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How have families been doing during the pandemic?

NIEER (the National Institute for Early Education Research) used a national survey to find out.

“The pandemic has dealt a one-two punch to the nation’s young children, decreasing opportunities to learn in preschool programs while sapping parents’ capacity to support learning at home,” W. Steven Barnett says in a news release. Barnett is NIEER’s senior co-director and founder and an author of the survey report.

The survey results were collected in December 2020 “from a nationally representative sample of one thousand and one parents of children age three to five.” This builds on a previous survey that NIEER conducted last spring.

“Overall, we found the pandemic resulted in significant loss of important learning opportunities for young children through the fall into December,” NIEER says in a press release.

“Participation in preschool programs declined sharply from pre-pandemic levels. Although most who attended preschool programs did so in-person, this was not true for young children in poverty who had less than 1/3 the access to in-person education of children in higher income families.” (more…)

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The pandemic is decimating the early education and care workforce.

A new publication — that draws on the latest data from the U.S. Bureau of Labor Statistics — explains how. 

“As we find ourselves in the middle of a global pandemic, child care has been hailed as essential, yet policy responses to COVID-19 have mostly ignored educators themselves, leaving most to choose between their livelihood and their health,” the report – “Early Childhood Workforce Index 2020” – says.

The index is released every two years by the Center for the Study of Child Care Employment (CSCCE), based at the University of California Berkeley

“Over the course of the first eight months of the pandemic, 166,000 jobs in the child care industry were lost. As of October 2020, the industry was only 83 percent as large as it was in February, before the pandemic began.”

“Even before the pandemic, the index found, progress toward better compensation had been limited and uneven across states and among different classifications of early educators,” a news release explains. “Child care workers earn a national median wage of just $11.65 an hour for a job that is critically important not just to children and their parents, but to the entire U.S. economy.”

“…many child care workers number among America’s working poor, with wages too low to make ends meet,” the news release adds.

“For single adults working in child care, pay falls short of a living wage in a majority of states. For single adults with one child of their own, the median wage is not enough to live on in any state.” (more…)

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A few months before the pandemic hit, the University of Massachusetts Boston conducted a survey of the early education and care workforce.

The survey results are a pre-pandemic snapshot of a shaky situation that policymakers can use to understand the toll that the pandemic has taken on providers.

“The COVID-19 pandemic has demonstrated that early care and education is a key piece of infrastructure for the economy,” Anne Douglass, the executive director of UMass Boston’s Institute for Early Education Leadership and Innovation, says in a blog post. “Parents need early care and education options that are high quality and affordable because when child care isn’t available, parents can’t work.”

The institute released a report on the survey results along with UMass Boston’s Center for Women in Politics and Public Policy and its Center for Social Policy. The survey was commissioned by the Department of Early Education and Care.

One important lesson from the survey, Douglass says, is that “returning to pre-pandemic ways of doing business is not an option.” (more…)

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“COVID-19 revealed to the entire country what the early education and care field has known for years: Childcare is the backbone of our economy,” a new report says.

Unfortunately, that backbone is badly broken.

The report – “Boston’s Child-Care Supply Crisis: What a Pandemic Reveals” – was released by The Boston Opportunity Agenda and the Boston Birth to Eight Collaborative. The report’s findings were shared this week in a webinar that included Amy O’Leary, the director of Strategies for Children’s Early Education for All Campaign. A recording of the webinar is posted here.

The report highlights Boston’s shrinking supply of child care, a decrease that began long before the pandemic. Between 2017 and March 2020, the city “experienced a net loss of 3 percent of its licensed child-care seats for children 0–5 years old,” the report says. This loss worse in individual neighborhoods, including a 14 percent loss in Dorchester and a 15 percent loss in East Boston.

Add the pandemic in, and this loss is staggering. “Between December 2017 and September 2020, the loss at the city level was estimated at 16 percent.” At the neighborhood level, “East Boston, Dorchester, Hyde Park and Roxbury lost, respectively, 33.5 percent, 24 percent, 18 percent, and 17 percent in that period.” (more…)

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Source: Massachusetts Commission on the Status of Women

 

COVID-19 is taking a huge economic toll on women.

The Massachusetts Commission on the Status of Women (MCSW) explains how in a new report, “Child Care and Education During COVID-19: A Report on the Economic and Social Impact on Women in Massachusetts.”

“We are hearing about – and many of us are experiencing – intense stress related to the impossible task of simultaneously working and providing care,” commission chairwoman Denella Clark says in a press release. “It is time that we as a Commonwealth understand that early education, care, and school are essential components to families’ economic stability and the state’s economy.” Clark explains more in this Legislative briefing video.

