29 Sep

children going over the child care “cliff”

As federal dollars supporting child care during the pandemic dry up at the end of September, we are all watching, noting and bemoaning the serious impact it will have on employers, parents, child care businesses and teachers. Yet, woe is the society that treats its families as financial commodities only. There are children in there – who learned to say goodbye to Mommy and Daddy every morning by connecting with Miss Mary, or Kashama or Claudia (all real teachers I know). But those children who will see teachers leave because of this event are set to suffer disruptions in one or more of their primary relationships. We like to think kids are resilient (and of course many are by nature or in the right circumstances), but breaks, especially abrupt ones, in the relationships that are the building blocks of trust and interactions, erode and complicate young children’s sense of safety and predictability in the world. We grown ups complain about change and stress, but its a biological event and it effects early brain development (see https://developingchild.harvard.edu/) if you need convincing.

The reason that the adults in child care are worthy of professional wages and compensation is that their skills and knowledge about this important relationship have a profound effect on young children. But when predictable, kind adults disappear abruptly, it sends a biological message to the brain and influences responses and other relationships. Efforts to mitigate that will help – other familiar teachers, visits, talking about it. But the continued callousness and self-centered attitudes of our society and government will impact young children – who will become adolescents – and eventually just and trusted adults (or not).

23 Sep

“How are the children?”

“How are the children?”

Saturday, September 23, 2023

11:53 AM

Many years ago this was a common way we would have opened an early childhood policy conference or training conversation.  A reference to a Masai greeting among travelers, it prioritized the welfare of children as the important indicator that it is.  But we have moved a far piece from this wisdom, for a variety of pressing issues. It seems from here that there is more interest in how to convince people to come care for children than whether they are any good at it.  Of course both are necessary efforts but I take the frequent absence of the word “quality” from the conversation about accessibility and affordability as an obvious hint as to where our real efforts are going.  Corporate America wants their money makers (parents) back to work and children are “resilient” anyway. 

I despair at what this means.  We used to spend hours debating what kind of puzzles were developmentally appropriate for 3 yr olds so teachers would score well on environmental rating scales. I have a lot of opinions on the matter actually, so I am talking about myself.  Now I wish we had seen that, in the future, puzzles would become pretty irrelevant and that what we really needed to pay attention to were how the adults were supported to relate – or not – to children.   We apparently went for the “low-hanging fruit” (always a mistake, a misdirection, an easy distraction) and gave less intellectual, policy and emotional energy to the health and strength and wisdom of the teacher her/himself.  Too late, throwing money at them alone will not really nourish them.  When will we realize that the answer to “how are the children” is not really related to “how much does their teacher make”? 

On the other hand, as a dastardly underpaid ece educator for my adult life, believe me, I know how important salary is.  But it is not the only thing – apparently we can think about policy for compensation band-aids (apologies) but not about funding for teacher education, professional development, better working conditions (see actually implemented Model Work Standards) and, finally, professional acknowledgement, sometimes meekly referred to as, respect.

Please lets put ALL the needs of the teachers on the table – not just break times, and bonuses, but child development science and how to tend each child with informed attention and understanding.  Fostering those skills benefits teachers commensurate with their responsibilities, while also helping to inform the answer to “How are the children?”

We can’t be entranced by the very mention of “compensation”. Lets demand what is good for us and the children.

02 Sep

Unintended Consequences

In child care directors circles (of which I have long been a member) there is a well known secret staffing strategy. There is a category of teachers called “warm bodies”. They keep us in compliance with staff-child ratios, they make teacher lunch breaks possible, they are the last resort in staffing early care and education when qualified teachers aren’t there or are moving on to other work. Sometimes they turn out to be terrific teachers and we don’t admit to being surprised . Sometimes they fill spots and then we shed them when “qualified” teachers become available. They hold the system of care together so parents can go to work but they do not (usually) rise to the level of providing quality care and education. Not their fault..

Since I used to be one, let me tell you what they do bring: they play with children ({sometimes – an important unappreciated disposition), they “watch children” so no one gets hurt. Too often they are on their phones. They are welcome relief for hungry or tired or exasperated teachers. They are often what is referred to when people say that dreaded unprofessional tag “day care”. When I was a young woman, for a while, I was a very good warm body. I genuinely liked children. I had one of my own. I used to be one. I hugged and rarely yelled.


Here is what I didn’t do: I didn’t know how to help children resolve their conflicts without “time out”, so I didn’t prepare them well for controlling their impulses and developing executive function in their rapidly growing brains. I didn’t know how to not holler “clean up time” right when a child’s work was most educational. I didn’t know that circle time and calendar were just watered down second grade memories that didn’t match the needs of very young children. I didn’t know how dumb it is to teach two year olds to share, to raise their hands or to get in line. Master experienced teachers spent years alongside me, teaching me all of those things that eventually made me a supportive teacher of “quality care and education.”

I don’t believe that improving compensation -alone- is going to fix this crisis. Of course, unconscionably low wages are largely responsible for the equity and social justice issues that trickle down and land squarely on children. But it will not be rectified with moderately well paid warm bodies. A radical contemplation of this profession is needed, not a tinkering to the workforce, however well intentioned. We need policy makers, social change agents, women, to dig deeper than surveys – to not just identify the problems (of course every one of us points to wages) but to the solutions that strengthen a profession upon whom children’s real life futures depend. Think. Listen. Make Change.

14 Aug

We could just ask.

Perhaps we should ask early childhood teachers what it would take to get them interested in working in this field again? That could significantly inform how we re-structure this failing system.

For instance: a 6 hour work day with a break.

10 Mar

brain research and change

As long as we have been trying to improve the quality of children’s experiences in child care, with limited success, we should be looking in every corner for insight and inspiration. Here is some that I have encountered in a few places, most recently in the BUILD archives, that specifically addresses some of the specific barriers that we don’t, in my opinion, talk about enough.

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10 Feb

Quality Improvement needs improvement?

After 20 odd years of participating in the very well-intentioned field of quality improvement specialists/coaches/consultants I have come to a new sentiment about what works, what doesn’t, and why. Maybe it’s just me, but I find that people don’t really like to be told to change their behavior, even when asked nicely. They may – and often do – smile and say thanks, now I get it – but in fact that changed behavior isn’t going to stick and likely fades along with the smile.

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16 Feb

Testing a “recipe” for quality

Marcy Whitebook at Center for the Study of Child Care Employment http://www.irle.berkeley.edu/cscce/ has a project called No Single Ingredient.  Based on that suggested metaphor, I have tried to visually represent the collection of considerations that go into supporting/improving quality child care experiences.  I want to get a “systems” image that many of us can relate to so that we have the beginning for the systems-building we are undertaking with the addition of mentoring and coaching.  I would really appreciate your comments!