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UNITED
STATE
UNITED STATES
OFFICE OF PERSONNEL MANAGEMENT
OFFICE OF PERSONNEL THE
WASHINGTON, D.C. 20415
OFFICE OF THE DIRECTOR
JUN 23 1998
Nicole - -
FYI. Return
to me when
MEMORANDUM FOR JON JENNINGS
WHITE HOUSE FELLOW
CABINET AFFAIRS
done.
CHIEFOF LEIGH M. Mary STAFF SHEIN Chronol
J
FROM:
for
Not much There- There.
Nicore
SUBJECT:
OPM Actions to Improve Federally Sponsored Child Care
The following are actions that OPM has taken in response to the President's March 10, 1998,
memorandum directing the Secretary of Defense, the Administrator of the General Services
Administration, and the Director of the Office of Personnel Management... "to take significant
new steps to improve the quality of Federally-sponsored child care in the executive branch." "
OPM was tasked with: (1) ensuring that all Federal workers receive full information about child
care benefits available to them "on the Federal, state, and local levels, including information on
resources and referral networks, available tax credits such as the Child and Dependent Care Tax
Credit and Child Tax Credit, as well as public subsidies," and (2) was directed to " host a
nationwide summit designed to showcase model public and private sector solutions."
Publicize Child Care Benefits
On March 26, 1998, OPM issued memoranda to directors of personnel, agency work and
family program representatives, and the Interagency Adult Dependent Care Working
Group, that attached a copy of the President's memorandum, and a copy of a flyer--
Helping Families Obtain 1997 Tax Information--issued by the National Child Care
Information Center (NCCIC), Department of Health and Human Service (HHS), and
listed child care resource and referral contacts that provide an array of child care services
such as finding quality care, funding resources, health and safety aids, welfare reform,
and State programs (copies attached).
2
On April 6, 1998, OPM's Director of its Work/Life Programs Center, briefed the
Interagency Federal Child Care Council on OPM actions taken and proposed to inform
Federal workers about child care resources, including tax credits that are available to
them.
On April 7, 1998, OPM's Work/Life staff met with the Department of Health and
Human Services (HHS) Child Care Bureau staff to discuss further actions needed for
information on public subsidies. HHS agreed to collect and provide OPM with
information about public subsidies which would be appropriate for Federal employees.
OPM and HHS plan to jointly distribute these materials to directors of personnel and
agency work and family contacts, along with additional information about resource and
referral services and taxes.
In April 1998, OPM's Work/Life Program Center revised its Establishing a Work-site
Parenting Support Group. The guide provides agencies with another tool to help their
employees manage a family, career, and other personal demands. The revisions also
reflect that men, as well as women, in the Federal government serve in a dual role as a
worker and as a parent (copy attached).
On June 18, 1998, our guest speaker for OPM's Director's Awards for Outstanding Work
and Family Programs was Dr. Joan Lombardi, Deputy Assistant Secretary for Policy and
External Affairs, HHS, who discussed the need for quality work/life programs to help
employees with child and elder care. Also, several of the award winners were recognized,
for quality, affordable, and safe child development centers, among their other
achievements. Among those honored, the Internal Revenue Service and the General
Accounting Office were noted as leaders of the first Federal agencies to establish on-site
child development centers in the late 1980's.
OPM recently revised and updated its Handbook of Child and Elder Care Resources to
help employees identify types, quality, and sources of child care. The handbook is
currently being formatted for the Internet where employees, managers, and employee
assistance counselors can locate information about organizations and agencies across the
country that can help employees with their child and elder care needs (copy attached).
Nationwide Child Care Summit
OPM is in the preliminary stages of planning a one-day child care summit which is
tentatively scheduled for late fall. When OPM met with HHS Child Care Bureau staff,
we were advised that they have recently entered into a contract with Work and Family
Solutions, Inc. to identify nationwide model public/private child care partnerships and
would be happy to share their findings with us. OPM will be working with HHS, other
key Federal agencies, and private sector employers on planning this summit.
3
New Child Care Initiatives
OPM has prepared draft legislation that would permit Federal agencies at their discretion
to use currently appropriated funds for the purpose of paying approved child care
providers for the provision of child care for Federal civilian employees. These payments
of appropriated funds may be applied to any expense connected with the provision of
child care, including but not limited to the salaries and benefits of child care staff
employed by the provider. Any savings to the facility or contractor resulting from such
use of appropriated funds shall be applied to improving the affordability of child care for
lower income employees.
OPM is recruiting for a full-time child care coordinator to develop proposals for child
care policies and program guidelines for Federal civilian employees. The incumbent will
represent OPM at various child care interagency meetings and on public forums; consult
with Federal agencies and departments, labor and veterans organization, and special
interest groups; and participate in training programs for key personnel, including child
care program administrators, coordinators, and personnel.
If you have any questions or need additional information, please call Mark Hunker at (202) 606-
1000.
Attachments
Work
UNITED
STATES
Family
United States
Office of
QUICE OF PERSONNEL )
Personnel
PROGRAM CENTER
Management
MAR 20 1998
MEMORANDUM FOR FEDERAL WORK & FAMILY PROGRAM REPRESENTATIVES
& THE INTERAGENCY ADULT DEPENDENT CARE WORKING GROUP
Anice V.Nels
FROM:
ANICE V. NELSON, DIRECTOR
WORK AND FAMILY PROGRAM CENTER
SUBJECT: President Clinton's Directive to Improve Federally Sponsored Child Care
On March 10, 1998, President Clinton issued a Memorandum for the Heads of Federal
Departments and Agencies on Steps to Improve Federally Sponsored Child Care. A copy of
that Memorandum is attached.
The Memorandum directs the Secretary of Defense, the Administrator of the General Services
Administration, and the Director of the Office of Personnel Management "to take significant
new steps to improve the quality of Federally sponsored child care in the executive branch."
The Director of the Office of Personnel Management is tasked with "ensuring that, to the
fullest extent possible, all Federal workers receive full information about child care benefits
available to them on the Federal, state, and local levels, including information on resource and
referral networks, available tax credits such as the Child and Dependent Care Tax Credit and
Child Tax Credit, as well as public subsidies."
As a first step towards that objective, we are providing you with a copy of a flyer--Helping
Families Obtain 1997 Tax Information--issued by the National Child Care Information Center
(NCCIC), Department of Health and Human Services. As the 1997 tax season is ending, we
think it is most important to share this information with employees now. We will provide
you with 1998 tax information at a later date.
The NCCIC offers a variety of other useful child care information, such as finding child care,
funding resources, health and safety, welfare reform, and state contacts. NCCIC information
may be accessed on the Internet at http://ericps.crc.uiuc.edu/nccic/nccichome.html. or by
telephone at 800-616-2242. Child Care Aware provides a free resource and referral service,
directing callers towards local service providers and community resources which may meet
their particular needs. Child Care Aware may be reached at 800-424-2246.
As further information is available we will send it to you. Until such time, you may contact
us as need via Internet email at [email protected], or by telephone at 202-606-5520.
Attachments
olrwp-11 6-95
THE WHITE HOUSE
WASHINGTON
March 10, 1998
MEMORANDUM FOR THE HEADS OF FEDERAL DEPARTMENTS AND AGENCIES
SUBJECT:
Steps to Improve Federally Sponsored Child Care
Now more than ever, America's working parents are struggling
to balance their obligations to be good workers -- and their
more important obligations to be good parents. By choice or
by financial necessity, millions of Americans rely on child
care to care for their children for part of each day. Parents
deserve to know that their children are safe and nurtured in
child care.
One of my highest priorities is to make child care better,
safer, and more affordable. That is why my balanced budget
includes the most significant investment in child care in our
Nation's history and proposes specific measures to improve
child care quality.
As a supplier of child care and as an employer that must
recruit and retain a strong workforce, the Federal Government
should lead the way in improving child care. I am proud that
our military has developed one of the finest child care delivery
systems in the world, and that the Department of Defense, at
my request, is sharing its expertise with the public and private
sectors. Still, we need to do more. The executive branch of
the Federal Government has responsibility for over 1,000 child
care centers -- 788 through the military, 109 through the
General Services Administration, and 127 through other Federal
departments. In addition, the military oversees nearly 10,000
professional family child care providers. In total,
approximately 215,000 children are in our care.
Today I am directing my Administration to take significant new
steps to improve the quality of Federally sponsored child care
in the executive branch by (1) ensuring proper background checks
of child care workers; (2) achieving 100 percent independent
accreditation of all eligible centers; (3) exploring partner-
ships among Federal agencies and with the private sector to
improve child care quality and affordability; and (4) ensuring
that all Federal workers become better informed of child care
benefits and the options available to them.
2
First, all child care workers in Federally sponsored centers
should undergo thorough background checks to make sure that our
children are safe. The vast majority of child care workers are
caring people who have dedicated their lives to teaching and
nurturing children. But one tragedy in child care is too many,
and criminal and civil background checks are necessary to
determine whether the people caring for our children are fit for
this responsibility. The military already has a model system to
conduct background checks of child care workers. I now want to
guarantee that workers at all nonmilitary, Federal child care
facilities undergo such background checks in a thorough and
timely fashion.
I therefore direct the Administrator of General Services
("Administrator") to report to me, within 90 days, with a
plan to ensure complete and timely background checks, to
the fullest extent possible, for all child care workers in
nonmilitary, Federally sponsored child care settings. Agencies
with oversight of nonmilitary child care settings will report
to the Administrator within 60 days on this matter.
Second, all Federally sponsored child care centers should
receive nationally recognized, independent accreditation as soon
as they are eligible to do SO. Currently, only 76 percent of
military centers, and 35 percent of other Federally sponsored
centers, are accredited. By the year 2000, 100 percent should
be accredited. I therefore direct the Secretary of Defense and
the Administrator to provide me, within 90 days, with a plan to
ensure, to the fullest extent possible, independent, nationally
recognized accreditation of all eligible, Federally sponsored
child care by the year 2000. Agencies with oversight of non-
military child care settings shall report to the Administrator
within 60 days on this matter.
Third, partnerships among Federal agencies and with the private
sector are an increasingly important way to maximize existing
resources and improve child care. I therefore direct the
Administrator to work with the heads of all Federal departments
and agencies to explore opportunities for collaboration both
within Government and with the private sector to improve child
care quality and affordability in Federally sponsored settings.
Finally, employers have a responsibility to make sure that
their workers are better informed on child care and the options
available to them at the national, State, and local levels.
I therefore direct the Director of the Office of Personnel
Management ("Director") to ensure that, to the fullest extent
possible, all Federal workers receive full information about
child care benefits available to them on the Federal, State,
and local levels, including information on resource and referral
3
networks, available tax credits such as the Child and Dependent
Care Tax Credit and Child Tax Credit, as well as public
subsidies. The Director shall also host a nationwide summit
designed to showcase model public and private sector solutions
to child care needs.
William 1. Cinton
Helping Families Obtain 1997 Tax Information
Financial relief for working families is available through two tax programs, the Earned Income Credit and the
Child and Dependent Care Tax Credit.
The Earned Income Credit (EIC) reduces the
In addition to the EIC, families may also be eligible for
amount of tax an individual owes and can also result
the Child and Dependent Care Credit, a benefit that
in a refund after a tax return is filed. Eligible workers
helps families pay for child care. Families can receive
may choose to receive the EIC in advance payments
credit for 20-30% of their child care expenses,
in each paycheck.
depending on income.
The Center on Budget and Policy Priorities can
For a fact sheet about the Earned Income Credit
provide an Earned Income Credit Outreach Kit to give
or the Child and Dependent Care Credit, contact
programs the information families need to access the
Sharon Jenkins or Kimberly Harris at the National
EIC. The kits contain materials in both English and
Women's Law Center, 11 Dupont Circle NW, Suite
Spanish. The first kit is free and additional kits are
800, Washington, DC 20036, or call: (202) 588-5180.
available for a minimal charge. For more information
on obtaining a kit, contact the Center on Budget and
The Child Care Action Campaign has a two-page
Policy Priorities, 820 First Street, NE, Suite 510,
Information Guide (#16) on How to Use the Federal
Washington, DC 20002, or call: (202) 408-1080.
Child Care Tax Credit. To obtain a copy, call: (212)
239-0138, or e-mail a request to:
[email protected]
IN TAX YEAR 1997, THOSE ELIGIBLE FOR THE
The Internal Revenue Service has several
EARNED INCOME CREDIT INCLUDE:
publications that explain how to qualify for and claim
the EIC and the Child and Dependent Care Credit.
$ Workers with one child who earned less than
Ordering information is provided in the box below.
$25,760 in 1997 are eligible for a credit of up to
Employment Taxes for Household Employers
$2,210;
For parents who employ a provider to deliver child
care services in the child's home, there is new
$ Workers with two or more children who earned
information on reporting and paying employment
less than $29,290 in 1997 are eligible for a credit
taxes. The IRS publishes several documents which
of up to $3,656;
provide guidance on this topic. A list of these
publications is provided in the box below.
$ Workers who earned less than $9,770 in 1997
and who are not raising children are eligible for a
Free Tax Preparation Assistance
maximum credit of $332 if they are at least 25
The IRS Volunteer Income Tax Assistance (VITA)
and under 65.
program helps low-income workers complete their tax
forms. For more information on VITA and other tax
- Earned Income Credit Outreach Kit, available through the Center
related questions, call: (800) 829-1040 (800-TAX-
on Budget and Policy Priorities.
1040).
PUBLICATIONS AVAILABLE THROUGH THE INTERNAL REVENUE SERVICE
The following publications may be requested through the IRS by calling: (800) 829-3676 (800-TAX-FORM).
It may also be possible to locate reference copies of these IRS publications at your local library.
#596 Earned Income Credit
#503 Child and Dependent Care Expenses
#926 Employment Taxes for Household Employers
#15 Employers Tax Guide (Circular "E")
Information compiled by the National Child Care information Center. (800) 616-2242. The information contained in this document does not
constitute tax advice or legal representation. No official endorsement of any publication or organization is intended or should be inferred. For
specific information on eligibility for tax credit programs, consult an accountant or other tax expert.
CHILD CARE
BULLETIN
Child Care Bureau
July/August`1997
Issue 16
Child Care Providers: Key to Quality Care
E
ach day, as families across
the important work of the child care
as well as on ways that states and
the country ready them-
provider and highlights ways in
community programs have been
selves for work. millions of
which states, national organizations,
training women who are tran-
child care providers are ready to
and communities have supported the
sitioning off of welfare to become
care for and educate their children.
early childhood workforce, by estab-
successful child care providers. Also
Child care providers play a pivotal
lishing initiatives which promote
presented are initiatives developed
role in the lives of the children
leadership development and creden-
by Save the Children Child Care
entrusted to their care. The pro-
tialing; providing a mechanism for
Support Center such as warm lines,
vider, in concert with a supportive
providers to receive health benefits;
neighborhood networks, community
community that provides adequate
developing comprehensive training
collaboratives, specialized training,
funding and clearly established
opportunities; and increasing com-
and resource rooms that help to
standards. IS the key to quality child
pensation for quality child care
support family child care providers.
care
professionals.
We salute each child care pro-
An educated and experienced
Programs that have linked
vider, caring for infants, toddlers,
child care provider:
professional development and com-
preschool- age children, school-age
is responsive to the needs of
pensation, such as the T.E.A.C.H.
children, in homes, centers, during
each child.