To write the report, the commission drew on testimony delivered during a virtual hearing as well as on a survey that collected 4,000 responses from residents across Massachusetts.

“The last five months have been insane,” a Somerville resident said on the survey. “So many women in my community are at the end of their rope; they’ve had to quit jobs they love or that their families need to survive because it’s been too tough to find childcare.” (more…)

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Photo: Anna Shvets from Pexels

 

To learn more about COVID-19, Yale University researchers have asked a key question: How has the virus spread through early childhood programs?

The answer is featured in a report – “COVID-19 Transmission in US Child Care Programs” – published in Pediatrics, the official journal of the American Academy of Pediatrics (AAP).

“Central to the debate over school and child care reopening is whether children are efficient COVID-19 transmitters and likely to increase community spread when programs reopen,” the report says.

Led by Yale University professor Walter Gilliam, the research team surveyed 57,000 child care providers across the country about their experiences earlier this year. The researchers compared child care programs that had closed to programs that had remained open.

The report’s encouraging finding:

“Within the context of considerable infection mitigation efforts in U.S. child care programs, exposure to child care during the early months of the U.S. pandemic was not associated with elevated risk for COVID-19 transmission to providers,” the report says.

“Until now, decision makers had no way to assess whether opening child care centers would put staff at greater risk of contracting COVID-19,” Gilliam says in a Yale University article. “This study tells us that as long as there are strong on-site measures to prevent infection, providing care for young children doesn’t seem to add to the provider’s risk of getting sick.” (more…)

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“The message is essentially to read the right books at the right time. So when you are reading to infants when they are younger, and you name characters in a book with a proper level name like Betty, they tend to pay more attention to those characters, and they learn more about those characters. It seems they are a little bit more engaged when the characters have names.”

— Lisa Scott, psychology professor at the University of Florida, “Read The Right Books At The Right Time: A Learning Sciences Exchange Fellows’ Project,” New America, August 26, 2020

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Photo: Kate Samp for Strategies for Children

 

What do families want?

That’s the question that the Massachusetts Partnership for Infants and Toddlers (MPIT) asked last year in a statewide survey of 1,260 families with young children.

Facilitated by Strategies for Children, MPIT is a “unique collaboration between early childhood professionals inside and outside of government, at the state and local level, spanning early education and health,” a summary of the survey findings explains.

The survey’s goal was to “learn about families’ experiences with early childhood programs and services. What works, what doesn’t, what are the barriers to participation, and what would families like to see more of in their communities.” Respondents were asked about a wide range of programs, including Early Intervention, WIC, home visiting, play groups, and child care. In addition to the survey, there were five in-person family focus groups.

The results provide useful insights. Parents said they wanted a greater variety of more affordable early childhood programs – such as swimming, dance, music, and yoga – where they could interact with other parents. They want programs with flexible schedules and more opportunities to talk with local experts about child development and family wellbeing. (more…)

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Report screenshot

 

Even before they are born children face systemic inequalities.

A new report digs into this national problem.

“More than half of the 74 million children in the United States are children of color, and they are served by learning systems that are gravely inequitable. The COVID-19 pandemic and its effects on the health, economic wellbeing, and education of young children, only exacerbate existing inequalities,” according to the report, “Start with Equity: From the Early Years to the Early Grades.”

Released by The Children’s Equity Project, at Arizona State University, and the Bipartisan Policy Center, the report is, according to its website, “an actionable policy roadmap for states and the federal government—as well as for candidates at all levels of government vying for office—to take meaningful steps to remedy these inequities in early learning and education systems.”

These themes are also explored in a related webinar series. Links to recordings of the first two webinars, which took place earlier this month, are available on the report website. The next two webinars will be on Tuesday, July 28, 2020, and Thursday, August 6, 2020.

The report and webinars draw on two meetings of “more than 70 experts from universities, think tanks and organizations.” These experts focused on three policy areas where inequities persist: (more…)

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How are babies doing?

The new “State of Babies Yearbook: 2020,” released by the national nonprofit Zero to Three, has answers.

“The Yearbook is the story of the 12 million infants and toddlers in the U.S. and their families,” the yearbook’s executive summary explains.

“But it is also the story of our nation’s future. The babies behind the numbers are our society’s next generation of parents, workers, and leaders. We can’t afford to squander the potential of a single child if our nation is to thrive—nor should it be acceptable that so many have barriers in their way.”

The yearbook’s goal is to bridge “the gap between science and policy with national and state-by-state data on the well-being of America’s babies.”

Grounded “in the science of early development,” the yearbook looks at how babies are doing in three developmental domains: good health, strong families, and positive learning experiences. Within each of these domains are a number of indicators including: (more…)

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