compensation and high turnover
in the early childhood workforce. In 2000, the T.E.A.C.H. Early Childhood®
National Center was established in response to the growth and expansion of the
T.E.A.C.H. Early Childhood® Scholarship. The T.E.A.C.H. Early
Childhood® National Center is now offered in 22 states plus D.C. and
has awarded over 150,000 scholarships since its opening.
T.E.A.C.H. is an umbrella for a variety of scholarship programs for those working in early education in North Carolina. Because of the complexities of the different scholarships, each recipient is assigned a specific scholarship counselor.
T.E.A.C.H. Scholarship Counselors
Bynum, who has been with CCSA for 22 years, is the program manager for
T.E.A.C.H. North Carolina. One of her main duties is to provide counseling to
graduate-level scholarship recipients like Joe. Those counselors are the reason
Joe can say, “The process has been easy to use and to understand.”
“Joe is a great recipient to work with,”
Kimberly said. “There’s not a lot of hand holding to do with him. He’s really
proactive, but if there is ever anything missing, like when we do check-ins
with our recipients several times throughout the semester, he’s very responsive
to getting me what I need.”
Counselors play a vital role for T.E.A.C.H.
scholarship recipients, helping them navigate through the many obstacles they
may face while furthering their education.
“I do the same thing for Joe as I do for all
my recipients. I make sure if they’re enrolled in school, we have the documents
we need to go ahead and pay for their tuition upfront, because we don’t want
anybody dropped…I usually go through and look at all my recipients, including
Joe, to make sure we sent in the authorization to the colleges and
universities,” said Kimberly.
And because of T.E.A.C.H., Joe will be able to graduate with his M.Ed. debt-free.
“T.E.A.C.H. has made it possible for me to
continually build on my education from an Associate’s in Applied Science to a
Master’s in Education without incurring a huge amount of student debt,” said
Joe. “Early childhood education is a field in which the professionals are often
underpaid and are themselves lacking resources. T.E.A.C.H. provides an avenue
to advance education and careers while helping to avoid massive student debt.”
Kimberly finds her part in that process
“What I really enjoy most about my position is…developing that one-on-one relationship [with the recipients],” she said. “It really just brings it all together when you’re at a conference or…attending graduations and you get to meet that person face-to-face…Especially at graduation, it makes you feel really proud, because you work with these people for so long, so they made it and they’re done.”
The Economic Impact of T.E.A.C.H.
Kimberly is also proud that T.E.A.C.H. has a wide reach that goes well beyond the scholarship recipient after graduation.
“We are empowering these scholarship
recipients to [earn] more education, which in turn, they bring back into their
facility, they’re better equipped to teach the children and then the children
are ready for school when they start kindergarten.”
Once recipients complete their degree, they increase their marketability in the early childhood education system and may experience growth in their wages as well. In 2018, associate degree scholarship program recipients experienced an 11% increase in their earnings, with a low turnover rate of 8%.
“In addition, it’s increasing the star rating
level as far as education goes for those facilities they’re employed in, making
them more attractive to families, so increasing business that way,” Kimberly
said. “Also, what [T.E.A.C.H.] does in the community…is increase the student
enrollment in early childhood education departments [at participating
universities and colleges]. So by T.E.A.C.H. sponsoring students at these
universities and colleges, there is a positive economic impact on the North
Carolina college system.”