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This study examined the use of community resources and supports outside of formal infant/toddler and preschool programs for children with disabilities participating in early intervention programs in nine communities in three states (Colorado, North Carolina, and Pennsylvania). Data on community resource utilization were gathered for 16 months from parents of 135 infants/toddlers and 148 preschool children. Resources included child care, child therapy services, family need and support programs, health/mental health programs, recreational/socialization programs, and parent employment/education programs. Findings indicated that: (1) most families used community resources at least once during the period; (2) the proportion of families using resources increased over time; (3) child care services were the most frequently utilized resource; (4) the use of informal systems (family member or friend) was more prevalent than the use of formal systems; (5) approximately 34 percent of infants/toddlers and 39 percent of preschoolers received additional child therapy services; and (6) the use of child-centered services exceeded the use of family-centered services. Significant variability across communities was observed, suggesting that the community exerts a significant influence on the availability and utilization of child and family resources. The study protocol is appended. (Contains 24 references.) (DB)

This study examined whether teacher behaviors (such as teacher enthusiasm, level of lesson difficulty, teacher voice volume and inflection, teacher use of inquiries, and teacher use of positive feedback) were related to student academic engagement in an inner city day care center. Data were collected by videotaping 13 teachers and 94 ethnic minority children in the day care center. Analysis indicated that all five teacher behaviors were related to student academic engagement, although none of these correlations was statistically significant. Student academic engagement was also found to be significantly correlated with measures of emergent literary skills. Results suggest that educational researchers include engagement among their outcome variables, and that educators add fostering student engagement to the goal of increasing student academic achievement. (JPB)

This study examined the effects of caregiver stability on children's behavior in day care centers during a period of caregiver turnover. A total of 25 children, ages 2-5 years, in 7 day care centers who encountered caregiver turnover participated in the study. Baseline and turnover observations were conducted and scored, and correlated with demographic and family variables. Results showed no main effects of the turnover event on children's behavior. However, the findings suggested that temperamentally persistent, less emotional children, who spent more time in care, who had sensitive, responsive, and nonrestrictive caregivers, and who came from less disorganized home environments with more highly educated parents showed better adaptation and functioning during caregiver turnover in day care than their peers. The results also suggested that girls adapted more easily than boys. The findings underscore the link between home and day care contexts and how the characteristics of the home ecology bear on children's adaptation to day care. (MDM)

A study involving 83 child care providers conducted two surveys to investigate providers' self-perceived knowledge, skills, and attitudes toward working with children (and their families) who are exposed to substances, and their attitudes towards children with Down syndrome and children who are chronically ill. Results from the surveys indicated: (1) attitudes toward children who had been exposed to substances were poorer than toward children with Down syndrome, but were not significantly different from attitudes toward children with chronic illness; (2) participants who had received prior training in working with children who are chronically ill had better attitudes toward these children than those who had not received training; (3) participants who had received prior training in working with children who had been exposed to substances had poorer attitudes toward these children than those who had not received training; (4) providers' self-perceived level of knowledge or skill regarding working with children exposed to substances had no relationship with attitude scores; and (5) the only significant correlations were between the attitude subscales and between self-perceived level of skill and level of knowledge regarding working with children exposed to substances. (CR)

The success of the Champaign County Nursing Home Child Care Center (CCNHCCC) in Illinois provides a model for the establishment of child care centers in nursing homes. Needs assessment, financial support, licensing, staff hiring and training are all important factors that need to addressed in the start up and running of such a program. The establishment of an intergenerational program at a facility of this type is intended to draw elderly residents out of seclusion and isolation and to make it possible for the children to benefit from the residents' love and affection. Mutual activities and interaction promote a fresh and unique understanding between the two age groups in an atmosphere of happiness and compassion. An onsite child care center helps recruit and retain employees with child care needs, while the nursing home atmosphere takes on a personal, friendlier, and more family-like tone. The program has a positive influence on children's perceptions of the elderly, of disabilities, and of nursing homes, as well as providing the elderly with an atmosphere of revitalized interest and social enrichment. (MT)

