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This paper is one of several intended to consider early childhood care and education within the context of Canada's National Children's Agenda. The paper takes the position that a blended, coherent system of early childhood development programs incorporating child care, early childhood education, and family support services should be available in every community. The current array of policies and programs in Canada is examined, and options are considered for developing the proposed system of early child development programs. The paper is organized into five sections: (1) an introduction to early child development programs; (2) the roots of early child development programs in Canada; (3) a description of existing early child development programs; (4) a discussion of dominant public policy directions; and (5) a proposed agenda for creating a system of early child development in Canada. (Contains 53 references.) (EV)

To address the growing demand for high-quality child care, many communities are seeking to develop specialized child care facilities funds to build new, and improve the quality of existing, child care programs. This toolkit is designed for policymakers, nonprofit leaders, child care providers, and others interested in increasing access to high-quality child care through the development of a child care facilities fund. The kit is organized around six sections. Following an introductory section, Section 2, "Why Start a Child Care Facilities Fund?" presents basic information about how child care facilities funds can help meet the growing demand for high-quality child care. Section 3, "Getting Started," describes some of the initial steps needed, including convening a committee of stakeholders, understanding the facility needs in the community, establishing goals and priorities, and identifying potential partners. Section 4, "Designing Your Facilities Fund: Structure, Funding, Products, and Services," lays out some of the design considerations for starting a child care facilities fund and includes a list of funding sources, information regarding fund administration, eligibility considerations, and what types of expenses should be funded. Section 5, "What Can You Do?" describes some options that stakeholders can use to support, promote, or lead efforts to start up, design, and operate a child care facilities fund, including specific suggestions and examples for government agencies, elected officials, banks, philanthropies, parents, providers, and others. Section 6 provides a list of publications and organizations that may be helpful in starting a facilities fund, including a brief description of facilities funds from around the country. A glossary of child care and facilities financing terms is included. (KB)

As part of the Assessing the New Federalism project, this report investigates the different types of child care arrangements, including unsupervised "self-care" that families with working mothers use for their school-age children. The study investigated how child care patterns differ by the age of the child, family income, race and ethnicity, parental time available, whether the mother works traditional versus nontraditional hours, and by state. The report uses data from the 1997 National Survey of America's Families to investigate child care patterns for children aged to 12. Of the nonparental child care arrangements, before- and after-school programs and relatives are the most commonly reported among 6-to 9-year-olds, with 21% of children in this age group in each of these forms of care while the mother is working. Five percent of 6-to-9-year-olds have self-care as their primary child care arrangement while the parent is working, and overall, 10% of children in this age group regularly spend any time in self-care. Like younger children, a significant percentage of 10-to-12-year-olds rely on relatives as the primary caregiver (17%), but smaller percentages of these children are in before- and after-school care. Twenty-four percent of the children in this age group have self-care as their primary form of care while the mother is working, and 35% of children in this age group regularly spend any time in self-care each week. Children from lower income families spend more time in their primary child care arrangement each week. In the younger age group, Black children are more likely to spend time in before- and after-school programs than Hispanic children, but, among 10-to-12-year-olds, White children are twice as likely as Hispanic children and almost three times as likely as Black children to use self-care as the primary form of care. Appendixes contain a discussion of the child care patterns for 5-year-olds and the standard error and sample size tables. (Contains 9 figures, 11 tables, 20 endnotes, and 17 references.) (SLD)

In recent years, several states have offered financial incentives to encourage child care centers and homes to become accredited by a reputable national organization to improve child care quality. This report examines whether it is good policy to offer higher reimbursement rates to accredited child care facilities and assesses the relative merits of alternative public policies that seek to improve U.S. child care. The report presents findings from an NAEYC study assessing the effects of differential reimbursement on center accreditation application rates. The study found that in a few small states, differential reimbursement boosted application rates modestly, with more substantial increases in three larger states. States with differential reimbursement policies differ in how much more they are willing to pay for accreditation, with a range of 5 to 20 percent more. The average reimbursement rate difference in states with a positive impact of differential reimbursement was 15.8 percent. The report suggests that states allow more than one accrediting organization to participate in the differential reimbursement process and describes situations in which differential reimbursement is not likely to improve quality. Other creative procedures to improve quality are also noted, including different types of monetary incentives for accreditation, technical assistance to guide staff through the accreditation process, or requirements for accreditation. The report concludes by asserting that differential reimbursement should be considered as only one method to improve child care quality and that accreditation information should be shared with parents. The report's appendix delineates the current reimbursement rates for the 18 states with accreditation-related differential reimbursements. (Contains 16 references.) (KB)

