Web Resource

The site I have been following throughout this course and aim to continue to follow would be the NIEER, National Institute for Early Education Research.  It has ample sources that can help those in the field of early childhood education and or anyone that advocates for children.  You can find an outside site related to similar topics found through NIEER.  The outside site is what I will search for the beginning of this assignment.  It too has ample sources for those in the field of early childhood education/development.  The site is CEELO, Center on Enhancing Early Learning Outcomes (ceelo.org) fostering sustainable change in state’s policies and practices for children infancy to 3^rd grade.  Searching for related topics of our week’s study, such as availability, accessibility, and affordability, lead to the subtitle “roundtables.”  Roundtables are orientations and seminars to express the need to promote and strengthen equity in early childhood education.  These meetings range from year to year and at many locations.  You can access some of the information from the website.  You can also search your local state for sources to early childhood education/development.

The theme of 2019 Roundtable agenda is:

 “Equity First: Strengthening an Equity Agenda for State Early Childhood Education Policy

PURPOSE: Build the capacity of participants to impact equity in early childhood education to address disparities, close achievement gaps and create positive child outcomes among learners Birth to 3rd Grade. As a result of the meeting, participants will develop a plan to take back to their state that identifies useful resources, good ideas, and new colleagues to support continued efforts to ensure equity for all young children.

Outcomes:

Increase understanding and develop a shared language of how inequity impacts children and families.

Increase knowledge of tools and strategies that state early childhood specialists can use to ensure more equitable services at the local level.

Increase knowledge of the research on policy and practice that impacts equitable access to high quality early childhood education.

Four critical questions will be addressed during the meeting:

How can state early childhood education (ECE) policy build on the strengths of families and communities to ensure equity for all?

How can state early childhood education (ECE) policy effectively use data to Identify disparities and set priorities for funding and policy?

How can state early childhood education (ECE) policy build a coherent system from birth through third grade to ensure no child falls through the cracks?

How can state early childhood education (ECE) policy ensure that teaching and learning encompasses the full range of development- social emotional, health, and academics?”  (CEELO, 2019).

The NIEER newsletter from March 26, 2019, refers to the week’s topic in means of accessibility to high-quality early childhood education/development.  The article discusses the “…clear problem with the lack of educational attainment for the ECE workforce” (NIEER, 2019).  Stating that even if an universal law was passed requiring lead teachers to obtain or have a BA along with early education credential.  The reality is there are many individuals already having these qualifications but have left the field due to low pay.  If the pay scale could change, there could be a greater quality of education the lead teacher has.  A suggestion that the NIEER offers is possible an ECE apprenticeship.  Allowing a low-income worker, the opportunity to work and support her family, furthering herself academically and career wise.  “A recently released report from the New America Foundation suggests that apprenticeships may be a way forward. The report acknowledges that “today’s typical early childhood worker is a woman from a low-income family, the first in her family to go to college, with a family at home to support. Meeting increasing education requirements requires a significant time commitment, when maintaining full-time work is critical and child care is difficult to access.”  (NIEER, 2019).  Personally I do not see why this could not help in every avenue of early childhood education and economically.  As a seasoned graduate of UNC Chapel Hill Dental School with a CDA, certified dental assistant.  I have learned over the years of the many avenues one can take to obtain the same degree.  Of course the accessibility has changed over the years, but is indeed abundant.  One can go to college, trained on job with limited course (per the states requirements), and or these short-term training classes.  Nevertheless the end result is the same to say.  I feel the same opportunities should indeed be allowed for any field that can obtain qualifications and training in this avenue.  I feel there are many people that would be willing to advance their socioeconomical status.  Supporting the improvement in early childhood education/development is vital. Creating equity for not only early childhood educators, but for the children receiving the higher-quality care.  The desire for lead teachers to have and or obtain a BA and early education credentials, can now become an universal opportunity.  Why would we not open the door for those passionate to serve our children, the future of tomorrow?

Another insight related to this week’s topic was an article that NIEER shared under their publications “Child Care is Unaffordable for Working Parents Who Need It Most” (Baldiga, Joshi, Hardy, & Acevedo-Garcia, 2019). The topic this article addresses is the fact that many parents are unable to afford early childcare while they work.  “Nearly two-thirds of parents and 95% of low-income parents would spend above the 7% federal affordability benchmark for center-based care” (Baldiga, Joshi, Hardy, & Acevedo-Garcia, 2019 para 6).  Childcare consumes a great deal of many Americans income, if one is able to financially afford to send their child.  For example, in low-income families that would be 28% of their income. Too many children will suffer due to the cost of childcare, creating a gap that follows the child educationally and developmentally.  The data and findings were shared so that policymakers can use it to make a change in the field of early childhood education/development.  Inequity is still an issue that we must continue to tackle step by step.  Bringing attention to policymakers and government officials can create a change for the better.       

Resources:

Baldiga, B., Joshi, P., Hardy, E., & Acevedo-Garcia, D. (2019, February 15). Child Care is            Unaffordable for Working Parents Who Need It Most. NIEER. Retrieved from            http://nieer.org/2019/02/15/child-care-is-unaffordable-for-working-parents-who-need-it     most

CEELO.org Retrieved from: http://ceelo.org/ceelo-events/ceelo-roundtable/2019-roundtable/