This paper describes intergenerational (IG) programming and its benefits for children and elders, focusing on the preschool IG program at the Champaign County (Illinois) Nursing Home Child Care Center. The paper begins with a definition of IG programming and describes theories of adult development that may provide insight into how each age group involved in IG programming may benefit from such an arrangement. Erikson's adult development stage of "generativity versus stagnation" and the "age of integrity" are highlighted with regard to adult development, and Erikson's and Piaget's theories are discussed regarding how children might relate to the intergenerational experience. The second major section of the paper concerns IG programming. This section discusses three types of IG activities that are relevant to a preschool IG program: (1) recreation/leisure; (2) education; and (3) personal development. Factors related to the success of IG programs are discussed, including the staff's commitment to the program, matching the project to goals, considering the interests and abilities of the groups involved, and assessing the practical aspects. The third major section describes the philosophy and goals of the Champaign County Nursing Home Child Care Center, four needs that IG programming fills, and typical experiences of nursing home residents with young children. The paper concludes by noting that IG programming has resulted in positive experiences for both elders and children. Contains 13 references. (KB)

This paper describes research that was conducted in three phases between 1989-1990 to develop a 3-month early reading program for the use of day care centers in urban poor communities. The research meant to promote early literacy skills in a manner relevant to the children by using language with which they are comfortable and materials that are suited to their economic situation. At the same time, this research sought to contribute to the broadening scope of alternative education which has largely been limited to adult literacy and skills training. The background of the particular educational problems in the Philippines connected to the situation of women, children, and urban poverty is discussed. Also, the history and trends of preschool education in the Philippines and early literacy for the Filipino child are discussed. The paper then details the study's needs assessment; development of the early reading program (a holistic, literature-based approach to the teaching of reading and language); and implementation of the 3-month program in two day care centers (one served as control, the other as the experimental group). The paper relates that the children who underwent the early reading program exhibited significant gains in more areas of early literacy than the control group, which used a regular day care program. Includes three figures and a table of data; contains 18 references. (NKA)

This study investigated the use of arts games (structured play activities based on drama, movement, and music) with children age birth to 5 years in a day care setting. A set of 20 games was tested by 2 early childhood teachers; 1 teacher tested 10 games with a group of 2-year-olds and the other tested a different set of 10 games with a group of 4-year-olds. The teachers worked at a day care center in an inner city in Australia serving a culturally and socioeconomically diverse community. Teachers were given detailed descriptions of the games, including required equipment, suggested group size, procedures, and possible variations. They presented each game at least three times over a period of 6 weeks. Results indicated that the teachers would continue to use 13 of the 20 games in the version provided or in a modified version. They described over 75 percent of the games as developmentally appropriate for their children. Four factors influenced successful implementation: (1) grouping of children, especially group size; (2) children's interest and motivation, encouraged through positive reinforcement and accurate verbal feedback; (3) teachers' modifications and strategies, especially those to meet the needs of individual children; and (4) teacher confidence, related to the aspects of the games they chose to emphasize. Teachers generally found written instructions for the games very clear but noted that games requiring singing provoked anxiety. The teachers reported high levels of child enjoyment while playing the games. (Contains 23 references.) (KDFB)

This report summarizes information from an annual survey on child care centers located in General Services Administration (GSA) space, reflecting status as of October 2, 1995. In 1995, 102 centers were operating, about a tenfold increase from 1985. Total enrollment in the centers is 6,496, and about 40% of the children are between 37 and 60 months of age. All centers provide full-time care up to kindergarten, but more than half also provide infant care. Forty-seven centers are accredited by the National Association for the Education of Young Children. Seventy-three percent of the centers are operated by professional child care providers. Full-time average tuition ranges from $100 to $133 per week for federal workers, and from $105 to $141 for non-federal workers. In 92 centers, some form of tuition assistance was available, and most centers receive some form of outside funds. The centers employ 1,363 full-time and 313 part-time staff, and the annual turnover rate is 33%. The range of salaries for directors was $17,268-$51,000; for highest paid teachers, $11,648-$32,150; and for beginning teachers with a degree, $10,400-$21,930. Almost all centers provided staff some paid vacation days, sick leave, and health insurance. (TM)

The history of early childhood education in Cyprus, from the time of the Ottoman Empire to the present, is reviewed in this paper as the context for reporting on a survey of 1,071 full-time and working Turkish Cypriot mothers regarding the daily difficulties of child rearing. The survey was undertaken to inform policymaking efforts of the government in Northern Cyprus as it considers the problems of nonparental care and working mothers. Child rearing and early childhood education in the Ottoman Period, the British Period, and at the present time are reviewed. The survey results present a picture of the current situation with regard to demand for day care and day care centers, care by grandmothers, and reactions of children to grandmothers and mothers. Results highlight the need for a consistent preschool education policy. (Contains 16 references.) (DR)