Early Childhood Project and the
the day, evening or weekend. We
Military Child Development System,
honor the dedication and efforts of
establishes a safe, nurturing and
are described in this issue. Infor-
all those who say, "I nurture the
stimulating environment for chil-
mation is provided on the national
future; I am a child care provider."
dren to grow and learn,
leadership development projects
As another school year begins, our
works in partnership with the
Taking the Lead: Investing in Early
hopes are that it brings with it re-
family. and
Childhood Leadership for the 21st
newed energy and optimism and that
develops relationships with other
Century and the African American
together we can make a difference
Early Childhood Resource Center,
for all children and families.
community groups.
Such caregiving is essential to the
successful development of the child,
July/August 1997
Issue 16
imperative for parents in the work-
force. and a cornerstone of the com-
munity. While families are at work.
A Profile of the Child Care Work Force
2
quality child care settings give chil-
Director Credentials and Leadership Initiatives
3
dren the opportunity to thrive and
Contents
What's New With the CDA Credential?
4
develop to their full potential.
Child Care Initiatives Across the Country
5
This issue of the Child Care
Networks Support Family Child Care Providers 8
Bulletin recognizes and celebrates
Highlights from the Military Child Care System 9
Healthy Child Care America Update
10
U.S. Department of
Resources in Child Care
11
Health and Human Services
Administration for Children and Families
Administration on Children.
Youth and Families
Child Care Providers
Child Care Bureau
A Profile of the Child Care Work Force
A
pproximately three million child care teachers,
Only 18 percent of child care centers offer fully-
assistants, and family child care providers in
paid health coverage to teaching staff.
the U.S. care for 10 million children each day.
Although they earn lower wages, child care teachers
are better educated than the general population.
Who are the child care teaching staff?
One-third of all child care teachers leave their
97% are female
33% are women of color
centers each year.
41% have children
Family child care providers who care for and
10% are single parents
educate young children in their homes also have
very low earnings. Providers earn $9,528 annually
Child care teaching staff earn an average of $6.89
after expenses (data from The Economics of Family Child
per hour or $12,058 per year (based on 35 hours
Care Study, a forthcoming publication from Wheelock College,
per week and 50 weeks per year) (data from Cost,
earnings in 1996 dollars). Unregulated providers, who
Quality and Child Outcomes in Child Care Centers, Technical
care for fewer children and are offered fewer
Report (1995). salary data are in 1993 dollars).
supports, earned just $5,132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
40
333
132
32
31
30
27
26
23
121
20
14
10
10
0
Less than High School
High School Diploma
Some College
BA/BS or More
Child Care Teachers*
Female Workers**
Male Workers**
National Child Care Staffing Study Current Population Surveys. 1995. Bureau of Labor Statistics. U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,582
$60.000
$50.000
$31,278
$40.000
$26,820
$30,344
$26,747
$30,000
$19,166
$20,000
$14,506
$10.151
$11,617
$10,000
$0
High School Diploma
Some College
BA/BS or More
Civilian Labor Force. Men**
Civilian Labor Force, Women**
TeachingStaff, 1994*
*National Child Care Staffing Study. wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
For more information. contact the National Center for the Early Childhood Work Force (NCECW), at: (202) 737-7700, or e-mail: [email protected]
This profile of the child care work force has been excerpted from information provided by the National Center for the Early Childhood Work Force.
2
July/August 1997
Child Care Bulletin
New Initiative Focuses on Early
New Resource Center Offers
Childhood Leaders and Directors
Leadership Development
Opportunities
Cecelia Alvarado, Bess Emanuel, Kimberly Elliott, and Sheri Azer
Carla Taylor
I
he Center for Career
The first set of pilot projects,
Development in Early
Experiments in Director Creden-
I
he National Black Child Develop-
ment Institute (NBCDI) has launched
Care and Education at
tialing, focuses on developing
the African American Early Child-
Wheelock College has begun a
models of credentialing for those
hood Resource Center to help diversify the
national early childhood lead-
who direct early childhood pro-
leadership pool and to serve as a model for
ership development initiative,
grams. Given the pivotal role of
other under represented groups within the
Taking the Lead: Investing in
the director, training in admini-
leadership ranks of the early childhood
Early Childhood Leadership for
stration and leadership is impor-
profession. The resource center will enrich
the 21st Century. Funded by the
tant to the quality of programs.
higher education, enhance career opportuni-
Early Childhood Funders Col-
Awarding a credential that rec-
ties, and provide technical assistance to ear-
laborative, the new initiative
ognizes competence, commends
ly childhood organizations in areas such as
aims to improve the quality of
accomplishments, and acts as an
improving recruitment, retention, and ad-
programs for children and fami-
incentive for the pursuit of train-
vancement of diverse leaders. It will also
lies by developing a diverse gen-
ing is a strategy for states and
maintain a database of diversity resources to
eration of leaders for the many
communities to help directors
identify teaching materials and seminars that
roles in the early care and
develop the skills they need to
promote leadership and multiculturalism. A
education field.
achieve quality programs.
Registry of African American Early Child-
Taking the Lead intends to
Also, Emerging Leaders Ex-
hood Leaders will include a database of the
build the field's capacity to in-
periments will attempt to identi-
skills and experiences of African American
crease program quality by:
fy, train, and promote new and
leaders in a variety of early childhood posi-
expanding the skills of new
existing leaders in the field. The
tions. Organizations and businesses may ob-
and existing leaders in the field
goals of this activity include as-
tain a list of potential employment appli-
to generate greater public sup-
sisting the field to develop an
cants, advisors, writers and presenters.
port for and private and public
understanding of the institutional
An African American Early Childhood
investment in early care and
and personal barriers that may
Leadership Mentoring Program will pair en-
education. and
impede the development of po-
try level professionals and graduate students
advancing the development
tential leaders, working to iden-
with mentors who will provide ongoing sup-
of a director's credential for ear-
tify the pathways to leadership,
port, and an African American Early Child-
ly care and education programs.
and assuring innovative content
hood National Leadership Network will
The initiative consists of sev-
of leadership development.
organize a consortium of colleges, organiza-
eral activities: a national scan of
Project applications have been
tions, and corporations to expand opportuni-
current leadership development
received and final selection of
ties for early childhood leaders.
options and director credential-
the pilot sites is underway.
Carla Taylor is Senior Editor and Public Policy Analyst for
To learn more, contact Taking the Lead, The
The National Black Child Development Institute (NBCDI).
ing efforts. and two sets of pilot
Center for Career Development in Early
To learn more, contact NBCDI, 1023 15th Street. NW, Suite
projects around the country.
Care and Education, Wheelock College, at:
600, Washington, DC 20005, or call: (202) 387-1281, or e-
(617) 734-5200, ext. 211.
mail: [email protected]
Training Requirements in Child Care Licensing
Child care licensing regulations vary from state to state. Requirements range from no training needed
prior to working with children to mandatory college-level coursework for providers.
In 1997. pre-service early childhood education
Annual ongoing hours of training are required by:
training is required by:
44 states for teachers;
20 states for teachers;
36 states for directors; and
33 states for directors; and
31 states for family child care providers.
11 states for family child care providers.
Data compiled by The Center for Career Development in Early Care and Education based on information provided by Work/Family Directions, Inc.
To learn more. contact The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston, MA 02215-4176,
or call: (617) 734-5200, ev. 211, or e-mail at: [email protected] Visit the web site at: http://ericps.crc.uiuc.edu/ccdece/ccdece.html
Child Care Bulletin
July/August 1997
3
Child Development Associate
What's New with the CDA Credential?
CDA
he Child Development Asso-
credential and wish to be certified in
new CDA renewal re-
IFUOIJEN
medical
T
Credentialing
ciate (CDA) credential is na-
an additional setting, The Council
quirements, a provider
tionally recognized in the
now offers the Second Setting CDA.
must:
early childhood field as a profes-
This credential is available to center-
Hold a current Red Cross or other
sional credential awarded to skilled
based and family child care
agency First Aid Certificate;
child care providers. The Council
professionals who received their
Have at least 80 hours of work
for Early Childhood Professional
CDA credential under the revised
experience with young children
Recognition (The Council) adminis-
direct assessment procedures on or
during the year of renewal;
ters the CDA credentialing program
after January 1, 1993.
Hold current membership in a
(see "Staff Credentialing Programs
Revised CDA Renewal Process
national or local early childhood
Improve Skills," in the Child Care
The goal of the renewal system
professional organization;
Bulletin, May/June 1995).
is to encourage caregivers to seek
Know an Early Childhood Educa-
Currently, more than 88,000 pro-
continuing education and profession-
tion Professional who can complete
viders have obtained the CDA cre-
al growth. Effective January ,1996,
a Letter of Recommendation regard-
dential and that number is rising.
The Council revised the CDA Re-
ing competence with young children;
The number of child care providers
newal Process for center-based and
Show proof of at least 4.5
applying for the CDA credential per
family child care. The renewal fee
Continuing
Education
Units
year has grown to nearly 10,000 as
will continue to be $50, with the
(CEU's), or a 3 credit hour course
a result of an increase in demand
first renewal three years after re-
in early childhood education/child
from many public and private em-
ceiving the CDA credential and then
developments within the past five
ployers for trained, qualified staff.
every five years thereafter. Those
years. The Council has also
In addition, 46 states and the District
who do not meet the renewal criteria
published CEU Criteria Guidelines,
of Columbia incorporate the CDA
within a specified timeframe will
which are available upon request.
into their licensing regulations.
need to complete a new CDA assess-
New Publication
Second Setting CDA
ment. However, The Council is now
A CDA Training Guide that fo-
The CDA credential is awarded
holding an open renewal period.
cuses on helping colleges, agencies,
for a specific type of child care
Caregivers whose CDA credential
and organizations with developing a
setting: center-based. family child
expired years ago may renew it be-
CDA training program will soon be
care. or home visitor. For qualified
fore January 1, 1998 without com-
available from The Council.
caregivers who already have a CDA
pleting a new assessment. Under the
For more information contact: The Council for Early Childhood Professional Recognition, 2460 16th Street, NW. Washington, DC 20009-3575, or
call 12021 265-9090 or (800) 424-4310.
Spotlight on
USA Child Care National Development Project
USA Child Care is a national membership association of child care and early education providers and
advocates who deliver services directly to children and families. The mission of USA Child Care is to serve
as a national voice for these direct service providers to ensure quality, comprehensive early care and
education that is affordable and accessible to all families.
USA Child Care is working to develop statewide associations that can partner with states and local
governments to deliver quality child care. Aided by a grant from the David and Lucile Packard Foundation,
the National Development Project will establish new statewide associations of providers to help communicate
needs in local communities through the voice of those working directly with families. The first of these new
associations, the Missouri Child Care and Education Association, has moved quickly to create a position
statement on welfare reform and to conduct a Leadership Development and Information Seminar on Child
Care and Welfare Reform. Also, Indiana and New York have recently received grants from the National
Development Project to establish coalitions of providers. Other components of the Project include assistance
to any state working to create a statewide association of child care directors, development of an information
service to link child care professionals with information on best practices and legislative developments, and
skill-based training of about 45 child care providers as a national leadership corps on child care issues.
For more information about USA Child Care and the National Development Project, contact Shirley Stubbs-Gillette, President, at: (816) 474-3751,
ext. 603. or Kathleen Hermes, Project Director, at: (913) 385-0034, or e-mail at: [email protected]
4
July/August 1997
Child Care Bulletin
Child Care Initiatives Across the Country
Rhode Island Provides Benefits to Caregivers
Georgia: Advancing
The Governor of Rhode Island has announced significant enhance-
Careers Through
ments to the state's child care program to ensure that quality child care
Education and Training
is available to all working families. As of January 1998, reimbursement
rates to providers who care for subsidized children will increase to be-
The Advancing Careers Through
come more competitive with local market rates by the year 2000. Pay-
Education and Training (ACET) pro-
ments to providers will increase incrementally each year for three years.
ject in Georgia aims to improve child-
In addition, licensed home-based providers who care for children of
hood care and education by develop-
working families can now qualify for health and dental benefits through
ing a career system for the field. The
Rite Care, the state's health insurance program. Rhode Island is the first
ACET project is funded by Georgia
state in the country to offer comprehensive health and dental insurance
Academy, a private nonprofit agency,
to home-based providers. Health coverage has been available since
and the Georgia Child Care Council,
which administers CCDF monies.
January 1, 1997 and dental coverage was added on in June 1997. Rite
Care coverage is available to qualified providers and their minor children
During the past five years, a
(under age 18) who reside with them.
group of experts have volunteered
To qualify for Rite Care membership, a provider must be licensed
their time to put the professional
as a family care (home-based) provider. The provider must have been
development system in place. This
paid at least $1,800 by DHS for child care services within the six months
group, the Collaborative Leadership
preceding his or her request for coverage, and must not be in receipt of
Team, and Georgia Academy devel-
Rhode Island Medical Assistance or any other health insurance. The
oped a strategic plan which is the
providers must requalify for Rite Care coverage every six months.
blueprint for the project.
A major accomplishment has been
For more information. contact Carole Ponto, Senior Human Services Policy and Systems Specialist,
Rhode Island Department of Human Services, at: (401) 464-2422.
the completion of professional compe-
tencies for early care and education,
school-age care, administration, and
training. The competencies are used
Wisconsin's Incentives for Quality Standards
as the basis for all state approved
The Wisconsin Quality Child
A further incentive for quality
child care training.
Care Initiative is designed to im-
is built into the reimbursement rate
To help improve accessibility of
prove the quality of child care
system for publicly-subsidized
training across the state and particu-
throughout the state. The Initiative
child care. Center-based programs
larly in rural areas, ACET has de-
includes a set of "High Quality
and family child care providers
veloped a competency based curricu-
Standards" established by the state.
that become accredited receive a
lum for a Train-the-Trainer program.
Programs are encouraged to meet
differential of up to 10 percent
This curriculum focuses on adult
the standards through multi-year
above the market rate. The actual
learning and the development, design,
Quality Improvement and Staff Re-
amount of the incentive cannot
and delivery of high quality training.
tention grants. The grants pay for
exceed the price charged to
More than 200 trainers will participate
staff training. substitute time, im-
private-pay families by the facility.
through a grant from the Georgia
proved compensation. equipment,
To become eligible for the
Child Care Council.
and accreditation fees. The state
differential, centers must be ac-
The next steps for ACET include
has provided a number of resources
credited by the National Associa-
finding ways to increase salaries as
to help programs meet the stand-
tion for the Education of Young
child care professionals reach higher
ards. including on-site technical
Children. Family child care pro-
levels of education, developing a
assistance. a statewide information
viders can be accredited by the
statewide registry to track training
clearinghouse. and early childhood
National Association for Family
credits, identifying "levels" of profes-
credentialing system that assesses
Child Care, the state AEYC affili-
sionals, designing training for both
whether staff training meets the
ate or have a CDA credential.
beginning and advanced teachers, and
standards and identifies training
For more information, contact either Kay
designing a system to certify trainers.
resources and mentor teacher
Hendon at: (608) 266-8200 or Laura Saterfield
at: (608) 266-3443, in the Wisconsin Office of
To learn more, contact Anita Payne, ACET Project
training.
Child Care.
Coordinator, at: (800) 586-2238, or (404) 527-7394.