This paper considers the concept of the "one-stop shop" in relation to the provision of family services, whereby the family can access a range of support services made available in one location. The paper examines how the concept fits within the context of mainstream service provision in Great Britain today, specifically how the Coram Community Campus, as an example of a "one-stop shop" in London, attempts to meet diverse family needs in an inner city setting. Findings of the Campus model of multi-agency practice are presented to illustrate the impact of this approach on families and the quality of support provided. The paper describes the move in England away from crisis intervention toward more preventive work with vulnerable families, involving program coordination and partnerships. The Coram Community Campus model is described as an organization arrangement working to provide families and their young children in one of the most deprived areas in London with care, education, health, and social support. Distinguishing features of the Campus model are listed, and the services provided are summarized. The paper presents both qualitative and quantitative findings from the user survey and user interviews to examine how services were being used, to identify perspectives of the practitioners, and to provide concrete examples of "one-stop shopping." The paper concludes by asserting that the "one-stop shop" approach clearly responds to the complexity and diversity of family life in the inner city as it evolves to better meet multiple and diverse needs. Contains 21 references. (KB)

In the past few years, the care and education dimensions of day care have occupied a prominent place in scientific and political debate in Brazil and internationally. This study used an ecological perspective to examine the interconnections surrounding the dimensions of early care and childhood education and the forces that promote or restrain their integration. Information was gathered through interviews with early childhood and child care professionals on study trips to and internships in Western European countries. An ecological model of day care was traced and enlarged through an examination of child care in European, especially Scandinavian, countries. The model was further extended to the context of present-day Brazil to place Brazil in a transition context of common conflicts and challenges. The major findings of the study suggest that when primary socialization of children remains as a family task or is delegated to market forces, the development of integrated child care policies are restrained. When socialization is considered a public task, a more comprehensive approach is pursued. The integration of care and education is directly associated to the interconnectedness of early childhood services and family life. The United Kingdom, Ireland, Luxembourg, and Holland were identified as countries with an extreme tendency to consider child socialization as a private issue. Germany, Belgium, Spain, France, Greece, Italy, and Portugal compose the middle block and have strengthened the educational dimension of early childhood services. Denmark, Sweden, Norway, and Finland express a shared model of responsibility between family and public power, with early childhood services integrated in a more comprehensive social policy. (Contains 112 references.) (KB)

This study examined the role of contextual factors in providing quality early care and education services, focusing on program models from Aboriginal/First Nation settings in four countries. Methods included a search of published literature from mainstream and Aboriginal sources, an electronic search of unique Royal Commission on Aboriginal Peoples sources, intervenor briefs, public testimony, and personal interviews. The findings indicated that mainstream literature, dominated by U.S. work, focuses on the effects of child care, quality, and context. Aboriginal literature, international in scope, focuses on cultural and linguistic issues, community development, Aboriginal child care needs, and strategies. Systems and models for delivering early childhood services for Aboriginal children in four countries are described. Kenya's system prompts communities to define their needs and create programs to meet those needs, and serves an indigenous and varied population. New Zealand's system has been successful in providing quality services for Maori children but has not been able to provide a context for effective transitions. In the United States, the Child Care Bureau provides support for tribal child day care, and the American Indian Programs Branch of the Head Start Bureau supports comprehensive child development programs for Alaska Natives and American Indians. Federal government initiatives in Canada have resulted in an increase in early childhood programs for Aboriginal children. Based on the study, it was concluded that examples from Kenya and New Zealand highlight the importance of focusing discussion on planning and policies before programs are launched to ensure that contextual factors, including a supportive infrastructure and community and family supports, are in place. (Contains 27 references.) (KB)

Public education begins with kindergarten for most children, but an estimated 1 million prekindergarten children are also in public schools, and the number is increasing. In December 1997, the National Institute on Early Childhood Development and Education in the U.S. Department of Education's Office of Educational Research and Improvement convened a group of national, state, and community early childhood and education leaders to discuss the interrelationship between preschool and public education. Meeting participants unanimously agreed on the need to move from the current state of fragmented programs to a coordinated preschool care and education system that is linked with the public school system. Based on discussions at that meeting and on recent related data and research, this publication is intended to provide schools, families, and communities with information and ideas about public school prekindergarten and other preschool care and education initiatives that are linked with public schools. The publication offers insights from meeting participants about public school involvement in early childhood, and provides examples of how states and communities are designing programs to expand and improve preschool care and education. Following an introduction and background information on the meeting, the publication explores the following questions pursued at the meeting: (1) "Why Should Schools Be Involved in Early Childhood?"; (2) "What Roles Should Schools Play in Early Childhood?"; (3) "What Facilitates School Involvement in Early Childhood?"; (4) "What Challenges Do Public Schools Face with Involvement in Early Childhood?"; (5) "What Are the Key Issues for Professional Development?"; and (6) "What Are the Key Research and Evaluation Questions?" The publication concludes with a 52-item bibliography and lists of meeting participants and state early childhood education contacts. (HTH)