This study sought to compare educationally-oriented preschools and care-oriented preschools in Bahrain. Children's progress was compared in an effort to measure the relative quality of the preschools. Twelve preschools were assessed through observations of child and staff behaviors utilizing the Early Childhood Environmental Rating Scale (ECERS). The ECERS preschool assessment categories include: (1) personal care routines; (2) furnishings and display; (3) language-reasoning experience; (4) fine and gross motor activities; (5) creative activities; (6) social development; and (7) adult needs. The results showed higher scores in all seven categories for children in educationally-oriented preschools than for children in care-oriented preschools. Compared to children in care-oriented preschools, for children who attended educationally-oriented preschools, there were a greater quantity and variety of materials in the preschool, more adult involvement and dialogue, more space to explore and experiment, more free play time, more creative activities, and better working conditions for teachers. The results showed less favorable conditions for early learning in the care-oriented preschools than in the educationally-oriented preschools. The research supports the evidence associating quality indices in child care environments with benefits for early learning. Contains 56 references. (Author/SD)

This practicum report describes a project to improve safety and health conditions for state-licensed family child care homes. Since the family child care providers in the study area do not have to meet more than minimum state health and safety requirements, providers have limited knowledge of and need to improve health and safety standards in their family child care homes. Telephone surveys and interviews with state officials and providers documented the need for health and safety training, but no group had attempted to meet the need. A literature survey revealed that training would help strengthen the quality of family child care homes and improve the professionalism of providers. Six training workshops were offered to 20 providers on methods to improve health and safety and to deal with emergency/crisis situations. Workshops were supplemented with in-home technical assistance on health and safety. Topics covered were orientation, self-esteem, safety, creating healthy environments, professionalism, and rescue organization. A statewide rescue registration program was also organized. The projected outcomes of the practicum goal were: 15 of the 20 family child care providers would register their homes with local fire/rescue departments; 15 of the 20 family providers would improve the health and safety in their homes (as measured by a checklist); and 5 of the 20 providers would join a statewide rescue committee. At the conclusion, 14 providers had registered, 20 had satisfied the checklist, and 2 had joined the rescue committee. Three appendixes containing the rescue registration form and checklists are included. Contains 32 references. (TM)

Emphasizing strong partnerships with family and community, the School-Based Early Childhood Centers Project of the Child, Family, and Community Program (CFCP) identifies, develops, and evaluates early childhood partnerships with six Northwest school sites to provide case studies of the restructuring process. This report presents the results of a meeting of representatives of the six schools over the course of 4 years to discuss the early childhood center concept and share their experiences of integrating features of early childhood centers into early elementary classrooms. The report consists of two parts. The first part provides an update of the literature review regarding developmentally appropriate practice, parents as partners, community involvement, and transition services. The second part provides an overview of the early childhood centers project and the 4-year process of implementing the early childhood center concept in the six schools. The findings show that all six sites demonstrated consistent success in implementing developmentally appropriate practices, encouraging family participation in children's schooling, and recruiting community members to the school. The results suggest that successful restructuring efforts must occur simultaneously in a number of components for changes to accumulate into a systematic effort. Two appendices include a self diagnostic survey form and analysis tables of components by site. Contains 96 references. (AP)

A 3-year needs assessment study examined nutrition knowledge, attitudes, and food practices. Subjects were 135 preschool children ages 3-5 years, 610 parents, 118 day care teachers and providers, 35 food service personnel, and 76 administrators throughout Texas. Registered family day care homes, group day care homes, and day care centers from 11 regions were represented in the sample. Data included on-site physical fitness and health assessment, plate waste, food service practice observation, and mailed questionnaires. Major findings include the following: (1) older children were more likely than younger children to achieve the 70 percent acceptable nutrition knowledge level; (2) there were significant ethnic differences in children's nutrition knowledge; (3) children's food choices were affected by family income; (4) between 7-11 percent of the children were obese but 95 percent had average to excellent dental condition; (5) parents' knowledge and food choices were below the 70 percent acceptability level when children were assumed present and absent, whereas teachers and providers made more desirable food choices when children were assumed present but not when they were assumed absent; (6) although food service personnel demonstrated acceptable nutrition knowledge and planned nutritionally adequate menus, implemented menus often did not meet Child Care Food Program guidelines, and adequate food safety procedures were often not followed; and (7) administrators demonstrated an overall knowledge mean which met the level of 70 percent acceptability, and their attitudes toward nutrition were positive. Identified education and training needs for each subject group were listed, and a training plan was developed. (Nine appendices contain instruments used in the study. Contains 27 references.) (KDFB)