Child Care Bulletin
July/August 1997
5
Initiatives to Recruit and Support New Child Care Providers
California: Helping Welfare Recipients To Pursue
Pennsylvania: Shifting From
Careers in the Child Care Field
Unemployment to Family
The California Department of
providers for infants and mildly
Child Care Provider
Education will launch three pilot
sick-child care and for child care
Funding provided by the Philadel-
programs in different areas of the
during non-traditional hours.
phia Job Partnership Act and the Pew
state to train Temporary Assis-
The objectives for the pro-
Charitable Trusts has created an initia-
tance to Needy Families (TANF)
jects are to increase the supply,
tive designed to expand the availability
recipients to become child care
quality, and safety of license-
of affordable, neighborhood based child
and development teachers. In the
exempt care; to help welfare re-
care and to help public assistance recip-
two-year training program, TANF
cipients meet work participation
ients move toward self-sufficiency.
recipients will be selected, enrol-
requirements; to help counties
Since 1992, the YMCA of Phila-
led full time in community col-
meet work participation goals;
delphia and Vicinity has operated a
lege during the first year, with
and to provide state and local
family child care network which re-
tutorial assistance as needed, and
program managers with data to
cruits and provides training and support
assigned to a mentor teacher to
assess the effectiveness of train-
to low-income and unemployed indivi-
supervise their field placement
ing welfare recipients to be child
duals who are willing to enter the child
and provide advice and support.
care providers.
care field. The YMCA provides assis-
The second year of training will
A portion of the project funds
tance with licensing and insurance fees,
include paid employment, up to
may be used to pay for recipient
ongoing training through local universi-
32 hours per week. and continued
expenses such as licensing fees
ties, and $1,000 in start-up costs for
education. The program's educa-
and CPR training. The projects'
specific furniture items, equipment, and
tional goal is for participants to
requirements for participants in-
toys. The YMCA also conducts unan-
complete 24 units in early child-
clude a minimum age, intention-
nounced monitoring visits and offers
hood education and 16 units in
ality of wanting to become a child
technical assistance to the providers.
general education to qualify the
care provider, an assessment of
The network currently consists of
TANF recipient to apply for a
candidates for suitability in the
36 homes and expects to increase the
Child Development Teacher Per-
profession, as well as for their
number to 50 or more by the end of
mit at the end of the program.
training needs. The participants
1997. Thirteen homes are accredited
The California Department of
also set goals and make plans for
and several more are in the process of
Social Services will also award
reaching and maintaining self-
achieving accreditation. In addition, 8
funds to county welfare depart-
sufficiency.
Latino providers are currently in train-
ments for two-year pilot projects
ing, and plans are being made for train-
For more information, contact either David
to train welfare recipients as in-
Houtrouw, California Department of Educa-
ing in an Asian community with Viet-
home licensed or license-exempt
tion, Child Care Division, at: (916) 323-3090,
namese, Cambodian, and Korean care-
family child care providers, or
e-mail: [email protected] or Julie Salley-
givers. Outreach is also being done in
Gray, California Department of Social Ser-
caregivers who will work in a
vices. at: (916) 653-7367.
the Ethiopian, South African, and West
child's own home. A special ef-
Indian communities in Philadelphia.
fort is being made to recruit
To learn more, contact Lola Rooney, YMCA Family
Child Care Network. at: (215) 963-3786.
Colorado: Moving From Public Assistance to Success in the Child Care Field
Through state legislation. Colorado has created the Neighbor-to-Neighbor Child Care Training and Education
Pilot Program. The goals of the program are to increase the supply of trained child care providers while helping
recipients of public assistance reach self-sufficiency. The program is funding up to ten pilot sites throughout the
state to recruit. train and educate public assistance recipients to become family child care providers or to work in
centers. Community based agencies have submitted proposals to become one of the pilot sites.
The Neighbor-to-Neighbor program does not provide direct cash assistance to participants, but rather, supports
the new providers with training, assistance in obtaining the appropriate state and local licenses, and assistance with
start up costs. An evaluation will be prepared at the end of this one year pilot project. It will include best practices,
pilot site comparisons, challenges, and employment related outcome information.
For more information, contact Oxana Golden, Colorado Department of Social Services, Division of Child Care, at: (303) 866-5943.
6
July/August 1997
Child Care Bulletin
Support for Those
T.E.A.C.H. Project Helps Promote
Starting a Career
Professional Development in Six States
in Early Childhood
Sue Russell
A
S states work to move wel-
T
o address critical issues of
hours per year, while working full
fare recipients into employ-
professional development,
time. After four years on the schol-
ment, they may consider
compensation, and staff re-
arship program, their earnings have
training Temporary Assistance for
tention in the child care field, Day
increased 30 percent, indicating not
Needy Families (TANF) recipients
Care Services Association in North
only that they are receiving the ex-
who want to work with children for
Carolina created the T.E.A.C.H.
pected additional compensation, but
careers in the early childhood field.
Early Childhood Project (see also
that they are making progress on the
To help prepare anyone for a succes-
"T.E.A.C.H. Project Retains Pro-
career ladder in their program.
sful career in child care, especially
viders," Child Care Bulletin, May/
Funding for T.E.A.C.H. Early
individuals who seek to become eco-
June 1995). Starting as a pilot pro-
Childhood® Project has always been
nomically self-sufficient, it is critical
gram in 1990 to provide teachers
a partnership between the scholar-
to keep the following points in mind.
with a scholarship to work toward
ship program, the teacher, and the
Individuals must choose to make
their associate degree in early child-
child care program in which they
this their work.
hood education, the Project now
work. While the Project continues
serves as an umbrella for seven dif-
Use a screening process to identify
to receive foundation and corporate
individuals who have interest in
ferent scholarship initiatives.
support, the North Carolina General
and aptitude for the work.
All seven scholarship programs
Assembly has provided the Project
have four components: scholarship,
state funding for the last five years,
Individuals must be prepared for a
education, compensation and com-
this year providing $1.422 million
successful career that brings them
mitment. To receive a scholarship
in continuation funding.
economic self-sufficiency.
that covers a large share of tuition,
The Project has been licensed to
Quality training must be built in
book and travel costs, and may pro-
operate in five other states: Colorado,
before and during employment.
vide paid release time, depending
Florida, Georgia, Illinois, and New
Supervised fieldwork with young
on the program, the recipient agrees
York. In each state, the T.E.A.C.H.
children is a key component of
to complete a specified amount of
Early Childhood Project is admin-
training.
education. The caregiver then re-
istered by a statewide child care or-
Transitional personal support is
ceives additional compensation in
ganization committed to improving
essential.
the form of a raise or a bonus and
the education and compensation of
The different needs of the varying
also agrees to continue working in
the early childhood work force.
TANF population must be con-
their child care program for a spe-
Using the principles and scholarship
sidered and built into the training
cific period of time. There are cur-
components that are fundamental to
options.
rently scholarships to earn the North
the Project, each state has created
Build capacity for continued train-
Carolina Early Childhood or Family
its own scholarship programs to
Childhood Credential, the Child De-
ing and mentoring.
meet the needs of its child care pro-
velopment Associate (CDA) creden-
viders and that fits into the educa-
Links between increased compen-
tial, an associate degree in early
tional structure of the state.
sation and increased training and
childhood education, a bachelor's
competence are key.
Administering organizations in each state:
degree in child development, or to
"Colorado Office of Resource and
Individuals need additional sup-
become a Model/Mentor Teacher.
Referral Agencies
ports and structures to move suc-
More than 4,300 scholarships
Florida Children's Forum
cessfully into family child care.
have been awarded in the last four
Georgia Association on Young Children
This is a summary of information developed by The
"Illinois Network of Child Care
years. For those participants with
Center for Career Dev elopment in Early Care and
Resource and Referral Agencies
Education at Wheelock College. It IS based on
scholarships to earn their CDA cre-
"New York State Child Care
conversations with numerous state administrators,
dential, associate, or bachelor's de-
Coordinating Council
training program administrators and representatives
from states, communities, and national organiza-
gree, the turnover rate has averaged
Sue Russell is the Executive Director of Day Care
tions. It also draws on materials developed by the
less than 10 percent per year. Par-
Services Association, which administers the
National Center for the Early Childhood Work
ticipants working on the associate
T.E.A.C.H. Early Childhood Project in North
Force and the Child Care Action Campaign.
Carolina. To learn more, contact Sue Russell or
degree have averaged 16 credit
Edith Locke at: (919) 967-3272.
Child Care Bulletin
July/August 1997
7
Neighborhood Networks and Warm Lines Support Family Child Care
Roberta Malavenda
D
eveloping neighborhood child care networks is
is sponsoring a CDA workshop for providers who have
a productive response to the child care chal-
made a special commitment to professionalism. Also, a
lenges that face many communities. The Save
campaign has begun to recruit providers to help parents
the Children Child Care Support Center (CCSC) in
who must work evening or weekend shifts by providing
Atlanta, Georgia, works with partners such as churches
child care during nontraditional hours.
and synagogues, housing authorities, child care centers,
family child care associations, community collabora-
The Child Care Support Center's Warm Line and
tives, and other groups to create active networks that
Resource Room offers a variety of services and supports
build on each community's strengths and assets.
for family child care providers. Prospective caregivers
The following examples show how neighborhood
attend "How to Start a Family Child Care Home" work-
networks increase the supply of child care and improve
shops and learn about state family child care rules and
its quality through training, technical assistance, and
regulations. The Resource Room also assists with re-
visits to family child care homes.
quired fingerprinting services and resource specialists
answer questions about zoning, insurance, associations,
In Dallas. Georgia, a fast-growing community west
and community child care planning efforts.
of Atlanta, CCSC joined with the Paulding Collaborative
Roberta Malavenda is Deputy Director of the Save the Children Child Care
for Children and Families to plan an expanded system of
Support Center (CCSC). For more information, contact: Save the Children
quality early care and education beginning at birth.
CCSC, 1447 Peachtree Street, NE, Suite 700, Atlanta, GA, 30309-3030, or
call: (404) 479-4200.
Through "Starting Points," families with newborns are
contacted and offered services, and an "Early Start"
program features a family child care network and home-
based child development activities. The Collaborative
The National Association
also sponsors a child care committee to encourage busi-
for Family Child Care
ness. government. and others to invest in the commun-
(NAFCC) is a professional
ity's child care system and contributes space for the
CCSC's parent referral service.
organization representing family
and group home child care providers
In DeKalb County's Chamblee area, Spanish-
throughout the United States. The purpose of
NAFCC is to serve as a national voice and
speaking caregivers learn about state registration, health
and safety child development, and business practices in
networking system for family child care.
monthly workshops and meetings. Providers receive
NAFCC is a national membership organization
start-up equipment and supplies and learn about their
that provides technical assistance to family child
eligibility for financial assistance to build fences or to
care associations through leadership and
remove outdoor safety hazards. This provider and child-
professional development, and by promoting
oriented partnership. funded by the United Way of
quality and professionalism through the NAFCC
Metropolitan Atlanta. includes Sheltering Arms Child
accreditation program. NAFCC develops
Development and Family Support, The Latin American
publications for family child care providers,
Association, Catholic Social Services, and the Child
including Quality Criteria for Family Child Care
Care Support Center.
and The National Perspective newsletter.
Networks in the rural areas of Meriwether and Polk
For more information, contact:
counties in Georgia offer free workshops in convenient
National Association for Family Child Care (NAFCC)
206 - 6th Avenue, Suite 900
locations for both regulated and unregulated caregivers.
Des Moines, IA 50309-4018
These otherwise isolated providers have opportunities to
attend state-approved training, learn about community
or call: (800) 359-3817 or (515) 282-8192
resources. borrow toys and equipment from lending
e-mail: [email protected]
libraries. and network with each other. Child care spe-
Visit the web site at:
cialists help them to arrange their homes for safe care-
http://www.assoc-mgmt.com/dms/users/nafc
giving, develop parent policies, and create marketing
fliers. The Polk Collaborative for Families and Children
8
July/August 1997
Child Care Bulletin
Highlights from the Military Child Development System
T
he Department of Defense (DoD) Child Care
Sliding Fee Scales - Quality care costs more than
System is the largest employer sponsored child
most parents can afford. Cost sharing creates affordable
care program in the world, serving more than
care. Fees are established on a sliding scale, based on
200,000 children (ages birth to 12) daily. Known as the
total family income. Families pay between $35-$90 per
Child Development Program, it includes 811 child de-
week, with $65 being the average weekly fee in 1996.
velopment centers, 9,793 family child care homes, and
Parents pay about half the cost of care. In the child
information and referral services. Through these deliv-
development centers, there is a dollar for dollar match
ery systems, DoD offers full-day, part-day, hourly care,
of appropriated funds to parent fees. In family child care
before- and after-school programs, and extended hour
homes, the military provides indirect financial support
care to cover nights, weekends and shift work sched-
through equipment lending libraries, low cost insurance
ules. The services include care for infants and toddlers,
options and free training, as well as direct cash subsidies
mildly ill children, and those with special needs.
as incentives to care for infants.
The Military Child Development Program has
Partnerships with States, Tribes, and Communities
evolved to become a model system with many valuable
The following are a few examples of ways that the
lessons to share with states, territories, tribes, and local
Military Child Development Program has been
communities. The following are some highlights:
coordinating with off-base child care programs:
Staff Training - Training is key to providing quality
Family Child Care: The Navy has Memorandums of
child care. The Military Child Development Pro-gram
Agreement with the states of Texas, New York, and
uses competency based training modules which follow
Oregon to provide training and technical assistance for
the 13 functional areas of the Child Development
off-base family child care providers. The providers meet
Associate (CDA) credential program. In addition,
state licensing standards, have liability insurance, and
caregiving staff complete another 24 hours of training
complete the same training as Navy providers. They
each year. The military actively promotes professional
also have access to the family child care resource library
development and also maintains an "up-or-out" policy
and attend DoD sponsored training at no cost.
with regard to staff training.
Accreditation Mentoring: The child development staff
Compensation - A critical element of program
at the Davis Monthan Air Force Base in Arizona has
quality IS a wage and benefits package that contributes
assisted the Tucson Urban League Center in the
to staff retention. The military has seen turnover rates
accreditation process. Also, the center director at Dyess
respond to training and wages. By linking wages and
Air Force Base in Texas serves as a mentor for several
adv ancement to training. education, and performance,
local off-base centers that are pursuing accreditation.
the military has dramatically reduced the turnover rate
School-Age Care: The Army's school-age program at
among caregiving staff. In 1996, the annual rate was
Fort Meade, Maryland and the YMCA have formed a
below 40 percent compared to, as high as, 300 percent
partnership to deliver services. The YMCA provides the
a decade ago. Most employees in the Military Child
space and Fort Meade staffs and equips the program.
Development Program receive annual and sick leave
Training: Nursing students at North Alabama Skills
plus other benefits such as health and life insurance.
Center learn about child care principles through the
Certification and Inspection - Standards and
center at the Army's Redstone Arsenal in Alabama.
oversight provide consistent quality and safety. Four
Resource and Referral: The Dover Air Force Base in
unannounced inspections are held each year, one of
Delaware works with Family and Work Place
which leads to certification, the DoD equivalent of state
Connection, a resource and referral agency, to help both
licensing. Each inspection has a firm "fix, waive or
military and civilian families find child care.
close" policy to ensure action. DoD also maintains a
toll-free hotline for parents to report safety concerns.
Parent Education: The Marine Corps Base at Quantico,
Virginia partners with the Prince William County
Accreditation - By meeting national accreditation
standards. the military has an outside evaluation source
Project Parent Program to support the education,
that is key to long-term quality child care. Currently, 75
economic and social needs of parents through training
opportunities and parent education materials.
percent of all military child development centers have
been accredited by the National Association for the Edu-
Intergenerational Programs: The Marine Corps Base
at Camp Pendleton, California has established an inter-
cation of Young Children (NAEYC), and the remainder
are in various stages of the accreditation process.
generational program with a community senior center.
For more information, contact the Department of Defense Office of Family
Policy at: (703) 696-1702.
Child Care Bulletin
July/August 1997
9
Healthy Child Care
PUBLICATIONS
Update: Action Steps
to Support Providers
U
sing the Healthy Child Care
Financing Child Care in the United
FINANC CHILD CARE
America Campaign's Blueprint
States: An Illustrative Catalog of
IS THE UNITED MATES
for Action, communities can
Current Strategies
Healthy
Child Care
link health programs with child care.