With the transformation of the welfare system, the U.S. Department of Housing and Urban Development (HUD) reviewed the employment and training components of 13 of its programs. The evaluation begins with a literature review that identifies these four groups of elements associated with positive outcomes: employment services that have an employment or education and training focus; eliminating barriers through provision of child care, transportation, and remedying substance abuse and personal problems; cash and in-kind supports that augment earned income; and transitional supports such as life skills training and peer support. These elements provided the framework for in-depth, on-site interviews with individuals from local housing authorities, employment and training agencies, welfare offices, and community-based organizations in Baltimore, Boston, Los Angeles, Milwaukee, and San Antonio. Among the study's findings were the following: (1) HUD programs were generally consistent with the literature on employment and training programs; (2) Section 8 recipients have less access to employment-focused HUD programs; (3) Only Jobs Plus primarily served residents on welfare in all sites observed; (4) programs that target TANF (Transitional Assistance for Needy Families) recipients combine HUD funding streams and harness resources from the broader community; (5) strong linkages exist with labor agencies but relationships with welfare departments could be strengthened; (6) the implementation of financial incentives policies for residents must be resolved; and (7) housing authorities approach the issue of helping residents attain self-sufficiency differently. An appendix provides assessment plans for various programs. (Contains 71 references.) (KC)

This paper is the result of an intensive case study by an Organisation for Economic Cooperation and Development (OECD) review team, whose purpose was to investigate early childhood education and care (ECEC) in the United States, 1 of 12 countries participating in the OECD review between 1998 and 2000. The paper draws on information provided by a U.S. Department of Education background report, formal and informal discussions, document analysis, literature surveys, and observations of the review team. The paper's introductory chapter outlines the rationale of the OECD review and describes the goals and framework of the review visit and the paper. The remaining chapters are: (1) "Major ECEC Policy Priorities in the USA: A Brief Overview"; (2) "Contextual Issues Shaping ECEC Policies in the USA"; (3) "Current ECEC Policy and Provision in the USA"; (4) "Issues Arising from the Review Visit"; and (5) "Policy Implications from a Review Team Perspective." The paper's appendices present review team members, information on the U.S. background report, and a program of the review visit. (Contains 28 references.) (EV)

Building on a pledge to support the state's job growth and successful transitions from welfare to work, the governor of Maryland issued an executive order in 1998 to establish the Maryland Child Care Business Partnership (MCCBP). This partnership, comprised of 23 members representing business, labor, state and local government, and the child care community, was charged with assessing child care needs and resources in Maryland, identifying innovative child care programs and strategies, and developing a plan by which public funds would be used for initiatives with employers and community support to increase the availability of child care, especially for low-wage workers. The findings of the partnership revealed that there are over half a million Maryland children who are in need of care for at least part of the day. Maryland has a child care capacity for approximately 37 percent of children under 12 years needing care. The supply and cost of regulated child care vary greatly by jurisdiction and region. The state offers assistance to families, care providers, and employers in obtaining and providing quality care programs. Promising developments in providing child care have involved public-private partnerships in states including Colorado and North Carolina. Several MCCBP members held regional business breakfasts to consider ways the business community could lead in developing child care solutions for employees and the larger community. The MCCBP concluded that such events will be most effective in producing new child care resources and options if they are part of a comprehensive regional plan involving relationship building and concrete action plans. (Two appendices contain the text of the executive order creating the MCCBP, its members, and include a statement of The Employer Group, a group of about 20 national companies employing large numbers of low-wage workers.) (KB)

The need for improved access to quality services for children and their families has resulted in a wide variety of early childhood and out-of-school time initiatives. Recognizing that developing financing plans and finding funding sources are a major challenge for these initiatives, this guide is intended to assist state and local officials, as well as members of community-based organizations and collaboratives, in identifying and accessing federal funds to help meet program goals. Following an introduction, the guide is organized into several sections, as follows: (1) "The Current Context for Financing Early Childhood Supports and Services," identifying factors affecting funding for early childhood services, including welfare reform and the economy; (2) "A Brief Overview of Federal Funding Sources," presenting a framework for understanding entitlements, formula or block grants, project grants, and direct payments; (3) "Federal Funding for Early Childhood Supports and Services," analyzing the amount of funding through these programs and discussing the array of program purposes supported; (4) "Federal Funding Strategies," presenting strategies for maximizing access to and making best use of federal funds; and (5) "Catalog of Federal Funding Sources," providing information on 59 programs, including kinds of services funded, the application process, program purposes funded, and matching requirements. The guide's two appendices delineate the fiscal year 2000 federal assistance percentages for each U.S. state and territory, and list federal poverty guidelines for families of various sizes. The guide concludes with a list of other publications and organizations providing further resource information. (KB)