This report examines whether educationally disadvantaged or at-risk preschool children have access to center-based early childhood programs similar to the access enjoyed by advantaged children, and whether the programs are of comparable quality. Eight risk factors that represent gross indications of educational disadvantage are examined, including low income, single parent household, primary language other than English, and a disabling condition. The first part of the report focuses on access to center-based programs. It looks at the association between each risk factor and enrollment. The second part of the report addresses the issue of the quality of programs in which children are enrolled, specifically the extent to which their average group sizes and ratio of children to staff met both state and professional standards. The report concludes that some at-risk children have better access to early childhood programs than other at-risk children, and that the risk factors associated with lower enrollment include low household income, being a child of a poorly educated mother or a mother who was a teenager when she first became pregnant, and living in a large household. With regard to access to programs of similar quality, the report notes that the quality of programs enrolling children from low income families did not differ from that of programs enrolling children from higher income families. Black children were less likely than white children to be enrolled in programs that met state standards, but more likely to be enrolled in programs that met professional standards. Three appendixes provide results of a methodological study comparing the reports from parents with those of their children's care providers. Contains 55 references. (HTH)

This report describes the background and performed activities of the development project Early Childhood Care and Education, in Kenya, from 1988 to 1993. The main purpose of the project is to stimulate activities for the benefit and development of preschool children in Kenya. The project deals with aspects of nutrition, health care, health education, and educational stimulation for children 3-6 years old. The three main activities of the project are (1) research and development work; (2) training activities; and (3) sponsorship. The research and development work has been conducted through the "Two Villages Project," which stimulates activities and contributes to improvement of the environment in two rural villages. The training activities at the Kenyatta University Child Care Center have not yet been developed. In the area of sponsorship, money has been collected for a frequent milk supply and for a roof for a newly built preschool house in the project villages. The present political and economic situation in Kenya makes it difficult for the project to carry on with its plans. (AP)

This Swedish language report describes a preliminary study to test a retrospective life-history-inspired approach to studying children's experiences in a day care center, and whether children's experiences vary in different educational contexts and in relation to the teachers' experiences. The theoretical part of the study dealt with theories of developmental psychology and of memory theory as well as sociological theory. The empirical part of the study included 12 former preschool children in three age groups, 10, 15 and 20 years of age, and 2 preschool teachers, all with experience at the same day care center. The method tested was a retrospective life-history-inspired interview with stimulated recall: a tour of the day care center. The study showed that this method gives access to varied and profound memories from the preschool period and that it gives both an individual and a collective meaning from the children's perspective. The preliminary results underline the importance of peers. Both agreement and non-agreement between different informants were important. Another preliminary result indicated that children and preschool teachers have a shared, overall picture of the emotional atmosphere in the educational context. This overall picture varies in different contexts at different times. Self concept, memory, and time axis are concepts common to the different theories and may be used to analyze children's day care center experiences and their long-term effects. Contains 130 references. (Author/HTH)

This Spanish-language booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system. Part 2 explains the eligibility and documentation requirements. Part 3 delineates specific competency standards in the areas of: (1) safety; (2) health; (3) learning environment; (4) physical development; (5) cognitive development; (6) communicative ability; (7) creativity; (8) individual behavior; (9) socialization; (10) guidance; (11) family-school relations; (12) program management; and (13) professionalism. Part 4 contains four appendixes that provide a history of the CDA program, a glossary of CDA terms, advisory eligibility requirements, and council representative eligibility requirements. (HTH)