A. Mitchell, L. Stoney, and H. Dichter
America
The following are some action steps and
strategies excerpted from the Blueprint
A compendium of innovative public- and
which involve support for providers.
private-sector strategies for financing
Action Step: Provide training and ongoing consulta-
child care services, with in-depth profiles
tion to child care providers and families in the areas of
and analyses of nearly 50 projects. Development and
social and emotional health. Ensure that mental health
distribution of the publication has been made possible
services are available so that families and child care pro-
through funding from The Ewing Marion Kauffman
viders can take advantage of opportunities to enhance the
Foundation and The Pew Charitable Trusts. (Free pub-
social and emotional health of children.
lication, available from: Publications Fulfillment, The
Pew Charitable Trusts, 2005 Market Street, Suite
Offer training in stress management techniques to fam-
ilies and child care providers.
1700, Philadelphia, PA 19103-7017, or call: (215)
Train providers and families to foster children's self-
575-4776. It is also available through the web site at:
esteem and to recognize social and emotional problems.
http://www.pewtrusts.com/docs/childcare.html).
Establish ongoing communication between social ser-
vice programs and child care providers.
Using Research to Improve Child Care for Low-
Income Families
Action Step: Expand and provide ongoing support to
providers and families caring for children with special
An-Me Chung and Louise Stoney
health needs. Providers and families need information
This report is a synthesis of major issues, policy ques-
and resources about how the Americans with Disabilities
tions, research findings, and information needs in child
Act will impact child care in areas such as inclusion of
care policy. It provides a framework for ongoing
children with special needs, eligibility for services, and
dialogue and action by the research community in
removal of barriers in facilities.
partnership with state child care administrators and
Establish linkages between providers, Part H, Uni-
other key stakeholders. (A Child Care Bureau, ACF/
versity Affiliated Programs. and other organizations to
DHHS publication, available free from the National
provide support. information, and resources.
Child Care Information Center at: (800) 616-2242, or
Encourage parents of children with disabilities to serve
send e-mail to: [email protected] It is also
as mentors for child care providers.
available in full-text online at the NCCIC web site at:
Action Step: Assess and promote the health, train-
http://ericps.crc.uiuc.edu/nccic/nccichome.html).
ing. and work environment of providers. Avoiding
back injury. reducing risk of infectious disease, and
>Strengthening the Social Compact: An Intergenera-
scheduling adequate rest breaks can enhance job satisfac-
tional Strategy
tion and the overall well-being of providers. Healthy staff
Generations United
provide the best care for children.
Supply information to providers concerning occupa-
A monograph from the fall 1996 Wingspread Confer-
tional hazards and measures to reduce these hazards, such
ence, 2000 and Beyond: Building an Action Plan for
as using proper posture when lifting and carrying children
the Intergenerational Movement, which assessed inter-
to avoid leg and back injuries.
generational approaches and programs as a means to
Develop personnel policies regarding paid sick leave,
strengthen communities and foster the engagement of
vacation. and health benefits for child care providers.
adults in the lives of children. It provides guidance for
Work to ensure mentoring and adequate compensation
advancing an organization's programs and policy goals.
for child care providers.
(Available for $7 from Generations United, c/o CWLA,
A full-text version of the Healthy Child Care America Blueprint is available
440 First Street, NW, Suite 310, Washington, DC
through the National Child Care Information Center's web site at:
http://ericps.crc.uiuc.edu/nccic/nccichome.html or link directly from the
20001-2085, or call: (202) 662-4283 or fax: (202) 408-
American Academy of Pediatrics' web site at: http://www.aap.org
7629).
10
July/August 1997
Child Care Bulletin
HILD
ARE
RESOURCES
Organizational Resources
Center for Career Development in Early Care and Education, Wheelock College (617-734-5200, ext. 211)
strives to improve the quality of care and education for young children by helping states and localities build early
childhood training systems. Activities include publishing and disseminating documents to inform professional devel-
opment efforts around the country; working with strategic sites to document innovative career development pro-
jects: providing technical assistance; offering advanced seminars in child care administration; serving as a resource
on development of state policies related to professional development issues; and working with other national
organizations to inform policy makers and to develop program and funding strategies for career development. For
more information. write to: The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston,
MA 02215-4176. or send e-mail to: [email protected] Visit the web site at: http://ericps.crc.uiuc.edu/ccdece/ccdece.html
Council for Early Childhood Professional Recognition (800-424-4310 or 202-265-9090), works to improve the
status of professionals working in centers, family child care homes, and as home visitors; and helps to meet the
need for qualified staff through administration of the Child Development Associate (CDA) Credentialing Program.
The CDA acknowledges skills of working professionals and helps provide a framework for professional develop-
ment The Council has a one-year formal education program leading to the credential, the CDA Professional
Preparation Program (CDA P₃). and has also expanded its focus to include administration of Reggio Children/USA
(tracking developments of Reggio Emilia experiences in early childhood programs in the United States), along with
the National Head Start Fellowships Program, and the Army School-Age Credentialing Program. The Council also
fields a national training team, in alliance with other national early childhood organizations, and publishes books
and manuals on trends and developments in the field. For more information, write to: The Council for Early Childhood
Professional Recognition. 2460 16th Street, NW. Washington, DC 20009-3575.
National Center for the Early Childhood Work Force (202-737-7700) is a resource organization committed to
improving the quality of child care through upgrading the compensation and training of child care workers.
NCECW is a national resource clearinghouse on child care staffing issues, and works toward better regulation and
funding of child care services. NCECW coordinates two major national efforts to promote leadership and career
advancement for teachers and providers: the Worthy Wage Campaign, a grassroots coalition working for better-
quality care for children and a better livelihood for teachers and providers, and the Early Childhood Mentoring
Alliance. an information and technical assistance network for mentors and mentoring programs nationwide. The
NCECW works through policy and program development, research and evaluation, and public education activities
at the national. state, and local levels. For more information, write to: National Center for the Early Childhood Work Force (NCECW),
733 15th Street. NW. Suite 1037. Washington, DC, 20005. or e-mail: [email protected]
National Institute for Early Childhood Professional Development, an initiative of the National Association for
the Education of Young Children (NAEYC) (800-424-2460, ext. 386 or 388) was launched in 1991 to improve
the quality and consistency of professional preparation programs for early childhood educators. This initiative is
instrumental in refining standards for early childhood preparation programs and also hosts an annual national
conference which focuses exclusively on teacher preparation and development, and highlights innovations and
initiatives from across the country. For more information, write to: National Institute for Early Childhood Professional Development,
NAEYC. 1509 16th Street. NW, Washington, DC, 20036, or visit the NAEYC web site at: http://www.naeyc.org/naeyc
Child Care Bulletin
July/August 1997
11
The Child Care Bulletin is published six times a year by the
National Child Care Information Center under the direction of
the Child Care Bureau, Administration on Children, Youth and
Next Issue:
Families, Administration for Children and Families, Department
of Health and Human Services.
Address editorial inquiries to:
NCCIC
Marilyn McGhee, Editor
Child Care Bulletin
Summary of
National Child Care Information Center
301 Maple Avenue West, Suite 602
Vienna, VA 22180
State Plans and
Voice: 1-800-616-2242 FAX: 1-800-716-2242
TTY: 1-800-516-2242
E-mail:[email protected]
New Activities
Internet access to the National Child Care Information Center:
http://ericps.crc.uiuc.edu/nccic/nccichome.html
Olivia A. Golden, Principal Deputy Assistant Secretary,
Please send articles or ideas
Administration for Children and Families
for future issues to the Editor,
Michael Kharfen, Director, Office of Public Affairs
Child Care Bulletin.
Joan Lombardi. Associate Commissioner, Child Care
Bureau. Administration on Children, Youth and Families
Internet access to ACF and the Child Care Bureau:
Please circulate
http://www.acf.dhhs.gov/programs/ccb
or photocopy
The Child Care Bulletin is published for information purposes only. No
the Child Care Bulletin
official endorsement of any practice, publication, or individual by the
Department of Health and Human Services or the Administration for
for maximum distribution
Children and amilies is intended or should be inferred.
National Child Care Information Center
301 Maple Avenue West. Suite 602
Vienna. VA 22180
Address Correction Requested
04/06/98 MON 14:46 FAX 800 716 2242
NCCIC
003
Child Care for Young-Children: Quality
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development."
- Rethinking the Brain: New Insights into Early Development
Families and Work Institute (1997)
Higher quality child care for very young children (0 to 3) was consistently related to high levels of cognitive and
language development. "Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care," NICHD Early Child Care Research
Network (1997)
Studies have raised concerns about the quality of care:
A four-state study of quality in child care centers found only one in seven (14%) were rated as good quality. Cost,
Quality and Child Outcomes in Child Care Centers, (Executive Summary) University of Colorado at Denver (1995)
Thirteen percent of regulated and 50 percent of nonregulated family child care providers offer care that is
inadequate. The Study of Children in Family Child Care and Relative Care, Families and Work Institute (1994)
"The quality of services provided by most centers was rated as barely adequate." The National Child Care Staffing
Study (Executive Summary), National Center for the Early Childhood Workforce (1989)
"[M]any children living in poverty receive child care that, at best, does not support their optimal development and,
at worst, may compromise their health and safety." New Findings on Children, Families, and Economic Self-Sufficiency, National Research
Council, Institute of Medicine (1995)
What Works to Improve the Quality of Child Care
"Children who receive warm and sensitive caregiving are more likely to trust caregivers, to enter school ready and
eager to learn, and to get along well with other children. To ensure that child care settings nurture children, protect their
health and safety, and prepare them for later school success, better qualified staff are essential." Starting Points: Meeting the Needs
of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children (1994)
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result in quality child care. Outcomes for
children are also better when they attend programs that include a curriculum geared to young children, well prepared staff and
where parents are involved in programming." Early Childhood Care and Education: An Investment That Works, National Conference of State
Legislatures (1997)
Any child care setting will benefit from a health consultant.
to advise on potential infectious diseases, explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs, and assist with public health
reporting requirements. Caring for Infants and Toddlers in Groups. Zero to Three: National Center for Infants, Toddlers and Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost, Quality and Child Outcomes in Child Care Centers. University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting another
set of quality standards also increased the likelihood of higher classroom quality. Cost, Quality and Child Outcomes in Child
Care Centers, University of Colorado at Denver (1995)
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uiuc.edu/nccic/nccichome.html
04/06/98 MON 14:45 FAX 800 716 2242
NCCIC
002
Electronic Resources for Parents
*ACF Child Care Bureau http://www.acf.dhhs.gov/programs/ccb
Child Care Aware http://www.childcarert.org/childcareawarc
Children's Defense Fund Parent Resource Network http://www.childrensdefense.org/pm.html
The Children's Literature Web Guide - http://www.ucalgary.ca/-dkbrown/index.html
Consumer Product Safety Commission http://www.cpsc.gov
Am Your Child -- http://www.iamyourchild.org
National Black Child Development Institute http://www.nbcdi.org
National Parent Information Network -- http://npin.org
National Parenting Center's ParentTalk Newsletter -- http://www.tnpc.com/parentalk/index.html
National Program for Playground Safety http://www.uni.edu/coe/playgrmd/main.html
*ParentsPlace http://www.parentsplace.com
ParenthoodWeb http://parenthoodweb.com
*Parenting Q&A -- http://www.parenting-qa.com
ParentSoup http://www.parentsoup.com
U.S. Department of Education Resources for Parents http://www.ed.gov/inits/americareads/
*Working Mother (through Women's Wcb) -- http://www.womweb.com/wmlife.htm
Zero to Three http://www.zerotothree.org
This information has been compiled by the National Child Care Information Center. At the time of printing, it was as
accurate as possible; however, due to the ever-changing nature of the Internet, some addresses may not be available. The
NCCIC does not endorse any organization, practice, publication or resource.
National Child Care Information Center
NCCIC
301 Maple Avenue West, Suite 602
Vienna, VA 22180
Phone: 800-616-2242
Fax: 800-716-2242
TTY: 800-516-2242
World Wide Web: http://nccic.org
April 6, 1998
NCCIC
National Child Care Information Center
301 Maple Avenue West, Suite 602
Vienna, Virginia 22180
Phone: (800) 616-2242 Fax: (800) 716-2242 TTY: (800) 516-2242
World Wide Web: http://ericps.crc.uiuc.edw/nccic/nccichome.html
The National Child Care Information Center (NCCIC) has been established to
complement, enhance and promote child care linkages and to serve as a mechanism
for supporting quality, comprehensive services for children and families.
NCCIC activities include:
Dissemination of child care information in response to requests from States, Territories
and Tribes, other policy makers, parents, programs, organizations, child care providers and
the public.
Outreach to ACF child care grantees and the broader child care community via a toll-free
800 number, and by fax, mail and electronic media to provide the following information and
connections:
electronic networks and databases
State and Territorial program activities
clearinghouses and national organizations
Tribal program activities
sources of child care funding
promising practices
ACF issuances
other child care resources
Publication of the Child Care Bulletin, distributed 6 times a year to Federal
administrators, ACF child care grantees, national child care organizations and others
interested in child care issues.
Child care data. The NCCIC supports the Child Care Bureau in the collection and
analysis of child care data and maintains the database of information reported by State, Tribal
and Territorial Grantees. The Information Center assists the Child Care Bureau with its
analysis of programmatic and expenditure data.
Adjunct ERIC Clearinghouse for Child Care. Information and resources are available
on-line through the Internet. The address of the World Wide Web site is:
http://ericps.crc.uiuc.edu/nccic/nccichome.html
For additional information, please contact: National Child Care Information Center, (800) 616-2242
Anne Goldstein, Director, [email protected]
The National Child Care Information Center is an activity of the Child Care Technical Assistance Project funded by the
CHILD CARE BUREAU, Administration for Children and Families, U.S. Department of Health and Human Services, through a
contract with Trans-Management Systems Corporation in cooperation with Collins Management Consulting, Inc. (CMC).
The Information Center is administered by CMC.
UNITED
STATES
United States
OFFICE
Office of
OF
PERSONNEL
Personnel Management
Washington, DC 20415-0001
In Reply Refer To
Your Reference:
MAR 26 1998
MEMORANDUM FOR DIRECTORS OF PERSO
FROM:
Steven R. Cohen
Director
Office of Workforce Relations
SUBJECT:
President Clinton's Directive to Improve Federally Sponsored Child Care
On March 10, 1998, President Clinton issued a memorandum for the Heads of Federal
Departments and Agencies on Steps to Improve Federally Sponsored Child Care. A copy of
that memorandum is attached.
The memorandum directs the Secretary of Defense, the Administrator of the General Services
Administration, and the Director of the Office of Personnel Management "to take significant
new steps to improve the quality of Federally sponsored child care in the executive branch."
The Director of the Office of Personnel Management is tasked with "ensuring that, to the
fullest extent possible, all Federal workers receive full information about child care benefits
available to them on the Federal, state, and local levels, including information on resource and
referral networks, available tax credits such as the Child and Dependent Care Tax Credit and
Child Tax Credit, as well as public subsidies."
As a first step towards that objective, we are providing you with a copy of a flyer--Helping
Families Obtain 1997 Tax Information--issued by the National Child Care Information Center
(NCCIC), Department of Health and Human Services. As the 1997 tax season is ending, we
think it is most important to share this information with employees now. We will provide
you with 1998 tax information at a later date.