This paper describes the Child Care and Development Fund (CCDF), the principal source of federal funding for child care subsidies for low income families and the principal source of federal funding for initiatives to improve the quality of child care in the states. Each state qualifies to receive an amount of federal funds under the CCDF each year and can receive additional federal funds by spending state dollars for child care subsidies and quality initiatives. Federal law established requirements that states must meet to receive CCDF funds, but states have very broad discretion in many of the basic design features of their low income subsidy programs and quality initiatives. It is estimated that about 1.5 million children receive CCDF-funded child care subsidies each month. To be eligible, a child must be under 13 years of age (or older if physically or mentally incapable of self-care). The child must reside with a family in which income does not exceed 85% of the state's median income for a family of the same size. To be eligible, a child must also reside with a parent(s) or legal guardian(s) who are working or attending job training; or a child must receive, or need to receive, protective services and resides with a parent(s) or guardian(s) who are not working or receiving job training. Other requirements are also specified. (SLD)

The 2-year impacts of 11 welfare-to-work programs across the United States were evaluated to determine the relative effectiveness of different approaches to moving individuals from welfare to work. All 11 programs operated under the Job Opportunities and Basic Skills Program. Four programs were employment focused (three low-enforcement and one high-enforcement programs), and seven were education focused (five high-enforcement and two low-enforcement programs). Although the employment-focused programs produced larger gains in employment and earnings over the 2-year follow-up period, concern was expressed that their effects may not be sustained over the long term. Several education-focused programs began to show moderate impacts in year 2. All programs reduced welfare dependency to some degree. The programs did not have widespread, large, or consistent effects on sample members' children; however, positive and negative effects occurred in some programs. High-enforcement programs did not produce the largest impacts, but low-enforcement programs resulted in only small effects. (Ninety tables/figures are included. The following items are appended: supplementary tables and figures; information about family circumstances, child outcomes, and impacts for families with preschool-age children; a survey response analysis; and a comparison of impacts estimated from survey and unemployment insurance data. The bibliography lists 55 references.) (MN)

This report examines effects of the Self-Sufficiency Project (SSP) for three age groups of children (younger cohort aged 3-5, middle cohort aged 6-11, and older cohort aged 12-18) at the 36-month interview. A companion report on effects of the SSP on adults is available separately. Chapter 1 describes the SSP incentive, project design, and SSP impact on adult economic outcomes. Chapter 2 describes the sample and methods; describes the information used to assess the effects of SSP on families and children; and presents SSP adult impacts by child cohort. Chapter 3 reports that SSP had no effects on the younger cohort; had small positive effects on cognitive and school outcomes but no impacts on social behavior and emotional health for the middle cohort; and may have increased substance use and minor delinquent activity in the older cohort. Chapter 4 reports SSP had almost no effect on parenting behavior and parental functioning for families; increased child care participation for the younger cohort; increased child care and participation in after-school activities for the middle cohort; and had no impacts on child care or after-school activities but increased engagement in chores and employment for the older cohort. Appendixes include a report on assessing the effect of survey non-response on estimated impacts; measures of child and family functioning; program impacts by child gender and province; and differences in impacts across the age cohorts. (Contains 52 references.) (YLB)

Despite strong research evidence on the importance of early learning for later school success, thousands of Massachusetts children enter school without the benefit of quality preschool experiences. This statewide study examined the opinions of voters, child care experts, and opinion leaders regarding early care and education in order to inform a statewide effort to meet the early childhood education needs of Massachusetts children and their families. Two 400-person voter polls were conducted, and 48 leaders from a variety of constituency groups were interviewed. Among the findings of the study are the following: (1) voters are more willing to support public financing of "early childhood education" for 3- to 5-year-olds in working families than they are of supporting "child care"; (2) fully one-third of voters identified child care and early childhood education as top Massachusetts priorities; (3) voters heavily support increased tobacco and alcohol taxes to help fund child care for working parents; (4) state government leaders place child care and early education relatively high on their list of public policy priorities; (5) although a few labor leaders view child care as an important public policy concern, child care is not a concern in other sectors; (6) voters and most opinion leaders show a stunning lack of knowledge about child care; and (7) many voters feel that caring for young children is the responsibility of their families. (Five appendices include a profile of polled voters, a list of the child care experts and opinion leaders interviewed, and information on Massachusetts' expanded state tax deductions for child and dependent care. (KB)