This report describes the results of two studies of teacher expectations for 4-year-old children in private and public preschool programs. One study took place at a private day care center with 3 teachers who had no degrees in education and 48 children. The second study was conducted at 2 public elementary schools and involved 2 teachers with degrees, one in elementary education (EE) and the other in early childhood education (ECE), and 32 children. Data was collected by observation and interviews with teachers and children over a 6-month period. Results indicated that: (1) the teacher with an EE degree and the nondegreed teachers interacted with their children in similar ways; (2) the teacher with an ECE degree interacted with her children in a positive manner and provided a developmentally appropriate learning environment; and (3) instances of differential treatment of children and evidence of negative self-fulfilling prophecies were observed in the classrooms of the nondegreed teachers and the teacher with an EE degree. A case study illustrating a negative self-fulfilling prophecy is provided. It is concluded that the studies' results argue for the necessity of early childhood education training for adults working with young children. (PM)

This paper reports the findings of an inquiry into the role of visual arts in early childhood education. The inquiry consisted of three parts: (1) a review of documented practices of and literature about art in early childhood education; (2) a field study that investigated the place of art activities in 10 preschool and nursery school settings in the Milwaukee, Wisconsin area; and (3) a study that consisted of interviews with caregivers and teachers of 605 young children. Results of the studies indicated that day care centers and nursery schools gave strong support to art experiences, parents of children in the centers studied showed interest in children's art activities, and there was a relationship between children's attendance in day care centers or nursery schools and their academic performance and drawing ability after they entered public schools. It is concluded that there is a critical need to broaden the base of practice in visual arts education, that the role of the visual arts specialist in the primary grades must change, and that further research concerning the role of visual learning in young children's development is needed. (PM)

This booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system. Part 2 explains the eligibility and documentation requirements. Part 3 delineates specific competency standards in the areas of: (1) safety; (2) health; (3) learning environment; (4) physical development; (5) cognitive development; (6) communicative ability; (7) creativity; (8) individual behavior; (9) socialization; (10) guidance; (11) family-school relations; (12) program management; and (13) professionalism. Part 4 contains four appendixes which provide a history of the CDA program, a glossary of CDA terms, advisory eligibility requirements, and council representative eligibility requirements. (MDM)

Using data from the Census Bureau's 1991 Current Population Survey and the National Household Education Survey, this study examined the trends in nursery school enrollment of 3- and 4-year-old children from 1975 to 1990. Factors examined included number of enrollments in nursery schools, race and ethnicity of the students, students' family income, and participation in center-based programs. Based on these data, the paper notes that over the past 15 years, overall nursery school enrollment among 3- and 4-year-olds has increased by 30 percent. Although much of this increase was driven by increases in the enrollment of children from white families and from families with moderate to high income levels, there has been a sharp increase in the enrollment rates of minority children and children from low income families over the preceding 3 years. (MDM)

In a study of gender equity issues in early childhood services, questionnaires were sent to staff and parents associated with five early childhood services in Sydney, New South Wales, Australia. Data were also obtained from observations of interactions between 3- to 5-year-olds and regular staff in the services. Other areas examined in the study were the activity and peer preferences of the children; the level of sex-stereotyped play in the services; and the degree to which there was a match between awareness, perceived behavior, and what was actually occurring. Data indicated that sex-role stereotypes are significant features of children's behavior in some early childhood settings and that these stereotypes are often unconsciously supported by the adults in these settings. A literature review covers materials concerning the development of young children's sex roles and gender equity issues in early childhood education. Recommendations for working towards the removal of stereotypical beliefs and attitudes about the sex role, behavior, and potential of individuals are provided. Appended are 18 references and related materials. (GLR)

This report examines day care needs and services for families with handicapped children. A section providing background information identifies barriers to finding day care for these children and discusses the relevance of federal legislation, especially the Americans with Disabilities Act of 1990. The next section presents information on standards for day care, training needs, the importance of collaboration, the role of grants in underwriting training of child care workers, available funds, and employer resource and referral programs. The next section recounts one parent's difficulties in obtaining day care services. Case studies are then presented of model programs including the John F. Kennedy Integrated Developmental Educational and Loving Child Care Center (Denver, Colorado) at which 25 percent of the children have disabilities; International Business Machines which offers financial assistance and a liberal leave policy to employees with disabled children as well as assistance in expansion of a local day care center; the Trident Child Development Center (Charleston, South Carolina), which is associated with a medical center and includes children with special needs; Steelcase Inc. (Grand Rapids, Michigan), which offers a resource and referral service to employees; and Los Angeles Department of Water and Power, which finds child care providers for children of their employees with special needs. (DB)

