DRAFT

Developed by

Texas Program for Society and Health

James A. Baker III Institute for Public Policy

Rice University

Introduction

School readiness programs aim to prepare children for kindergarten and elementary school. This naturally results in a focus on pre-K programs for children ages 4-5. However, in order for a child to receive the full benefits of a quality education, it is important for his or her learning experiences to begin earlier. In the first few years of life, neurons within the brain are constantly forming connections at a greater rate than they will at any other time (Shonkoff and Phillips 2000).  However, the great majority of public investment in education, especially from state and local funds, occurs at the elementary and secondary levels. Only 4% of the total public investment in education goes to programs for children ages 0-3 (Bruner et al. 2004).

This paper consists of several policy recommendations for providing childcare for children ages 0-3, with particular regard to the Texas Plan. 

Policy 1

Consistent standards for quality care

There are few states with standardized regulations for childcare, especially concerning care for children ages zero to three. As a result, children are not entering pre-school and kindergarten on a level playing field. Research has shown that children who do not have adequate developmental skills upon entry into kindergarten do not catch up in that first year of school, which means that those who start behind remain behind.

1.1

Statewide guidelines of objectives for different age groups

The different developmental stages and specific needs of each age group should be addressed in guidelines for caregivers. Infants and toddlers especially need stable relationships with their caregivers and stimulating activities to promote development (Drummond and Seid 2001). States should provide guidelines specific to each age group for caregivers to follow.

1.2

Infant/toddler specialists at the state level

Children from ages zero to three have different needs and learning objectives than older children. States should utilize infant and toddler specialists throughout the state to provide technical assistance (Lombardi, interview). Specialists would work with childcare providers and families to assist in compliance with childcare guidelines and provider training. In Texas, there should be at least 20 infant and toddler specialists, one for each of Regional Education Centers specified by the Texas Education Agency. This initiative would cost an estimated $150,000 per region, which includes the costs of staff salary and program development, for a total of $2.5 million.

Policy 2

Early Head Start pilot programs

To most efficiently utilize resources, it is recommended that pilot programs for early care be instituted in a dozen different communities around Texas before a full-scale statewide initiative is implemented (Lombardi, interview). These programs would be targeted at harder to reach children, particularly in low-income areas of the state that are lacking quality child care centers. Kansas has implemented an Early Head Start program that could be used as a model for Texas. [1].

2.1 Funding

Texas should create a partnership with the federal government, as Kansas has done, to supplement state funds. Federal funds such as TANF (Temporary Assistance for Needy Families) and CCDF (Child Care Development Fund), from which Kansas receives $7.8 million annually, could be utilized.

2.2 Programs

Early Head Start programs would assist caregivers in both home- and center-based settings. Specialists would train caregivers, assist in curriculum development, and provide technical assistance. These programs could partner with local colleges and institutions with teacher training programs to promote teacher credentialing.

Policy 3

Provide families with resources for quality childcare

Families often spend a significant amount of their income on childcare. However, families with young children are often the least able to afford childcare. Many families earn too much to qualify for federal assistance programs such as Temporary Assistance for Needy Families (TANF). In addition, there may not be quality childcare centers available in the vicinity of where the parents work or live, especially in lower-income neighborhoods (Drummond and Seid 2001).

3.1 Paid family leave

Currently, unemployment and disability insurance programs do not cover family leave. Low-income families are at a disadvantage because they often cannot afford to take unpaid leave. A few states, including California, New York, and New Jersey, currently offer limited benefits for individuals who take maternity leave through state disability insurance. The insurance is funded by payroll deductions of working individuals. Benefits are either a percentage of the worker’s salary or a specified dollar amount. All states should provide state disability insurance, specifically programs that will cover family leave.

3.2 Incentives for more childcare centers

States should provide incentives such as tax breaks or subsidies for childcare centers to relocate or open branches in low-income neighborhoods or other areas suffering from a lack of centers. Care must be taken to ensure that these centers would follow guidelines and meet all licensing requirements to provide children with quality care. 

Conclusion

These policy recommendations acknowledge the restraints of limited funding available for the care of infants and toddlers. However, the needs of infants and toddlers cannot be ignored when the ultimate goal is to prepare all children to be ready for school. The recommendations presented here emphasize two main points. First of all, there is a need to provide technical assistance to all communities, which can be done through regional infant and toddler specialists. Second, before successful programs can be implemented statewide, there is a need for pilot programs. These pilot programs could be located in low-income communities to reach at-risk children, who are in immediate need of assistance.

Works Cited:

Bruner, C., Elias, V., Stein, D., and Schaefer, S.  (2004). Early learning left out: An examination of public investments in education and development by child age. Washington, DC: Voices for America’s Children and the Child and Family Policy Center.

Drummond, M., and Seid, R. (2001) Caring for Infants and Toddlers: Issues and Ideas. The Future of Children. Los Altos, CA: The David and Lucille Packard Foundation. .

Lombardi, J. Personal Interview. 14 April 2004.

Shonkoff, J.P., and Phillips, D.A. (2000) From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy of Sciences.

Smith, K., Downs, B., and O’Connell, M. (2001) Maternity Leave and Employment

Patterns: 1961-1995. Current Population Reports. Washington, DC: U.S.

Census Bureau.