This report reviews the evidence for the effectiveness of different kinds of family support services, focusing on services in the United Kingdom, particularly for families who are disadvantaged or experiencing particular difficulties in their lives. The report also describes different evaluation methods and presents information on various measures and scales used to evaluate family support services. Part 1 of the report presents the conceptual framework, defining family support services and examining issues involved in evaluating such services. Part 2 presents evidence for effectiveness of the following types of services: (1) day care and early education; (2) parenting education; (3) family centers; (4) pre- and postnatal home visiting; (5) befriending and support; (6) children's mental health intervention; (7) services for disabled children and their families; (8) short-term foster care; (9) social work support; and (10) family group conferences. Part 3 presents instruments used to measure child and family outcomes related to child development and behavior, parenting, social support and resources, adult mental health and emotional well-being, and satisfaction with services. The report concludes by noting that there is good evidence for the effectiveness of high quality early education and day care services and for some parenting programs. There is much anecdotal evidence for the effectiveness of family centers. There is some evidence for the effectiveness of population- based mental health services to reduce child behavior problems and of the impact of services to support parents of children with disabilities. The report also acknowledges a need for well-designed studies of the effectiveness of U.K. family support services and for the development of appropriate outcomes measures. Contains 116 references. (KB)

This paper addresses, in two parts, some issues in the staffing of early childhood services. Taking an international perspective, the first part of the paper discusses: (1) the structure of the early childhood workforce; (2) the social construction of the early childhood worker; (3) gender; (4) staff to child ratios; (5) processes of transition in the reform of staffing; (6) the relationship between the staffing of early childhood services and other services for children; and (7) family day care. This part concludes with a series of questions about the staffing of early childhood services, especially concerning training and education, and presents, as a basis for discussion, a set of targets for staffing drawn from a larger set of 40 "quality targets" produced by the European Commission Childcare Network, an expert group drawn from the European Union's member states. The second part of the paper consists of accounts of staffing in center-based early childhood services in six case countries. This part provides detailed material to illustrate the general points made in part one. The six countries selected for special attention are Denmark, France, New Zealand, Spain, Sweden, and the United Kingdom. They were selected because they illustrate most of the range of diversity outlined in part one, with the exception that five of the six have integrated responsibility for all early childhood services within one system and government department, while most countries continue to divide responsibility between education and welfare systems. (Contains 67 references.) (Author/EV)

Child advocacy groups have become increasingly sophisticated about using data to mobilize public opinion and motivate greater public investment in young children and their families. The lesson emerging from this work is that state and local data are needed in addition to national data to build a more powerful case for change. This policy brief describes data and information technologies used by children's initiatives in specific localities and states across the nation. Part 1 of the brief describes the challenges involved in building a capacity for data collection at the state, regional, and local level. Part 2 describes initiatives which have used 4 strategies for enlisting data and information technologies to mobilize public support for improving early care and education: (1) coordinating data gathering and child advocacy efforts; (2) providing "just-in-time" data by just the right messenger; (3) creating multi-media campaigns to capture the public's attention; and (4) using cost-benefit analysis to demonstrate the value of investing in early childhood. Part 3 illustrates 6 data and information technologies to improve the planning and delivery of services: (1) focusing on results for children and families; (2) connecting and empowering people at the front line; (3) using distance learning to spread the word and bridge the gap; (4) creating and using cost-accounting/decision-support software; (5) using intermediaries to improve data collection and streamline administration; and (6) sharing data among agencies. Part 4 discusses issues that the early childhood field will face as it moves into the future. (KB)

One of the purposes for providing children with multiethnic books is to promote acceptance of diversity, yet the results of this exposure have rarely been empirically studied. The purpose of this study was to explore the story-related topics of discussion initiated by eleven 4- and 5-year-olds as they used multiethnic books during small group adult-initiated readings and one-on-one child-initiated emergent readings in one daycare classroom. In addition to books containing only Euro-American characters, two multiethnic categories of books were used: Culturally Conscious, depicting a specific ethnic group; and Diversity Explicit, depicting various ethnic groups and containing text that specifically addresses diversity issues. The readings were audiotaped and content analysis of the transcriptions revealed slight differences in the themes and topics of child-initiated discussion that accompanied the different categories of books. The children initiated very few ethnically specific comments, but the Diversity Explicit books seem most likely to foster discussion specific to diversity issues. (Lists the 8 books read and 6 additional Diversity Explicit books.) (Author/RS)

The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) place an emphasis upon improved results for students with disabilities. A coordinated services system is encouraged in order to improve the effectiveness and efficiency of service delivery and accountability for results. To coordinate services with other agencies, state special education administrators must align the implementation of IDEA and state special education laws with other applicable federal and state laws. Intended to assist state education administrators as they work with welfare, health, and other human services counterparts in developing coordinated programs for persons with disabilities, this document discusses key provisions of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA) and the Balanced Budget Act of 1997 (BBA). The Temporary Assistance for Needy Families (TANF)block grant program, the Supplemental Security Income (SSI) program, child nutrition programs, and Medicaid provisions are discussed. It further describes various state implementation strategies that are benefiting persons with disabilities and discusses selected implementation issues and challenges, including access to quality child care, continued access to SSI, implementation of the Children's Health Insurance Program, use of bundled Medicaid rates, managed care benefits and challenges, and continued access to health insurance. (Contains 47 references.) (Author/CR)