The NCCIC offers a variety of other useful child care information, such as finding child care,
funding resources, health and safety, welfare reform, and state contacts. NCCIC information
may be accessed on the Internet at http://ericps.crc.uiuc.edu/nccic/nccichome.html, or by
telephone at 800-616-2242. Child Care Aware provides a free resource and referral service,
directing callers towards local service providers and community resources which may meet
their particular needs. Child Care Aware may be reached at 800-424-2246.
We are also providing this information to Federal agency work and family representatives and
the Interagency Adult Dependent Care Working Group members. As further information is
available, we will send it to you. Until such time, you may contact us as needed via Internet
email at [email protected], or by telephone at 202-606-5520.
Attachments
CON 114-24-3
July 1995
THE WHITE HOUSE
WASHINGTON
March 10, 1998
MEMORANDUM FOR THE HEADS OF FEDERAL DEPARTMENTS AND AGENCIES
SUBJECT:
Steps to Improve Federally Sponsored Child Care
Now more than ever, America's working parents are struggling
to balance their obligations to be good workers -- and their
more important obligations to be good parents. By choice or
by financial necessity, millions of Americans rely on child
care to care for their children for part of each day. Parents
deserve to know that their children are safe and nurtured in
child care.
One of my highest priorities is to make child care better,
safer, and more affordable. That is why my balanced budget
includes the most significant investment in child care in our
Nation's history and proposes specific measures to improve
child care quality.
As a supplier of child care and as an employer that must
recruit and retain a strong workforce, the Federal Government
should lead the way in improving child care. I am proud that
our military has developed one of the finest child care delivery
systems in the world, and that the Department of Defense, at
my request, is sharing its expertise with the public and private
sectors. Still, we need to do more. The executive branch of
the Federal Government has responsibility for over 1,000 child
care centers -- 788 through the military, 109 through the
General Services Administration, and 127 through other Federal
departments. In addition, the military oversees nearly 10,000
professional family child care providers. In total,
approximately 215,000 children are in our care.
Today I am directing my Administration to take significant new
steps to improve the quality of Federally sponsored child care
in the executive branch by (1) ensuring proper background checks
of child care workers; (2) achieving 100 percent independent
accreditation of all eligible centers; (3) exploring partner-
ships among Federal agencies and with the private sector to
improve child care quality and affordability; and (4) ensuring
that all Federal workers become better informed of child care
benefits and the options available to them.
2
First, all child care workers in Federally sponsored centers
should undergo thorough background checks to make sure that our
children are safe. The vast majority of child care workers are
caring people who have dedicated cheir lives to teaching and
nurturing children. But one tragedy in child care is too many,
and criminal and civil background checks are necessary to
determine whether the people caring for our children are fit for
this responsibility. The military already has a model system to
conduct background checks of child care workers. I now want to
guarantee that workers at all nonmilitary, Federal child care
facilities undergo such background checks in a thorough and
timely fashion.
I therefore direct the Administrator of General Services
("Administrator") to report to me, within 90 days, with a
plan to ensure complete and timely background checks, to
the fullest extent possible, for all child care workers in
nonmilitary, Federally sponsored child care settings. Agencies
with oversight of nonmilitary child care settings will report
to the Administrator within 60 days on this matter.
Second, all Federally sponsored child care centers should
receive nationally recognized, independent accreditation as soon
as they are eligible to do so. Currently, only 76 percent of
military centers, and 35 percent of other Federally sponsored
centers, are accredited. By the year 2000, 100 percent should
be accredited. I therefore direct the Secretary of Defense and
the Administrator to provide me, within 90 days, with a plan to
ensure, to the fullest extent possible, independent, nationally
recognized accreditation of all eligible, Federally sponsored
child care by the year 2000. Agencies with oversight of non-
military child care settings shall report to the Administrator
within 60 days on this matter.
Third, partnerships among Federal agencies and with the private
sector are an increasingly important way to maximize existing
resources and improve child care. I therefore direct the
Administrator to work with the heads of all Federal departments
and agencies to explore opportunities for collaboration both
within Government and with the private sector to improve child
care quality and affordability in Federally sponsored settings.
Finally, employers have a responsibility to make sure that
their workers are better informed on child care and the options
available to them at the national, State, and local levels.
I therefore direct the Director of the Office of Personnel
Management ("Director") to ensure that, to the fullest extent
possible, all Federal workers receive full information about
child care benefits available to them on the Federal, State,
and local levels, including information on resource and referral
3
networks, available tax credits such as the Child and Dependent
Care Tax Credit and Child Tax Credit, as well as public
subsidies. The Director shall also host a nationwide summit
designed to showcase model public and private sector solutions
to child care needs.
Cinton
Helping Families Obtain 1997 Tax Information
Financial relief for working families is available through two tax programs, the Earned Income Credit and the
Child and Dependent Care Tax Credit.
The Earned Income Credit (EIC) reduces the
In addition to the EIC, families may also be eligible for
amount of tax an individual owes and can also result
the Child and Dependent Care Credit, a benefit that
in a refund after a tax return is filed. Eligible workers
helps families pay for child care. Families can receive
may choose to receive the EIC in advance payments
credit for 20-30% of their child care expenses,
in each paycheck.
depending on income.
The Center on Budget and Policy Priorities can
For a fact sheet about the Earned Income Credit
provide an Earned Income Credit Outreach Kit to give
or the Child and Dependent Care Credit, contact
programs the information families need to access the
Sharon Jenkins or Kimberly Harris at the National
EIC. The kits contain materials in both English and
Women's Law Center, 11 Dupont Circle NW, Suite
Spanish. The first kit is free and additional kits are
800, Washington, DC 20036, or call: (202) 588-5180.
available for a minimal charge. For more information
on obtaining a kit, contact the Center on Budget and
The Child Care Action Campaign has a two-page
Policy Priorities, 820 First Street, NE, Suite 510,
Information Guide (#16) on How to Use the Federal
Washington, DC 20002, or call: (202) 408-1080.
Child Care Tax Credit. To obtain a copy, call: (212)
239-0138, or e-mail a request to:
[email protected]
The Internal Revenue Service has several
IN TAX YEAR 1997, THOSE ELIGIBLE FOR THE
EARNED INCOME CREDIT INCLUDE:
publications that explain how to qualify for and claim
the EIC and the Child and Dependent Care Credit.
$ Workers with one child who earned less than
Ordering information is provided in the box below.
$25,760 in 1997 are eligible for a credit of up to
Employment Taxes for Household Employers
$2,210;
For parents who employ a provider to deliver child
care services in the child's home, there is new
$ Workers with two or more children who earned
information on reporting and paying employment
less than $29,290 in 1997 are eligible for a credit
taxes. The IRS publishes several documents which
of up to $3,656;
provide guidance on this topic. A list of these
publications is provided in the box below.
$ Workers who earned less than $9,770 in 1997
and who are not raising children are eligible for a
Free Tax Preparation Assistance
maximum credit of $332 if they are at least 25
The IRS Volunteer Income Tax Assistance (VITA)
and under 65.
program helps low-income workers complete their tax
forms. For more information on VITA and other tax
- Earned Income Credit Outreach Kit, available through the Center
related questions, call: (800) 829-1040 (800-TAX-
on Budget and Policy Priorities.
1040).
PUBLICATIONS AVAILABLE THROUGH THE INTERNAL REVENUE SERVICE
The following publications may be requested through the IRS by calling: (800) 829-3676 (800-TAX-FORM).
It may also be possible to locate reference copies of these IRS publications at your local library.
#596 Earned Income Credit
#503 Child and Dependent Care Expenses
#926 Employment Taxes for Household Employers
#15 Employers Tax Guide (Circular "E")
Information compiled by the National Chila Care Information Center. (800) 616-2242. The information contained in this document does not
constitute tax advice or legal representation. No official endorsement of any publication or organization is intended or should be inferred. For
specific information on eligibility for tax credit programs, consult an accountant or other tax expert.
Helping Families Obtain 1997 Tax Information
Financial relief for working families is available through two tax programs, the Earned Income Credit and the
Child and Dependent Care Tax Credit.
The Earned Income Credit (EIC) reduces the
In addition to the EIC, families may also be eligible for
amount of tax an individual owes and can also result
the Child and Dependent Care Credit, a benefit that
in a refund after a tax return is filed. Eligible workers
helps families pay for child care. Families can receive
may choose to receive the EIC in advance payments
credit for 20-30% of their child care expenses,
in each paycheck.
depending on income.
The Center on Budget and Policy Priorities can
For a fact sheet about the Earned Income Credit
provide an Earned Income Credit Outreach Kit to give
or the Child and Dependent Care Credit, contact
programs the information families need to access the
Sharon Jenkins or Kimberly Harris at the National
EIC. The kits contain materials in both English and
Women's Law Center, 11 Dupont Circle NW, Suite
Spanish The first kit is free and additional kits are
800, Washington, DC 20036, or call: (202) 588-5180.
available for a minimal charge. For more information
on obtaining a kit, contact the Center on Budget and
The Child Care Action Campaign has a two-page
Policy Priorities, 820 First Street, NE, Suite 510,
Information Guide (#16) on How to Use the Federal
Washington, DC 20002, or call: (202) 408-1080
Child Care Tax Credit. To obtain a copy, call: (212)
239-0138, or e-mail a request to:
[email protected]
IN TAX YEAR 1997, THOSE ELIGIBLE FOR THE
The Internal Revenue Service has several
EARNED INCOME CREDIT INCLUDE:
publications that explain how to qualify for and claim
the EIC and the Child and Dependent Care Credit.
$ Workers with one child who earned less than
Ordering information is provided in the box below.
$25,760 in 1997 are eligible for a credit of up to
Employment Taxes for Household Employers
$2,210;
For parents who employ a provider to deliver child
care services in the child's home, there is new
$ Workers with two or more children who earned
information on reporting and paying employment
less than $29,290 in 1997 are eligible for a credit
taxes. The IRS publishes several documents which
of up to $3,656;
provide guidance on this topic. A list of these
publications is provided in the box below.
$ Workers who earned less than $9,770 in 1997
and who are not raising children are eligible for a
Free Tax Preparation Assistance
maximum credit of $332 if they are at least 25
The IRS Volunteer Income Tax Assistance (VITA)
and under 65.
program helps low-income workers complete their tax
forms. For more information on VITA and other tax
- Earned Income Credit Outreach Kit, available through the Center
related questions, call: (800) 829-1040 (800-TAX-
on Budget and Policy Priorities.
1040).
PUBLICATIONS AVAILABLE THROUGH THE INTERNAL REVENUE SERVICE
The following publications may be requested through the IRS by calling: (800) 829-3676 (800-TAX-FORM).
It may also be possible to locate reference copies of these IRS publications at your local library.
#596 Earned Income Credit
#503 Child and Dependent Care Expenses
#926 Employment Taxes for Household Employers
#15 Employers Tax Guide (Circular "E")
Information compiled by the National Chila Care Information Center. (800) 616-2242. The information contained in this document does not
constitute tax advice or legal representation. No official endorsement of any publication or organization is intended or should be inferred. For
specific information on eligibility for tax credit programs, consult an accountant or other tax expert.
04/06/98 MON 14:46 FAX 800 716 2242
NCCIC
4
003
Child Care for Young Children: Quality
"Recent brain research suggests that warm, responsive child care is not only comforting for an infant;
it is critical to healthy development."
- Rethinking the Brain: New Insights into Early Development
Families and Work Institute (1997)
Higher quality child care for very young children (0 to 3) was consistently related to high levels of cognitive and
language development. "Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care," NICHD Early Child Care Research
Network (1997)
Studies have raised concerns about the quality of care:
A four-state study of quality in child care centers found only one in seven (14%) were rated as good quality. Cost,
Quality and Child Outcomes in Child Care Centers, (Executive Summary) University of Colorado at Denver (1995)
Thirteen percent of regulated and 50 percent of nonregulated family child care providers offer care that is
inadequate. The Study of Children in Family Child Care and Relative Care, Families and Work Institute (1994)
"The quality of services provided by most centers was rated as barely adequate." The National Child Care Staffing
Study (Executive Summary), National Center for the Early Childhood Workforce (1989)
"[M]any children living in poverty receive child care that, at best, does not support their optimal development and,
at worst, may compromise their health and safety." New Findings on Children, Families, and Economic Self-Sufficiency, National Research
Council, Institute of Medicine (1995)
What Works to Improve the Quality of Child Care
"Children who receive warm and sensitive caregiving are more likely to trust caregivers, to enter school ready and
eager to learn, and to get along well with other children. To ensure that child care settings nurture children, protect their
health and safety, and prepare them for later school success, better qualified staff are essential." Starting Points: Meeting the Needs
of Our Youngest Children, Carnegie Task Force on Meeting the Needs of Young Children (1994)
"[S]maller group sizes, higher teacher/child ratios and higher staff wages result in quality child care. Outcomes for
children are also better when they attend programs that include a curriculum geared to young children, well prepared staff and
where parents are involved in programming." Early Childhood Care and Education: An Investment That Works, National Conference of State
Legislatures (1997)
Any child care setting will benefit from a health consultant. to advise on potential infectious diseases, explain
symptoms and treatments to families, plan health alert procedures when infectious disease occurs, and assist with public health
reporting requirements. Caring for Infants and Toddlers in Groups. Zero to Three: National Center for Infants, Toddlers and Families (1995)
States with stronger licensing requirements had a greater number of good-quality centers according to recent
research. Cost, Quality and Child Outcomes in Child Care Centers. University of Colorado at Denver (1995)
Voluntary conformity to higher standards through professional center accreditation or through meeting another
set of quality standards also increased the likelihood of higher classroom quality. Cost, Quality and Child Outcomes in Child
Care Centers. University of Colorado at Denver (1995)
For additional information, contact the National Child Care Information Center at (800) 616-2242 or visit the Web site at
http://ericps.crc.uiuc.edu/nccic/nccichome.html
04/06/98 MON 14:45 FAX 800 716 2242
NCCIC
002
Electronic Resources for Parents
#ACF Child Care Bureau -- http://www.acf.dhhs.gov/programs/ccb
*Child Care Aware -- http://www.childcarert.org/childcareaware
>Children's Defense Fund Parent Resource Network -- http://www.childrensdefense.org/prn.html
The Children's Literature Web Guide http://www.ucalgary.ca/-dkbrown/index.html
Consumer Product Safety Commission http://www.cpsc.gov
Am Your Child -- http://www.iamyourchild.org
National Black Child Development Institute -- http://www.nbcdi.org
National Parent Information Network http://npin.org
National Parenting Center's ParentTalk Newsletter -- http://www.tnpc.com/parentalk/index.html
National Program for Playground Safety http://www.uni.edu/coe/playgrnd/main.html
ParentsPlace -- http://www.parentsplace.com
ParenthoodWeb -- http://parenthoodweb.com
Parenting Q&A -- http://www.parenting-qa.com
*ParentSoup -- http://www.parentsoup.com
U.S. Department of Education Resources for Parents -- http://www.ed.gov/inits/americareads/
*Working Mother (through Women's Wcb) -- http://www.womweb.com/wmlife.htm
Zero to Three -- http://www.zerotothree.org
This information has been compiled by the National Child Cure Information Center. At the time of printing, it was as
accurate as possible; however, due to the ever-changing nature of the Internet, some addresses may not be available. The
NCCIC does not endorse any organization, practice, publication or resource.