The relationships among independent observer ratings of a child care program on the Early Childhood Environment Rating Scale (ECERS), state department personnel ratings of program quality using the Child Development Program Evaluation Scale (CDPES), and self-evaluation ratings using the self-assessment instrument designed for the Early Childhood Education Linkage System (ECELS)--a federally-funded demonstration project--were studied. Data were collected in May 1989 and throughout 1990 in three stages: (1) during visits by teams of two external evaluators, data were collected for 87 day care centers (DCCs) using the ECERS and 62 family day care homes (FDCHs) using the Family Day Care Home Rating Scale (FDCRS); (2) 125 DCCs and FDCHs completed the environmental, health, and safety self-assessment for the ECELS program; and (3) licensing data were collected on all of the DCCs and FDCHs in the above two studies using Pennyslvania's CDPES. The results show the need for improvement in early childhood programs in Pennsylvania in terms of licensing, health and safety, and child development program environment. All three scales measure different dimensions of quality. The CDPES had the greatest limitations in providing information on areas for improvements in early childhood programs; the ECELS scale provided significantly better data in these areas. The ECERS provided additional programmatic quality data that are not contained in the CDPES and the ECELS scale. To help the embattled licensing representative in the field, a more effective/efficient balance of self-assessment with the representative validating the results of a self-assessment with unannounced licensing visits is needed. Results also show the need to develop a weighting system for the three scales. Four bar graphs and four charts are included. (RLC)

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses detachment, permissiveness, punitiveness, and positive interaction. Results indicated that: (1) high positive interaction for teachers was correlated with children's positive interactions and increased solitary play; (2) children rated high in positive play with peers had teachers who were rated high in punitiveness; and (3) children whose teachers were rated low in positive interaction and high in detachment engaged in more negative interaction with peers than did other children. In a second study, each of 40 caregivers was observed in the classroom, and the caregiver's response to children's misbehaviors was coded for power assertiveness. Later, the caregiver was asked why she thought the child had misbehaved and her response was coded according to the attributional dimensions of internal versus external, controllable versus uncontrollable, and stable versus unstable. Results indicated that caregivers who assigned internal and controllable attributions displayed high power assertiveness. A 14-item reference list is included. (BC)

This study examined the role of child care in empowering low-income parents. The study, which was part of a larger evaluation of the Committee for Boston Public Housing (CBPH), compared families with children in the Washington-Beech Community Preschool (WBCP), run by CBPH, with families at the Washington-Beech Housing Development whose children did not attend WBCP. WBCP was designed to provide an environment that fosters the social, motor and cognitive development of young children. The CBPH model posits that such programs, established in response to tenant needs and including parent involvement, will foster the empowerment of parents. Thirty-nine families, with children aged 2-5 years, were interviewed. Parents of children in WBCP were compared with those in two control groups: (1) parents whose children were always cared for by a parent; and (2) parents whose children were cared for by a provider other than WBCP or a parent. Items measured were the individual's sense of self-respect, belief in collective action, and ability to use social networks. Results showed that feelings of empowerment significantly increased over the course of the year for individual WBCP parents, while members of the other groups showed essentially no change. (SH)

The need for early education and care for the inner city population is growing to meet parents' needs for safe, affordable care, and to provide inner city children with the services they need. The Inner City Directions Project was funded to assess the viability of inner city programs in severe financial difficulty and to analyze the overall health of the inner city child care market. The report consists of 11 chapters: (1) an executive summary; (2) an introduction; (3) a description of the current inner city child care crisis; (4) the response to the crisis; (5) the inner city child care marketplace and organizations which play a major role; (6) demand issues impacting inner city education and care; (7) supply issues impacting inner city education and care; (8) the organizational and financial health of inner city child care centers; (9) emergency funding recommendations to the McKnight Foundation; (10) the impact of public policies and practices on inner city child care programs; and (11) recommendations. Project assessments found that: (1) many programs lack the organizational and financial management systems to maximize possible resources; (2) reimbursement rates based on an average market do not reflect the actual costs of providing a basic education and care service for inner city families; (3) selected Hennepin County policies and procedures have the effect of making care for subsidized families more costly than for fee paying clients; and (4) the special programming required to serve special needs children is more expensive and not adequately or equitably reimbursed through the current county special needs grants. Five appendices include a proposal for special reimbursement rates for centers serving at-risk inner city children; the survey and assessment tools used in the study; and summaries of the results of the organizational health assessments and the financial health assessments. The survey instrument is appended. (DR)