In response to Congressional requests reflecting the nationwide attention on early childhood education (ECE) and care, the General Accounting Office assessed the federally funded programs that provide or support ECE and care for children under 5 years. Information was obtained by means of an electronic search of the June 1999 Catalog of Federal Domestic Assistance, using key words associated with ECE and care and an analysis of the programs' descriptions. Questionnaires were used to obtain additional information on a subset of programs. The study found that 69 federal programs provided or supported ECE and care in fiscal year 1999. Twenty-nine programs provided education/care as a program purpose. Of the 21 programs providing data, about half spent 40 percent or more on education/care. These programs targeted three groups of children: economically disadvantaged, children with special needs, and members of certain native populations. The three largest spending programs targeted the economically disadvantaged. When multiple agencies manage multiple ECE and care programs, mission fragmentation and program overlap occur. In order to identify the best method for addressing inefficiencies among fragmented and overlapping programs, policymakers need to know whether programs fill a unique role, are unnecessarily redundant, or are being administered in the most effective way. It was concluded that information required by the Government Performance and Results Act should provide answers to some of these questions. Four appendices include a list of federal programs providing or supporting ECE and care and comments from the Department of Education and Department of Health and Human Services. (KB)

In response to increasing demands for military child care and lack of comprehensive care standards, the Military Child Care Act of 1989 (MCCA) mandated improvements in military child care. Today, the Department of Defense runs a model child care system serving over 200,000 children daily at over 300 locations worldwide. Noting that most of the problems characterizing military child care before the MCCA abound in non-military child care today, this report examines the specific ways in which the military made significant improvements in its child care system. The report describes the military's approach to improving quality, keeping care affordable to parents, and expanding availability. Following a brief look at military child care before the MCCA, the report discusses the following key lessons for civilian child care: (1) It is possible to take a woefully inadequate system and dramatically improve it over a relatively short period of time; (2) To achieve progress, it is necessary to acknowledge the seriousness of the problem and the consequences of inaction; (3) Improve quality by establishing and enforcing comprehensive standards, assisting providers in becoming accredited, and enhancing provider compensation and training; (4) Keep parent fees affordable through subsidies; (5) Expand the availability of all kinds of care by continually assessing unmet need and taking steps to address it; and (6) Commit the resources necessary to get the job done. The report concludes by asserting that the lessons from the military child care system's experience convey a hopeful message to those seeking to improve child care across the United States. (KB)

This paper offers a brief outline of current Canadian research contributing to the understanding of quality in early child care and education, and highlights, as a means of demonstrating elements of high quality, a range of early childhood care and education programs, policies, and practices offered in Canada. Three separate components of Canadian practice are described: (1) the comprehensive new family policy in Quebec, which increases the accessibility of child care; (2) the provision of multi-age groupings that include infants and toddlers in Ontario; and (3) the creation of a Family Development Centre in downtown Toronto designed to meet the diverse needs of parents and children. The paper notes that all three of these components reveal a research-based approach to ensuring that the concepts of quality are evolving. (Author/EV)

Using the same approach of family involvement and empowerment that has guided Head Start, Early Head Start offers its services to pregnant women and children, birth to age 3. One of the characteristics that differentiates Early Head Start from traditional Head Start is the mandate to offer full-day, full-year services to infants and toddlers. The way to meet this objective is by forging partnerships between Early Head Start and child care programs. The paper describes Northern Delaware Early Head Start's (NDEHS's) child care partnership model, covering issues such as: building on existing strength; getting started/program assessment; child and family specialists; working with child care providers; meeting family needs; obstacles; and capacity building. The paper concludes by asserting that because the resources of Head Start are limited, innovative ways of partnering with child care programs, such as the itinerant model described, are essential. (EV)

Finding and coordinating funding to support comprehensive services and service delivery mechanisms for young children and their families is a continuing challenge for local policy makers and community leaders. In the wake of federal welfare reform, policymakers and program developers are increasingly interested in developing new investments for young children and their families at the state and local level. This brief is one of a set of reports sharing the experiences of Starting Points sites and other states and localities in moving the nation toward a healthy, nurturing beginning for all of its children. The brief focuses on creating dedicated local revenue sources for early care and education. The brief begins with a list of general principles for choosing financing strategies to create dedicated revenue sources for early care and education initiatives. Six strategies to create revenue sources are highlighted for policymakers to implement at the state, city, or county levels: (1) special taxing districts; (2) special tax levies; (3) guaranteed expenditure minimums; (4) children's trust funds; (5) fees and narrowly based taxes; and (6) income tax check-offs. The brief describes critical features for each strategy, highlights examples of each strategy in practice, and discusses considerations for the use of each strategy. The brief concludes by noting that the choice of financing strategies will depend on the goals and purposes of an initiative, existing and projected economic conditions, the local demographic context, and the political context, including the attitudes of policymakers and voters toward taxes and fees. (KB)