National Child Care Information Center
NCCIC
301 Maple Avenue West, Suite 602
Vienna, VA 22180
Phone: 800-616-2242
Fax: 800-716-2242
TTY: 800-516-2242
World Wide Web: http://nccic.org
April 6, 1998
CHILD CARE
BULLETIN
Child Care Bureau
July/August '1997
Issue 16
Child Care Providers: Key to Quality Care
E
ach day, as families across
the important work of the child care
as well as on ways that states and
the country ready them-
provider and highlights ways in
community programs have been
selves for work, millions of
which states, national organizations,
training women who are tran-
child care providers are ready to
and communities have supported the
sitioning off of welfare to become
care for and educate their children.
early childhood workforce, by estab-
successful child care providers. Also
Child care providers play a pivotal
lishing initiatives which promote
presented are initiatives developed
role in the lives of the children
leadership development and creden-
by Save the Children Child Care
entrusted to their care. The pro-
tialing; providing a mechanism for
Support Center such as warm lines,
vider. in concert with a supportive
providers to receive health benefits;
neighborhood networks, community
community that provides adequate
developing comprehensive training
collaboratives, specialized training,
funding and clearly established
opportunities; and increasing com-
and resource rooms that help to
standards. is the key to quality child
pensation for quality child care
support family child care providers.
care.
professionals.
We salute each child care pro-
An educated and experienced
Programs that have linked
vider, caring for infants, toddlers,
child care provider:
professional development and com-
preschool- age children, school-age
is responsive to the needs of
pensation, such as the T.E.A.C.H.
children, in homes, centers, during
each child.
Early Childhood Project and the
the day, evening or weekend. We
Military Child Development System,
honor the dedication and efforts of
establishes a safe. nurturing and
are described in this issue. Infor-
all those who say, "I nurture the
stimulating environment for chil-
mation is provided on the national
future; I am a child care provider."
dren to grow and learn,
leadership development projects
As another school year begins, our
works in partnership with the
Taking the Lead: Investing in Early
hopes are that it brings with it re-
family. and
Childhood Leadership for the 21st
newed energy and optimism and that
develops relationships with other
Century and the African American
together we can make a difference
community groups.
Early Childhood Resource Center,
for all children and families.
Such caregiving is essential to the
successful development of the child,
July/August 1997
Issue 16
imperative for parents in the work-
force. and a cornerstone of the com-
munity. While families are at work,
A Profile of the Child Care Work Force
2
quality child care settings give chil-
Director Credentials and Leadership Initiatives
3
dren the opportunity to thrive and
Contents
What's New With the CDA Credential?
4
develop to their full potential.
Child Care Initiatives Across the Country
5
This issue of the Child Care
Networks Support Family Child Care Providers 8
Bulletin recognizes and celebrates
Highlights from the Military Child Care System 9
Healthy Child Care America Update
10
U.S. Department of
Resources in Child Care
11
Health and Human Services
Administration for Children and Families
Administration on Children,
Youth and Families
Child Care Providers
Child Care Bureau
A Profile of the Child Care Work Force
A
pproximately three million child care teachers,
Only 18 percent of child care centers offer fully-
assistants, and family child care providers in
paid health coverage to teaching staff.
the U.S. care for 10 million children each day.
Although they earn lower wages, child care teachers
are better educated than the general population.
Who are the child care teaching staff?
One-third of all child care teachers leave their
97% are female
33% are women of color
centers each year.
41% have children
Family child care providers who care for and
10% are single parents
educate young children in their homes also have
very low earnings. Providers earn $9,528 annually
Child care teaching staff earn an average of $6.89
after expenses (data from The Economics of Family Child
per hour or $12,058 per year (based on 35 hours
Care Study, a forthcoming publication from Wheelock College,
per week and 50 weeks per year) (data from Cost,
earnings in 1996 dollars). Unregulated providers, who
Quality and Child Outcomes in Child Care Centers. Technical
care for fewer children and are offered fewer
Report (1995). salary data are in 1993 dollars).
supports, earned just $5,132 after expenses.
Education of Child Care Teaching Staff Versus All Workers
50
40
133
132
32
31
30
27
26
23
121
20
14
10
10
0
Less than High School
High School Diploma
Some College
BA/BS or More
Child Care Teachers*
Female Workers**
Male Workers**
National Child Care Staffing Study Current Population Surveys. 1995. Bureau of Labor Statistics, U.S. Department of Labor
Annual Wages of Child Care Teaching Staff Versus All Workers
$58,582
$60.000
$50.000
$31,278
$40,000
$26,820
$30,344
$26,747
$30,000
$19,168
$20,000
$14,506
$10,151
$11,617
$10,000
$0
High School Diploma
Some College
BA/BS or More
Civilian Labor Force, Men**
Civilian Labor Force, Women**
TeachingStaff, 1994*
*National Child Care Staffing Study. wages in 1996 dollars **Current Population Surveys, 1996. Bureau of Labor Statistics, U.S. Department of Labor
For more information. contact the National Center for the Early Childhood Work Force (NCECW), at: (202) 737-7700, or e-mail: [email protected]
This profile of the child care work force has been excerpted from information provided by the National Center for the Early Childhood Work Force.
2
July/August 1997
Child Care Bulletin
New Initiative Focuses on Early
New Resource Center Offers
Childhood Leaders and Directors
Leadership Development
Opportunities
Cecelia Alvarado, Bess Emanuel, Kimberly Elliott, and Sheri Azer
Carla Taylor
T
he Center for Career
The first set of pilot projects,
Development in Early
Experiments in Director Creden-
T
he National Black Child Develop-
ment Institute (NBCDI) has launched
Care and Education at
tialing, focuses on developing
the African American Early Child-
Wheelock College has begun a
models of credentialing for those
hood Resource Center to help diversify the
national early childhood lead-
who direct early childhood pro-
leadership pool and to serve as a model for
ership development initiative,
grams. Given the pivotal role of
other under represented groups within the
Taking the Lead: Investing in
the director, training in admini-
leadership ranks of the early childhood
Early Childhood Leadership for
stration and leadership is impor-
profession. The resource center will enrich
the 21st Century. Funded by the
tant to the quality of programs.
higher education, enhance career opportuni-
Early Childhood Funders Col-
Awarding a credential that rec-
ties, and provide technical assistance to ear-
laborative. the new initiative
ognizes competence, commends
ly childhood organizations in areas such as
aims to improve the quality of
accomplishments, and acts as an
improving recruitment, retention, and ad-
programs for children and fami-
incentive for the pursuit of train-
vancement of diverse leaders. It will also
lies by developing a diverse gen-
ing is a strategy for states and
maintain a database of diversity resources to
eration of leaders for the many
communities to help directors
identify teaching materials and seminars that
roles in the early care and
develop the skills they need to
promote leadership and multiculturalism. A
education field.
achieve quality programs.
Registry of African American Early Child-
Taking the Lead intends to
Also, Emerging Leaders Ex-
hood Leaders will include a database of the
build the field's capacity to in-
periments will attempt to identi-
skills and experiences of African American
crease program quality by:
fy, train, and promote new and
leaders in a variety of early childhood posi-
expanding the skills of new
existing leaders in the field. The
tions. Organizations and businesses may ob-
and existing leaders in the field
goals of this activity include as-
tain a list of potential employment appli-
to generate greater public sup-
sisting the field to develop an
cants, advisors, writers and presenters.
port for and private and public
understanding of the institutional
An African American Early Childhood
investment in early care and
and personal barriers that may
Leadership Mentoring Program will pair en-
education. and
impede the development of po-
try level professionals and graduate students
advancing the development
tential leaders, working to iden-
with mentors who will provide ongoing sup-
of a director's credential for ear-
tify the pathways to leadership,
port, and an African American Early Child-
1y care and education programs.
and assuring innovative content
hood National Leadership Network will
The initiative consists of sev-
of leadership development.
organize a consortium of colleges, organiza-
eral activities: a national scan of
Project applications have been
tions, and corporations to expand opportuni-
current leadership development
received and final selection of
ties for early childhood leaders.
options and director credential-
the pilot sites is underway.
Carla Taylor is Senior Editor and Public Policy Analyst for
To learn more, contact Taking the Lead, The
The National Black Child Development Institute (NBCDI).
ing efforts. and two sets of pilot
Center for Career Development in Early
To learn more, contact NBCDI, 1023 15th Street, NW, Suite
projects around the country.
Care and Education, Wheelock College, at:
600, Washington, DC 20005, or call: (202) 387-1281, or e-
(617) 734-5200, ext. 211.
mail: [email protected]
Training Requirements in Child Care Licensing
Child care licensing regulations vary from state to state. Requirements range from no training needed
prior to working with children to mandatory college-level coursework for providers.
In 1997. pre-service early childhood education
Annual ongoing hours of training are required by:
training is required by:
44 states for teachers;
20 states for teachers;
36 states for directors; and
33 states for directors; and
31 states for family child care providers.
11 states for family child care providers.
Data compiled by The Center for Career Development in Early Care and Education based on information provided by Work/Family Directions, Inc.
To learn more. contact The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston, MA 02215-4176,
or call: (617) 734-5200, ext. 211, or e-mail at: [email protected] Visit the web site at: http://ericps.crc.uiuc.edu/ccdece/ccdece.html
Child Care Bulletin
July/August 1997
3
Child Development Associate
What's New with the CDA Credential?
CDA
T
he Child Development Asso-
credential and wish to be certified in
new CDA renewal re-
Credentialing
ciate (CDA) credential is na-
an additional setting, The Council
quirements, a provider
tionally recognized in the
now offers the Second Setting CDA.
must:
early childhood field as a profes-
This credential is available to center-
Hold a current Red Cross or other
sional credential awarded to skilled
based and family child care
agency First Aid Certificate;
child care providers. The Council
professionals who received their
Have at least 80 hours of work
for Early Childhood Professional
CDA credential under the revised
experience with young children
Recognition (The Council) adminis-
direct assessment procedures on or
during the year of renewal;
ters the CDA credentialing program
after January 1, 1993.
Hold current membership in a
(see "Staff Credentialing Programs
Revised CDA Renewal Process
national or local early childhood
Improve Skills," in the Child Care
The goal of the renewal system
professional organization;
Bulletin, May/June 1995).
is to encourage caregivers to seek
Know an Early Childhood Edúca-
Currently, more than 88,000 pro-
continuing education and profession-
tion Professional who can complete
viders have obtained the CDA cre-
al growth. Effective January 1996,
a Letter of Recommendation regard-
dential and that number is rising.
The Council revised the CDA Re-
ing competence with young children;
The number of child care providers
newal Process for center-based and
Show proof of at least 4.5
applying for the CDA credential per
family child care. The renewal fee
Continuing Education Units
year has grown to nearly 10,000 as
will continue to be $50, with the
(CEU's), or a 3 credit hour course
a result of an increase in demand
first renewal three years after re-
in early childhood education/child
from many public and private em-
ceiving the CDA credential and then
developments within the past five
ployers for trained, qualified staff.
every five years thereafter. Those
years. The Council has also
In addition. 46 states and the District
who do not meet the renewal criteria
published CEU Criteria Guidelines,
of Columbia incorporate the CDA
within a specified timeframe will
which are available upon request.
into their licensing regulations.
need to complete a new CDA assess-
New Publication
Second Setting CDA
ment. However, The Council is now
A CDA Training Guide that fo-
The CDA credential is awarded
holding an open renewal period.
cuses on helping colleges, agencies,
for a specific type of child care
Caregivers whose CDA credential
and organizations with developing a
setting center-based. family child
expired years ago may renew it be-
CDA training program will soon be
care. or home visitor. For qualified
fore January 1, 1998 without com-
available from The Council.
caregivers who already have a CDA
pleting a new assessment. Under the
For more information. contact: The Council for Early Childhood Professional Recognition, 2460 16th Street, NW, Washington, DC 20009-3575, or
call (202) 265-9090 or (800) 424-4310.
Spotlight on
USA Child Care National Development Project
USA Child Care is a national membership association of child care and early education providers and
advocates who deliver services directly to children and families. The mission of USA Child Care is to serve
as a national voice for these direct service providers to ensure quality, comprehensive early care and
education that is affordable and accessible to all families.
USA Child Care is working to develop statewide associations that can partner with states and local
governments to deliver quality child care. Aided by a grant from the David and Lucile Packard Foundation,
the National Development Project will establish new statewide associations of providers to help communicate
needs in local communities through the voice of those working directly with families. The first of these new
associations, the Missouri Child Care and Education Association, has moved quickly to create a position
statement on welfare reform and to conduct a Leadership Development and Information Seminar on Child
Care and Welfare Reform. Also, Indiana and New York have recently received grants from the National
Development Project to establish coalitions of providers. Other components of the Project include assistance
to any state working to create a statewide association of child care directors, development of an information
service to link child care professionals with information on best practices and legislative developments, and
skill-based training of about 45 child care providers as a national leadership corps on child care issues.
For more information about USA Child Care and the National Development Project, contact Shirley Stubbs-Gillette, President, at: (816) 474-3751,
ext. 603. or Kathleen Hermes, Project Director, at: (913) 385-0034, or e-mail at: [email protected]
4
July/August 1997
Child Care Bulletin
Child Care Initiatives Across the Country
Rhode Island Provides Benefits to Caregivers
Georgia: Advancing
The Governor of Rhode Island has announced significant enhance-
Careers Through
ments to the state's child care program to ensure that quality child care
Education and Training
is available to all working families. As of January 1998, reimbursement
rates to providers who care for subsidized children will increase to be-
The Advancing Careers Through
come more competitive with local market rates by the year 2000. Pay-
Education and Training (ACET) pro-
ments to providers will increase incrementally each year for three years.
ject in Georgia aims to improve child-
In addition, licensed home-based providers who care for children of
hood care and education by develop-
working families can now qualify for health and dental benefits through
ing a career system for the field. The
Rite Care, the state's health insurance program. Rhode Island is the first
ACET project is funded by Georgia
state in the country to offer comprehensive health and dental insurance
Academy, a private nonprofit agency,
to home-based providers. Health coverage has been available since
and the Georgia Child Care Council,
which administers CCDF monies.
January 1, 1997 and dental coverage was added on in June 1997. Rite
Care coverage is available to qualified providers and their minor children
During the past five years, a
(under age 18) who reside with them.
group of experts have volunteered
To qualify for Rite Care membership, a provider must be licensed
their time to put the professional
as a family care (home-based) provider. The provider must have been
development system in place. This
paid at least $1,800 by DHS for child care services within the six months
group, the Collaborative Leadership
preceding his or her request for coverage, and must not be in receipt of
Team, and Georgia Academy devel-
Rhode Island Medical Assistance or any other health insurance. The
oped a strategic plan which is the
providers must requalify for Rite Care coverage every six months.
blueprint for the project.
A major accomplishment has been
For more information. contact Carole Ponto, Senior Human Services Policy and Systems Specialist,
Rhode Island Department of Human Services, at: (401) 464-2422.
the completion of professional compe-
tencies for early care and education,
school-age care, administration, and
training. The competencies are used
Wisconsin's Incentives for Quality Standards
as the basis for all state approved
The Wisconsin Quality Child
A further incentive for quality
child care training.
Care Initiative is designed to im-
is built into the reimbursement rate
To help improve accessibility of
prove the quality of child care
system for publicly-subsidized
training across the state and particu-
throughout the state. The Initiative
child care. Center-based programs
larly in rural areas, ACET has de-
includes a set of "High Quality
and family child care providers
veloped a competency based curricu-
Standards" established by the state.
that become accredited receive a
lum for a Train-the-Trainer program.