This study sought to determine if family child care providers and center caregivers: (1) seek training for different reasons; (2) hold varying opinions regarding the best source of training according to content area; (3) demonstrate differences in training content obtained; and (4) use different training sources for a variety of training topics. Data were gathered from a mailed survey of licensed family child care and day care center providers in a Midwestern state. Findings indicated differences between family providers and center caregivers. Family providers value and depend more upon resource and referral agencies than do center caregivers; conferences, inservice training, and college courses were consistently preferred by center caregivers. Also center caregivers were more likely to have received training in a variety of content areas than were family providers. (Includes 4 data tables. Contains 12 references.) (EV)

There is increasing concern among child care providers and states as to whether the methodology and data collection mechanisms of the various market rate surveys used by each state accurately capture the rates charged by child care providers. This paper examines issues related to market rate surveys as the customary method of determining appropriate public costs for child care. Section 1 of the paper explains how each of seven critical issues can influence market rate survey results: (1) defining the child care market; (2) establishing boundaries of the child care market; (3) identifying the child care providers in the market; (4) considering the bias associated with data collection methods; (5) designing and implementing the market rate survey; (6) interpreting the market rate survey results; and (7) including special tiered or differential reimbursement rates. Where available, examples from states are provided to highlight the challenges faced in conducting a sound market rate survey. This section also includes critical questions for each issue that stakeholders should consider when developing market rate studies for the individual states. Section 2 presents a set of recommendations for further study. (KB)

This final report discusses the activities and outcomes of Partners Plus: Families and Caregivers in Partnerships, a model demonstration project designed to expand respite care options for families of children (birth to 8 years old) with disabilities. The program uses a natural and family-centered model that involves families in the design, implementation, and evaluation of respite care. The goals of the project were: (1) to develop and implement a model of respite care that is designed, implemented, and evaluated by families; (2) to disseminate information and materials/projects to promote quality respite care and lead to the replication of the model; (3) to coordinate and promote continued support for project activities with state and local agencies/resources responsible for planning, implementing, and monitoring respite, child care, and services to children with special needs and their families; and (4) to field test a model of respite care. The model helps families learn how to find and train their own respite caregivers. Evaluation data from the demonstration and field-test sites provided evidence that the project was successful in implementing activities, increasing caregivers' knowledge and comfort, and increasing families' respite options. Appendices include the Partners Plus curriculum and training materials. (Contains 22 references.) (CR)

As part of the Assessing the New Federalism Project, this study examines the number of hours preschool children with employed mothers spent in child care in 1997, how the number of hours in child care varied across selected states, and how the amount of time in care differed across the states for children of different ages and income groups. Data are from the National Survey of America's Families, a survey of 44,461 households representative of the United States as a whole and 12 selected states. Findings show that child care plays an important role in the lives of many U.S. families. Despite enormous variation across the 12 states examined, a sizable proportion of preschool children with employed mothers are in care for a significant number of hours each week, regardless of state of residence, age, or family income. A second finding is that while national patterns hold across most states, it is clear that policymakers cannot rely on national child care data to capture the patterns in individual states. Every national pattern was contradicted by at least one state. The findings highlight the complexities facing policymakers as they work to develop policies to support the child care choices of families. (SLD)

As part of the Assessing the New Federalism project, this study investigated the number of child care arrangements that employed mothers with children under 5 years old. The study began by examining national and state estimates of the number of arrangements used by these children, focusing on how these patterns differ for children of different ages. Then, the types of child care arrangements that are combined when parents use multiple arrangements were studied. Data are from the 1997 National Survey of America's Families, a survey of 44,461 that oversampled families with income below 200% of the federal poverty level and collected information on a nationally representative sample of children and children in 12 states. Across the county, almost 2 in 5 children under 5 years with employed mothers are in 2 or more nonparental child care arrangements each week. The percentage of children in multiple arrangements varies somewhat by state, but there is relatively little variation from the national average. Younger children across the United States are less often in multiple child care arrangements than 3- and 4-year-olds, who are more likely to be in three or more arrangements. However, low-income children are no more likely to be in multiple child care arrangements than those from higher-income families. It is important to note that while the use of multiple arrangements is widespread, it is not clear whether it has a detrimental impact on parents or children. (SLD)

As part of the Assessing the New Federalism project, this study provides information on the primary child care arrangements used by children younger than 5 years with employed mothers, both nationally and across a number of states. Data are from the 1997 National Survey of America's Families, which oversampled low-income households. While parents work, a large proportion of preschool children, regardless of age or income, are regularly cared for by individuals other than their parents. This is true nationally and for each of the 12 states studied, a finding that emphasizes the importance of child care in the lives of U.S. families. The availability of state-specific child care data illuminates large differences in child care experiences across the states. Infants and toddlers are more likely to be cared for in less formal child care arrangements (such as relatives), and 3- and 4-year-olds are more likely to be cared for in center-based care, but there are clear exceptions. No single finding explains variations in state patterns of child care. Findings highlight the importance of continuing to explore state differences in child care and the challenges faced by policymakers working to develop child care policies. (SLD)

This literature review summarizes information related to the major models of providing education, child care, and family-oriented services to an early childhood population, the effectiveness of these models, and strategies for delivering early childhood services for children with special needs. The focus of the review is on information presented within the past 30 years on center-based programs serving toddlers and preschoolers and their families, with an emphasis on analyzing information collected in the 1990s. Information for the review was collected from computerized bibliographic databases, relevant journal contents, and Internet resources. The review begins with a general discussion of features of high quality early childhood programs and factors that influence parent satisfaction with these programs. Second, a review of child-focused and family-focused approaches to early childhood is presented, including an analysis of the short- and long-term effectiveness of these models. Third, issues related to providing care for children with special needs are presented. The review concludes with recommendations regarding: (1) addressing the needs of the target population; (2) service intensity, onset, and duration; (3) general features of program quality; (4) child-focused and/or family-focused services; (5) provision of mental health services; and (6) appropriate program goals. A list of model programs is appended. (Contains approximately 550 references.) (KB)

This report details a study that sought to answer whether welfare reform was meeting its goals of reducing mothers' dependency and boosting children's futures, and whether these reforms were having discernable effects on young children. During the second half of 1998, the study randomly selected 948 single mothers with young children from 5 cities: San Francisco or San Jose, California; Manchester or New Haven, Connecticut; and Tampa, Florida. Participating women in California and Florida had been enrolled for 6 months in new welfare programs. In Connecticut, experimental and control groups were compared 18 months after they had entered the new or old program. Findings from the first wave of data collection stem from interviews of the mothers; visits to their child care providers, both centers and individual caregivers; and assessments of children's early language and social development. Findings on how children are faring under welfare reform include the following: (1) young children are moving into low-quality child care settings as their mothers move from welfare to work; (2) child care subsidies reach unequal fractions of poor families and encourage the use of unlicensed care; and (3) young children's early learning and development is limited by uneven parenting practices and high rates of maternal depression. Findings on how mothers are faring under welfare reform include the following: (1) a sizable share of women are moving into jobs; (2) wages are low and household economies remain impoverished; and (3) levels of economic and social support gained by the women are uneven. Following an executive summary, contents of this report are: (1) "Project Aims," answering, "How are children and mothers faring under welfare reform?" (2) "Mothers' Attributes," answering, "Who are the women entering new welfare programs?" (3) "States and Neighborhoods," answering, "How do job markets, welfare rules, and child care contexts differ?" (4) "Homes and Parenting," answering, "How well do families function?" (5) "Family Economy," answering, "How do women get by economically?" (6) "Maternal and Child Health," answering, "What gaps exist in access to insurance and clinical services?" (7) "Welfare to Work," answering "How do women engage new welfare rules and jobs?" (8) "Child Care," answering, "Where do young children now spend their days?" and (9) "Early Learning," answering, "How well are children growing and developing?" Two articles are appended: (1) "Evaluating Connecticut Welfare Reform: MDRC and Yale-Berkeley Studies"; and (2) "Comparing GUP Children, Mothers, and Child Care Quality to National Norms." (EV)

Early care and education has been designated as the 2000-2001 focus of the Education Commission of the States (ECS), a nonprofit, nationwide interstate organization that helps governors, legislators, state education officials, and others identify, develop, and implement public policies to improve student learning at all levels. Noting that there is a long way to go before the first of the National Education Goals--that all children will start school ready to learn--is achieved, this report identifies barriers to changing the current "nonsystem" of early care and education and describes ECS's role in addressing this issue. Although many states have invested resources in preschool programs and have taken steps to improve the quality of early care and education programs, the challenge is to knit together the piecemeal efforts to create a well operating system. The 2-year ECS Early Learning Initiative is described as complementing the work of other national organizations by serving the needs of ECS policymaker, education, and business constituencies by: (1) engaging business communities in early learning as an investment in the development of the future workforce; and (2) making systemic connections between early learning and elementary education. The report delineates the goals for the initiative and identifies ways state policymakers, educators, business leaders, parents, and advocates can contribute to and benefit from the initiative. The report concludes with a list of resources and a list of the members of the Early Learning Advisory Council. (KB)