Programs are encouraged to meet
differential of up to 10 percent
This curriculum focuses on adult
the standards through multi-year
above the market rate. The actual
learning and the development, design,
Quality Improvement and Staff Re-
amount of the incentive cannot
and delivery of high quality training.
tention grants. The grants pay for
exceed the price charged to
More than 200 trainers will participate
staff training. substitute time, im-
private-pay families by the facility.
through a grant from the Georgia
proved compensation, equipment,
To become eligible for the
Child Care Council.
and accreditation fees. The state
differential, centers must be ac-
The next steps for ACET include
has provided a number of resources
credited by the National Associa-
finding ways to increase salaries as
to help programs meet the stand-
tion for the Education of Young
child care professionals reach higher
ards, including on-site technical
Children. Family child care pro-
levels of education, developing a
assistance. a statewide information
viders can be accredited by the
statewide registry to track training
clearinghouse. and early childhood
National Association for Family
credits, identifying "levels" of profes-
credentialing system that assesses
Child Care, the state AEYC affili-
sionals, designing training for both
whether staff training meets the
ate or have a CDA credential.
beginning and advanced teachers, and
standards and identifies training
For more information, contact either Kay
designing a system to certify trainers.
resources and mentor teacher
Hendon at: (608) 266-8200 or Laura Saterfield
at: (608) 266-3443, in the Wisconsin Office of
To learn more, contact Anita Payne, ACET Project
training.
Child Care.
Coordinator, at: (800) 586-2238, or (404) 527-7394.
Child Care Bulletin
July/August 1997
5
Initiatives to Recruit and Support New Child Care Providers
California: Helping Welfare Recipients To Pursue
Pennsylvania: Shifting From
Careers in the Child Care Field
Unemployment to Family
The California Department of
providers for infants and mildly
Child Care Provider
Education will launch three pilot
sick-child care and for child care
Funding provided by the Philadel-
programs in different areas of the
during non-traditional hours.
phia Job Partnership Act and the Pew
state to train Temporary Assis-
The objectives for the pro-
Charitable Trusts has created an initia-
tance to Needy Families (TANF)
jects are to increase the supply,
tive designed to expand the availability
recipients to become child care
quality, and safety of license-
of affordable, neighborhood based child
and development teachers. In the
exempt care; to help welfare re-
care and to help public assistance recip-
two-year training program, TANF
cipients meet work participation
ients move toward self-sufficiency.
recipients will be selected, enrol-
requirements; to help counties
Since 1992, the YMCA of Phila-
led full time in community col-
meet work participation goals;
delphia and Vicinity has operated a
lege during the first year, with
and to provide state and local
family child care network which re-
tutorial assistance as needed, and
program managers with data to
cruits and provides training and support
assigned to a mentor teacher to
assess the effectiveness of train-
to low-income and unemployed indivi-
supervise their field placement
ing welfare recipients to be child
duals who are willing to enter the child
and provide advice and support.
care providers.
care field. The YMCA provides assis-
The second year of training will
A portion of the project funds
tance with licensing and insurance fees,
include paid employment, up to
may be used to pay for recipient
ongoing training through local universi-
32 hours per week. and continued
expenses such as licensing fees
ties, and $1,000 in start-up costs for
education. The program's educa-
and CPR training. The projects'
specific furniture items, equipment, and
tional goal is for participants to
requirements for participants in-
toys. The YMCA also conducts unan-
complete 24 units in early child-
clude a minimum age, intention-
nounced monitoring visits and offers
hood education and 16 units in
ality of wanting to become a child
technical assistance to the providers.
general education to qualify the
care provider, an assessment of
The network currently consists of
TANF recipient to apply for a
candidates for suitability in the
36 homes and expects to increase the
Child Development Teacher Per-
profession, as well as for their
number to 50 or more by the end of
mit at the end of the program.
training needs. The participants
1997. Thirteen homes are accredited
The California Department of
also set goals and make plans for
and several more are in the process of
Social Services will also award
reaching and maintaining self-
achieving accreditation. In addition, 8
funds to county welfare depart-
sufficiency.
Latino providers are currently in train-
ments for two-year pilot projects
ing, and plans are being made for train-
For more information, contact either David
to train welfare recipients as in-
Houtrouw, California Department of Educa-
ing in an Asian community with Viet-
home licensed or license-exempt
tion, Child Care Division, at: (916) 323-3090,
namese, Cambodian, and Korean care-
family child care providers, or
e-mail: [email protected] or Julie Salley-
givers. Outreach is also being done in
Gray, California Department of Social Ser-
caregivers who will work in a
vices, at: (916) 653-7367.
the Ethiopian, South African, and West
child's own home. A special ef-
Indian communities in Philadelphia.
fort is being made to recruit
To learn more, contact Lola Rooney, YMCA Family
Child Care Network, at: (215) 963-3786.
Colorado: Moving From Public Assistance to Success in the Child Care Field
Through state legislation. Colorado has created the Neighbor-to-Neighbor Child Care Training and Education
Pilot Program. The goals of the program are to increase the supply of trained child care providers while helping
recipients of public assistance reach self-sufficiency. The program is funding up to ten pilot sites throughout the
state to recruit, train and educate public assistance recipients to become family child care providers or to work in
centers. Community based agencies have submitted proposals to become one of the pilot sites.
The Neighbor-to-Neighbor program does not provide direct cash assistance to participants, but rather, supports
the new providers with training, assistance in obtaining the appropriate state and local licenses, and assistance with
start up costs. An evaluation will be prepared at the end of this one year pilot project. It will include best practices,
pilot site comparisons, challenges, and employment related outcome information.
For more information. contact Охапа Golden, Colorado Department of Social Services, Division of Child Care, at: (303) 866-5943.
6
July/August 1997
Child Care Bulletin
Support for Those
T.E.A.C.H. Project Helps Promote
Starting a Career
Professional Development in Six States
in Early Childhood
Sue Russell
A
S states work to move wel-
T
o address critical issues of
hours per year, while working full
fare recipients into employ-
professional development,
time. After four years on the schol-
ment, they may consider
compensation, and staff re-
arship program, their earnings have
training Temporary Assistance for
tention in the child care field, Day
increased 30 percent, indicating not
Needy Families (TANF) recipients
Care Services Association in North
only that they are receiving the ex-
who want to work with children for
Carolina created the T.E.A.C.H.
pected additional compensation, but
careers in the early childhood field.
Early Childhood® Project (see also
that they are making progress on the
To help prepare anyone for a succes-
"T.E.A.C.H. Project Retains Pro-
career ladder in their program.
sful career in child care, especially
viders," Child Care Bulletin, May/
Funding for T.E.A.C.H. Early
individuals who seek to become eco-
June 1995). Starting as a pilot pro-
Childhood® Project has always been
nomically self-sufficient, it is critical
gram in 1990 to provide teachers
a partnership between the scholar-
to keep the following points in mind.
with a scholarship to work toward
ship program, the teacher, and the
Individuals must choose to make
their associate degree in early child-
child care program in which they
this their work.
hood education, the Project now
work. While the Project continues
serves as an umbrella for seven dif-
Use a screening process to identify
to receive foundation and corporate
individuals who have interest in
ferent scholarship initiatives.
support, the North Carolina General
and aptitude for the work.
All seven scholarship programs
Assembly has provided the Project
have four components: scholarship,
state funding for the last five years,
Individuals must be prepared for a
education, compensation and com-
this year providing $1.422 million
successful career that brings them
mitment. To receive a scholarship
in continuation funding.
economic self-sufficiency.
that covers a large share of tuition,
The Project has been licensed to
Quality training must be built in
book and travel costs, and may pro-
operate in five other states: Colorado,
before and during employment.
vide paid release time, depending
Florida, Georgia, Illinois, and New
Supervised fieldwork with young
on the program, the recipient agrees
York. In each state, the T.E.A.C.H.
children is a key component of
to complete a specified amount of
Early Childhood® Project is admin-
training.
education. The caregiver then re-
istered by a statewide child care or-
Transitional personal support is
ceives additional compensation in
ganization committed to improving
essential.
the form of a raise or a bonus and
the education and compensation of
The different needs of the varying
also agrees to continue working in
the early childhood work force.
TANF population must be con-
their child care program for a spe-
Using the principles and scholarship
sidered and built into the training
cific period of time. There are cur-
components that are fundamental to
options.
rently scholarships to earn the North
the Project, each state has created
Build capacity for continued train-
Carolina Early Childhood or Family
its own scholarship programs to
Childhood Credential, the Child De-
ing and mentoring.
meet the needs of its child care pro-
velopment Associate (CDA) creden-
viders and that fits into the educa-
Links between increased compen-
tial, an associate degree in early
tional structure of the state.
sation and increased training and
childhood education, a bachelor's
Administering organizations in each state:
competence are key.
degree in child development, or to
"Colorado Office of Resource and
Individuals need additional sup-
become a Model/Mentor Teacher.
Referral Agencies
ports and structures to move suc-
More than 4,300 scholarships
"Florida Children's Forum
cessfully into family child care.
have been awarded in the last four
"Georgia Association on Young Children
This is a summary of information developed by The
»Illinois Network of Child Care
years. For those participants with
Center for Career Development in Early Care and
Resource and Referral Agencies
Education at Wheelock College 11 is based on
scholarships to earn their CDA cre-
"New York State Child Care
conversations with numerous state administrators,
dential, associate, or bachelor's de-
Coordinating Council
training program administrators and representatives
gree, the turnover rate has averaged
from states, communities, and national organiza-
Sue Russell is the Executive Director of Day Care
tions. It also draws on materials developed by the
less than 10 percent per year. Par-
Services Association, which administers the
National Center for the Early Childhood Work
ticipants working on the associate
T.E.A.C.H. Early Childhood® Project in North
Force and the Child Care Action Campaign.
Carolina. To learn more, contact Sue Russell or
degree have averaged 16 credit
Edith Locke at: (919) 967-3272.
Child Care Bulletin
July/August 1997
7
Neighborhood Networks and Warm Lines Support Family Child Care
Roberta Malavenda
D
eveloping neighborhood child care networks is
is sponsoring a CDA workshop for providers who have
a productive response to the child care chal-
made a special commitment to professionalism. Also, a
lenges that face many communities. The Save
campaign has begun to recruit providers to help parents
the Children Child Care Support Center (CCSC) in
who must work evening or weekend shifts by providing
Atlanta, Georgia, works with partners such as churches
child care during nontraditional hours.
and synagogues, housing authorities, child care centers,
family child care associations, community collabora-
The Child Care Support Center's Warm Line and
tives, and other groups to create active networks that
Resource Room offers a variety of services and supports
build on each community's strengths and assets.
for family child care providers. Prospective caregivers
The following examples show how neighborhood
attend "How to Start a Family Child Care Home" work-
networks increase the supply of child care and improve
shops and learn about state family child care rules and
its quality through training, technical assistance, and
regulations. The Resource Room also assists with re-
visits to family child care homes.
quired fingerprinting services and resource specialists
answer questions about zoning, insurance, associations,
In Dallas, Georgia, a fast-growing community west
and community child care planning efforts.
of Atlanta, CCSC joined with the Paulding Collaborative
Roberta Malavenda is Deputy Director of the Save the Children Child Care
for Children and Families to plan an expanded system of
Support Center (CCSC). For more information, contact: Save the Children
quality early care and education beginning at birth.
CCSC, 1447 Peachtree Street, NE. Suite 700, Atlanta, GA, 30309-3030, or
call: (404) 479-4200.
Through "Starting Points," families with newborns are
contacted and offered services, and an "Early Start"
program features a family child care network and home-
based child development activities. The Collaborative
The National Association
also sponsors a child care committee to encourage busi-
for Family Child Care
ness. government. and others to invest in the commun-
(NAFCC) is a professional
ity's child care system and contributes space for the
CCSC's parent referral service.
organization representing family
and group home child care providers
In DeKalb County's Chamblee area, Spanish-
throughout the United States. The purpose of
NAFCC is to serve as a national voice and
speaking caregivers learn about state registration, health
and safety. child development, and business practices in
networking system for family child care.
monthly workshops and meetings. Providers receive
NAFCC is a national membership organization
start-up equipment and supplies and learn about their
that provides technical assistance to family child
eligibility for financial assistance to build fences or to
care associations through leadership and
remove outdoor safety hazards. This provider and child-
professional development, and by promoting
oriented partnership. funded by the United Way of
quality and professionalism through the NAFCC
Metropolitan Atlanta, includes Sheltering Arms Child
accreditation program. NAFCC develops
Development and Family Support, The Latin American
publications for family child care providers,
Association. Catholic Social Services, and the Child
including Quality Criteria for Family Child Care
Care Support Center.
and The National Perspective newsletter.
Networks in the rural areas of Meriwether and Polk
For more information, contact:
National Association for Family Child Care (NAFCC)
counties in Georgia offer free workshops in convenient
206 - 6th Avenue, Suite 900
locations for both regulated and unregulated caregivers.
Des Moines, IA 50309-4018
These otherwise isolated providers have opportunities to
attend state-approved training, learn about community
or call: (800) 359-3817 or (515) 282-8192
resources. borrow toys and equipment from lending
e-mail: [email protected]
libraries, and network with each other. Child care spe-
Visit the web site at:
cialists help them to arrange their homes for safe care-
http://www.assoc-mgmt.com/dms/users/nafco
giving, develop parent policies, and create marketing
fliers. The Polk Collaborative for Families and Children
8
July/August 1997
Child Care Bulletin
Highlights from the Military Child Development System
T
he Department of Defense (DoD) Child Care
Sliding Fee Scales - Quality care costs more than
System is the largest employer sponsored child
most parents can afford. Cost sharing creates affordable
care program in the world, serving more than
care. Fees are established on a sliding scale, based on
200,000 children (ages birth to 12) daily. Known as the
total family income. Families pay between $35-$90 per
Child Development Program, it includes 811 child de-
week, with $65 being the average weekly fee in 1996.
velopment centers, 9,793 family child care homes, and
Parents pay about half the cost of care. In the child
information and referral services. Through these deliv-
development centers, there is a dollar for dollar match
ery systems, DoD offers full-day, part-day, hourly care,
of appropriated funds to parent fees. In family child care
before- and after-school programs, and extended hour
homes, the military provides indirect financial support
care to cover nights, weekends and shift work sched-
through equipment lending libraries, low cost insurance
ules. The services include care for infants and toddlers,
options and free training, as well as direct cash subsidies
mildly ill children, and those with special needs.
as incentives to care for infants.
The Military Child Development Program has
Partnerships with States, Tribes, and Communities
evolved to become a model system with many valuable
The following are a few examples of ways that the
lessons to share with states, territories, tribes, and local
Military Child Development Program has been
communities. The following are some highlights:
coordinating with off-base child care programs:
Staff Training - Training is key to providing quality
Family Child Care: The Navy has Memorandums of
child care. The Military Child Development Pro-gram
Agreement with the states of Texas, New York, and
uses competency based training modules which follow
Oregon to provide training and technical assistance for
the 13 functional areas of the Child Development
off-base family child care providers. The providers meet
Associate (CDA) credential program. In addition,
state licensing standards, have liability insurance, and
caregiving staff complete another 24 hours of training
complete the same training as Navy providers. They
each year. The military actively promotes professional
also have access to the family child care resource library
development and also maintains an "up-or-out" policy
and attend DoD sponsored training at no cost.
with regard to staff training.
Accreditation Mentoring: The child development staff
Compensation - A critical element of program
at the Davis Monthan Air Force Base in Arizona has
quality IS a wage and benefits package that contributes
assisted the Tucson Urban League Center in the
to staff retention. The military has seen turnover rates
accreditation process. Also, the center director at Dyess
respond to training and wages. By linking wages and
Air Force Base in Texas serves as a mentor for several
advancement to training. education, and performance,
local off-base centers that are pursuing accreditation.
the military has dramatically reduced the turnover rate
School-Age Care: The Army's school-age program at
among caregiving staff. In 1996, the annual rate was
Fort Meade, Maryland and the YMCA have formed a
below 40 percent compared to, as high as, 300 percent
partnership to deliver services. The YMCA provides the
a decade ago. Most employees in the Military Child
space and Fort Meade staffs and equips the program.
Development Program receive annual and sick leave
Training: Nursing students at North Alabama Skills
plus other benefits such as health and life insurance.
Center learn about child care principles through the
Certification and Inspection - Standards and
center at the Army's Redstone Arsenal in Alabama.
oversight provide consistent quality and safety. Four
Resource and Referral: The Dover Air Force Base in
unannounced inspections are held each year, one of
Delaware works with Family and Work Place
which leads to certification, the DoD equivalent of state
Connection, a resource and referral agency, to help both
licensing. Each inspection has a firm "fix, waive or
military and civilian families find child care.
close" policy to ensure action. DoD also maintains a
Parent Education: The Marine Corps Base at Quantico,
toll-free hotline for parents to report safety concerns.
Virginia partners with the Prince William County
Accreditation - By meeting national accreditation
Project Parent Program to support the education,
standards. the military has an outside evaluation source
economic and social needs of parents through training
that is key to long-term quality child care. Currently, 75
opportunities and parent education materials.
percent of all military child development centers have
Intergenerational Programs: The Marine Corps Base
been accredited by the National Association for the Edu-
at Camp Pendleton, California has established an inter-
cation of Young Children (NAEYC), and the remainder
generational program with a community senior center.
are in various stages of the accreditation process.
For more information, contact the Department of Defense Office of Family
Policy at: (703) 696-1702.
Child Care Bulletin
July/August 1997
9
Healthy Child Care
PUBLICATIONS
Update: Action Steps
to Support Providers
U
sing the Healthy Child Care
Financing Child Care in the United
FINANCISC CRILD CARE
IN THE UNITED STATES
America Campaign's Blueprint
States: An Illustrative Catalog of
for Action, communities can
Current Strategies
Healthy
Child Care
link health programs with child care.
A. Mitchell, L. Stoney, and H. Dichter
America
The following are some action steps and
strategies excerpted from the Blueprint
A compendium of innovative public- and
which involve support for providers.
private-sector strategies for financing
child care services, with in-depth profiles
Action Step: Provide training and ongoing consulta-
tion to child care providers and families in the areas of
and analyses of nearly 50 projects. Development and
social and emotional health. Ensure that mental health
distribution of the publication has been made possible
through funding from The Ewing Marion Kauffman
services are available so that families and child care pro-
Foundation and The Pew Charitable Trusts. (Free pub-
viders can take advantage of opportunities to enhance the
social and emotional health of children.
lication, available from: Publications Fulfillment, The
Pew Charitable Trusts, 2005 Market Street, Suite
Offer training in stress management techniques to fam-
1700, Philadelphia, PA 19103-7017, or call: (215)
ilies and child care providers.
575-4776. It is also available through the web site at:
Train providers and families to foster children's self-
http://www.pewtrusts.com/docs/childcare.html).
esteem and to recognize social and emotional problems.
Establish ongoing communication between social ser-
vice programs and child care providers.
Using Research to Improve Child Care for Low-
Income Families
Action Step: Expand and provide ongoing support to
providers and families caring for children with special
An-Me Chung and Louise Stoney
health needs. Providers and families need information
This report is a synthesis of major issues, policy ques-
and resources about how the Americans with Disabilities
tions, research findings, and information needs in child
Act will impact child care in areas such as inclusion of
care policy. It provides a. framework for ongoing
children with special needs, eligibility for services, and
dialogue and action by the research community in
removal of barriers in facilities.
partnership with state child care administrators and
Establish linkages between providers, Part H, Uni-
other key stakeholders. (A Child Care Bureau, ACF/
versity Affiliated Programs, and other organizations to
DHHS publication, available free from the National
provide support, information, and resources.
Child Care Information Center at: (800) 616-2242, or
Encourage parents of children with disabilities to serve
send e-mail to: [email protected] It is also
as mentors for child care providers.
available in full-text online at the NCCIC web site at:
Action Step: Assess and promote the health, train-
http://ericps.crc.uiuc.edu/nccic/nccichome.html).
ing. and work environment of providers. Avoiding
back injury. reducing risk of infectious disease, and
Strengthening the Social Compact: An Intergenera-
scheduling adequate rest breaks can enhance job satisfac-
tional Strategy
tion and the overall well-being of providers. Healthy staff
Generations United
provide the best care for children.
Supply information to providers concerning occupa-
A monograph from the fall 1996 Wingspread Confer-
tional hazards and measures to reduce these hazards, such
ence, 2000 and Beyond: Building an Action Plan for
as using proper posture when lifting and carrying children
the Intergenerational Movement, which assessed inter-
to avoid leg and back injuries.
generational approaches and programs as a means to
Develop personnel policies regarding paid sick leave,
strengthen communities and foster the engagement of
vacation, and health benefits for child care providers.
adults in the lives of children. It provides guidance for
Work to ensure mentoring and adequate compensation
advancing an organization's programs and policy goals.
for child care providers.
(Available for $7 from Generations United, c/o CWLA,
A full-text version of the Healthy Child Care America Blueprint is available
440 First Street, NW, Suite 310, Washington, DC
through the National Child Care Information Center's web site at:
http://ericps.crc.uiuc.edu/nccic/nccichome.html or link directly from the
20001-2085, or call: (202) 662-4283 or fax: (202) 408-
American Academy of Pediatrics' web site at: http://www.aap.org
7629).
10
July/August 1997
Child Care Bulletin
CHILD
ARE
Organizational Resources
«
«
Center for Career Development in Early Care and Education, Wheelock College (617-734-5200, ext. 211)
strives to improve the quality of care and education for young children by helping states and localities build early
childhood training systems. Activities include publishing and disseminating documents to inform professional devel-
opment efforts around the country; working with strategic sites to document innovative career development pro-
jects; providing technical assistance; offering advanced seminars in child care administration; serving as a resource
on development of state policies related to professional development issues; and working with other national
organizations to inform policy makers and to develop program and funding strategies for career development. For
more information. write to: The Center for Career Development in Early Care and Education, Wheelock College, 200 The Riverway, Boston,
MA 02215-4176. or send e-mail to: [email protected] Visit the web site at: http://ericps.crc.uiuc.edu/ccdece/ccdece.html
Council for Early Childhood Professional Recognition (800-424-4310 or 202-265-9090), works to improve the
status of professionals working in centers, family child care homes, and as home visitors; and helps to meet the
need for qualified staff through administration of the Child Development Associate (CDA) Credentialing Program.
The CDA acknowledges skills of working professionals and helps provide a framework for professional develop-
ment The Council has a one-year formal education program leading to the credential, the CDA Professional
Preparation Program (CDA P₃), and has also expanded its focus to include administration of Reggio Children/USA
(tracking developments of Reggio Emilia experiences in early childhood programs in the United States), along with
the National Head Start Fellowships Program, and the Army School-Age Credentialing Program. The Council also
fields a national training team, in alliance with other national early childhood organizations, and publishes books
and manuals on trends and developments in the field. For more information, write to: The Council for Early Childhood
Professional Recognition. 2460 16th Street, NW, Washington, DC 20009-3575.
National Center for the Early Childhood Work Force (202-737-7700) is a resource organization committed to
improving the quality of child care through upgrading the compensation and training of child care workers.
NCECW is a national resource clearinghouse on child care staffing issues, and works toward better regulation and
funding of child care services. NCECW coordinates two major national efforts to promote leadership and career
advancement for teachers and providers: the Worthy Wage Campaign, a grassroots coalition working for better-
quality care for children and a better livelihood for teachers and providers, and the Early Childhood Mentoring
Alliance. an information and technical assistance network for mentors and mentoring programs nationwide. The
NCECW works through policy and program development, research and evaluation, and public education activities
at the national, state, and local levels. For more information, write to: National Center for the Early Childhood Work Force (NCECW),
733 15th Street. NW. Suite 1037. Washington, DC, 20005, or e-mail: [email protected]
National Institute for Early Childhood Professional Development, an initiative of the National Association for
the Education of Young Children (NAEYC) (800-424-2460, ext. 386 or 388) was launched in 1991 to improve
the quality and consistency of professional preparation programs for early childhood educators. This initiative is
instrumental in refining standards for early childhood preparation programs and also hosts an annual national
conference which focuses exclusively on teacher preparation and development, and highlights innovations and
initiatives from across the country. For more information, write to: National Institute for Early Childhood Professional Development,
NAEYC. 1509 16th Street, NW, Washington, DC, 20036, or visit the NAEYC web site at: http://www.naeyc.org/naeyc
Child Care Bulletin
July/August 1997
11
The Child Care Bulletin is published six times a year by the
National Child Care Information Center under the direction of
the Child Care Bureau, Administration on Children, Youth and
Next Issue:
Families, Administration for Children and Families, Department
of Health and Human Services.
Address editorial inquiries to:
NCCIC
Marilyn McGhee, Editor
Child Care Bulletin
Summary of
National Child Care Information Center
301 Maple Avenue West, Suite 602
Vienna, VA 22180
State Plans and
Voice: 1-800-616-2242 FAX: 1-800-716-2242
TTY: 1-800-516-2242 E-mail:[email protected]
New Activities
Internet access to the National Child Care Information Center:
http://ericps.crc.uiuc.edu/nccic/nccichome.html
Olivia A. Golden, Principal Deputy Assistant Secretary,
Please send articles or ideas
Administration for Children and Families
for future issues to the Editor,
Michael Kharfen. Director, Office of Public Affairs
Child Care Bulletin.
Joan Lombardi. Associate Commissioner, Child Care
Bureau. Administration on Children, Youth and Families
Internet access to ACF and the Child Care Bureau:
Please circulate
http://www.acf.dhhs.gov/programs/ccb
or photocopy
The Child Care Bulletin is published for information purposes only. No
the Child Care Bulletin
official endorsement of any practice, publication, or individual by the
Department of Health and Human Services or the Administration for
for maximum distribution
Children and Families is intended or should be inferred.
National Child Care Information Center
301 Maple Avenue West. Suite 602
Vienna. 14 22180
Address Correction Requested
Work
Family
UNITED
STATES
United States
OFFICE
Office of
OF
MANAGEMENTS
Personnel
PROGRAM
CENTER
PERSONNEL
Management
May 1998
ESTABLISHING A WORK-SITE PARENTING SUPPORT GROUP:
A Guide for Group Leaders
(Employee Assistance Counselors, Peer Coordinators,
and Work/Family Specialists)
Introduction: Many men and women in the
start a support group in your agency. These
Federal government serve in a dual role as a
suggestions can be modified to suit the
worker and as a parent. But fatherhood and
needs of your employees.
motherhood, unlike a job, are roles most
adults assume without the benefit of
Employee Needs Assessment: Establishing
training, education, or practical experience.
a support group should be based on a
The challenges of such an enormous
sufficient employee need and desire for one.
undertaking leave many employees drained
One way to determine that is to conduct an
and distracted. The workplace is frequently
employee survey to assess the extent to
a further extension of the home, complete
which men and women have parenting
with the worries and problems often
responsibilities or concerns and would like
associated with fatherhood and motherhood.
help meeting them. A survey should include
Many employers have recognized this
questions about anticipated parenting
conflict and are searching for ways to help
concerns and employee interest in
their employees balance the demands of
participating in a support group. If the
work and caring for children. One effective
survey results reveal an interest in starting
and useful tool is the work-site support
one, consider the remainder of these steps.
group. Support groups bring together men
Keep in mind that a support group can be as
and women who have similar concerns or
small as five people and may grow as
difficulties and enable participants to share
employees learn of its existence.
personal stories and helpful information.
Members often find it comforting to learn
Support Group Leader: Because
that their problems and concerns are not
attendance at support group meetings may
unique. Establishing a support group is
be sporadic at times, the consistent
inexpensive and relatively simple. The
attendance of the group leader at the
information listed below explains how to
meetings can help to maintain the group.
olrwp-11 6-95
The group leader can be responsible for
at least two weeks in advance by placing
advertising future group meetings, arranging
announcements in a location where
meeting space, and maintaining a current list
employees are certain to see them (bulletin
of group members and their telephone
boards or employee newsletters, for
numbers (see Meeting Time and Place
instance).
below). A group also can offer group
members parenting and/or child care
Goals/Purposes/Expectations: It is
resource and referral information and
important to explore what members wish to
explain personnel flexibilities available in
accomplish at the meetings. Members
their agencies that may help employees
should discuss the goals of the support
balance work and caregiving demands.
group at the first gathering. The goals may
change as new members are added or as
There also may be interest in starting a
problems or concerns change. These goals
support group newsletter that could include
and purposes should be considered each
newspaper and magazine articles on
time the group meets. Members also may
parenting, child care and children's issues,
wish to explain what they hope to gain from
resource and referral information, and the
attending the meetings.
date and time of the next support group
meeting. A newsletter is especially helpful
Confidentiality: Support group members
to members who temporarily lose contact
must agree not to discuss the personal
with the group.
aspects of the meetings they attend.
Certainly it is appropriate to share resource
If a counselor or work and family specialist
information outside the group but the
is not available to attend meetings on a
personal problems and concerns of members
regular basis, a leader may emerge from the
should remain private. This agreement of
group. This individual could be responsible
confidentiality should be stated at the first
for arranging the meetings or writing a
meeting.
newsletter. These tasks also could be shared
by members on a rotating basis. Keep in
Open or Close Ended Group: Support
mind that these are merely suggestions for a
groups can be open-ended or close-ended.
potential group leader. Each group will
An open group accepts new members at any
conduct itself differently.
time while a close group establishes a group
but does not add new members for a
Meeting Time and Place: Establish the
specified period of time. The person that
time, place, and frequency of the support
establishes the support group may make this
group meetings. Generally, employees like
decision or the members at the first meeting
to meet at lunch time and will bring their
may decide. An agency parenting support
lunches. Participants will decide how often
group may be better suited to an open-ended
they want to meet. Usually, a meeting room
format since many employees experience
must be reserved in advance. Contact the
parenting difficulties suddenly.
agency building services office to find out
how to reserve a room. One a meeting time
Resource and Referral Information:
has been established, advertise the meeting
Mothers and fathers, whether they have
2
small children, teenagers, or adult children,
the Work and Family Program Center,
sometimes need assistance with the
ph (202) 606-5520, fax (202) 606-2091,
parenting problems they encounter. From
email [email protected], Internet
finding quality child care to locating a math
http://www.opm.gov/wrkfam
tutor for a ninth grader, parenting resources
are available in the community. As
mentioned above, an EAP counselor or work
and family manager can often provide such
Suggested Discussion
information. However, these professionals
Topics
may not be readily available to the group on
a regular basis or may have limited access to
such information.
Daycare
Employees can call Child Care Aware, a
toll-free telephone number (1-800-424-
How to Establish or Enforce
2246) operated by the National Association
Child Support
of Child Care Resource and Referral
Agencies, to locate a nearby child care
Latchkey Children
resource and referral agency. Employees
also can contact their county government
Care of School Age Children
human services office or a local hospital.
Both organizations have extensive
knowledge of available parenting resources.
Child and Animal Abuse
The Office of Personnel Management's
Chemical Dependency in
Work and Family Program Center can
Adolescent Children
provide parenting support groups with
copies of the Handbook of Child and Elder
Gangs
Care Resources. The child care section of
the Handbook is written for mothers and
fathers of small children and includes
Living with a Teenager
information on selecting day care and lists
national organizations and resources that can
Violence
be of assistance to mothers and fathers.
Adoption
If you have additional questions about
creating and running a support group or
Tips for Fathers
would like a copy of The Handbook of
Child and Elder Care Resources, contact
3
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Booklet, "Office of Personnel Management Director's Awards," 16 pages
OPM
Director's Awards
Instrundings Work Work & & Family Family Programs
Awards
Ceremony
June 18, 1998