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Strategies to Help Family Child Care Programs Provide High-Quality Infant/Toddler Care in Mixed-Age Group Settings

2018 QRIS National Meeting

July 17, 2018

State Capacity Building Center 1

Introductions

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Presenters

Tina Jiminez Infant/Toddler Specialist, Region VIII, State Capacity Building Center

Julie Weatherston Infant/Toddler Specialist, Region X, State Capacity Building Center

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Session Goals

Review the current family child care (FCC) landscape

Consider state/territory system elements to strengthenFCC supply and quality

Explore how training and technical assistance providerscan support FCC providers in meeting the needs of infants and toddlers in mixed-age groups

Share strategies and resources to support FCC providers

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Family Child Care Landscape

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2015 Percentage of Children in Subsidized Child Care in FCC

• 30 percent of infants in subsidized child care were inFCC*

• 26 percent of toddlers in subsidized child care were inFCC*

• 26 percent of school-age children in subsidized childcare were in FCC

*This is combined child home, family home, and group homedata.

Source: Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. (2018). FY 2015 final data table 13 – Average monthly percentages of children in child care by age category and care type. Retrieved June 6, 2018, from https://www.acf.hhs.gov/occ/resource/fy-2015-final-data-table-13

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Family Child Care Benefits …

Children Families Community

• Primarycare

• Continuity• Smallgroups

• Familysetting

• Convenient• Flexiblehours

• Siblingstogether

• Continuity• Culturalconsistency

• Economicasset

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Barriers to Equitable Participation in Early Childhood Programs

Affordability

Access

Adequate hours

Quality of care

Source: Johnson-Staub, C. (2017). Equity starts early: Addressing racial inequities in child care and early education policy. Washington, DC: Center for Law and Social Policy (CLASP). Retrieved from https://www.clasp.org/publications/report/brief/equity-starts-early-addressing-racial-inequities-child-care-and-early

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What States/Territories Can Do to Support FCC

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Strategies to Support FCC Providers

•Ensure quality improvement initiativesinclude financial and technical assistancesupport

•Create business friendly subsidy policies•Offer opportunities for shared services•Provide continuity of care stipends•Establish family child care networks

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Relationship-Based Care Individualized

care

Inclusion of children withspecial needs

Culturallysensitive care

Relationship-based care

Continuity of care

Primary care

Small groupsize

Source: Programfor Infant/Toddler Care. (n.d.). PITC's six programpolicies. Retrieved from https://www.pitc.org/pub/pitc_docs/policies.html

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Characteristics of High-Quality FCCNetworks • Child- and family-focused services for providers • Sufficient funding • Network staff with specialized training • A combination of supports, including coaching or mentoring paired with peer-group supports

• An approach that is tailored and respectful of providers’ individual needs

Source: Bromer, J., VanHaitsma, M., Daley, K., & Modigliani, K. (2008). Staffed support networks and quality in family childcare: Findings fromthe Family Child CareNetwork Impact Study; Executive summary. Chicago, IL: Herr Research Center for Children andSocial Policy at Erikson Institute. Retrieved fromhttp://www.erikson.edu/wpcontent/uploads/fccnetwork_execsummary1.pdf

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Technical Assistance Considerations • The following are challenges FCC providers face

• Multiple standards and regulations • Isolation • Lack of access to information and resources • Role burden • Long hours • Mixed-age groups

Source: Bromer, J. (2016). Family child care quality improvement: A newconceptual model for support [Erikson Institute PowerPoint slides]. Presented at theNational Center onEarly ChildhoodQuality Assurance’s SupportingContinuous Quality Improvement inFamily Child Care peer learning groupwebinar on June 14, 2016 (slides 19–39). Retrieved fromhttp://www.qrisnetwork.org/sites/all/files/session/presentations/FCCPLG1PPT.pdf

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How We Can Help Providers Meet the Needs of Children in a Mixed-Age Group

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Meeting Children’s Needs in Mixed-Aged Groups

• Ensure providers understand development of children from infancy through 12 years

• Support providers in partnering with families

• Tailor relationship-based training and technical assistance to FCC providers

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All Children Need …

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Infant and Toddler Development • Consider this: What sets infants and toddlers apart from older children?

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As Infants Develop and Learn, They …

• Follow their own agendas

• Learn holistically

• Experience major developmental transitions in

the first 3 years

• Begin developing the first sense of self

Sources Lally, J. R. (Ed.). (2011). Infant/toddler caregiving: A guide to social-emotional growth and socialization (2nd ed.). Sacramento: CaliforniaDepartment of Education.

Lally, J. R., &Mangione, P. L. (2006). The uniqueness of infancy demands a responsive approach to care. YoungChildren, 61(4), 14–20.

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Infants and Toddlers Need …

• Caregivers who understandthe rapid developmental shifts that occur from birth to age 3

• Individualized care that is responsive to their needs

• Caregivers who partner with families and who provide care in a culturally responsive manner

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Why We Must Consider the Unique Needs of Infants/Toddlers in FCC

• Social relationships that are responsive to an infant’scues, needs, and interests promote optimal braindevelopment

• Relationship-based care buffers infants from the effectsof stress

• Learning evolves through relationships and responsive caregiving

Sources: Center on theDevelopingChild, HarvardUniversity. (2012). Executive function: Skills for life and learning (InBrief). Retrieved from http://developingchild.harvard.edu/resources/inbrief-executive-function/

National Scientific Council on theDevelopingChild. (2005/2014). Excessive stress disrupts the architecture of the developing brain (WorkingPaper 3, updated edition). Retrieved fromhttp://developingchild.harvard.edu/wp-content/uploads/2005/05/Stress_Disrupts_Architecture_Developing_Brain-1.pdf

National Infant & Toddler Child Care Initiative. (2010). Infant/toddler curriculum and individualization. Retrieved from https://www.zerotothree.org/resources/74-infant-and-toddler-curriculum-and-individualization

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Preschoolers Need…

•Opportunities to build confidence and competence in the following: • Emerging social skills • Language development • Cognitive concepts • Problem solving • Gross motor skills

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School-Age Children Need… • A focus on voice and choice • Caregivers who adapt their responses for a broad agerange of 5–6, 7–9, and 10–12 years

• Time for physical activity • Opportunities for learning through play/hands-on activities

• Caregivers who adapt their responses to meet social-emotional and cognitive needs

Source: Wood, C. (2015). Yardsticks: Children in the classroom age 4–14. Turners Falls, MA: Center for Responsive Schools, Inc.

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Family Child Care Providers Need…

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Support for Partnering with Families

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Family Child Care Supports

• Coaching and consultation • Relationship-based professional development • Peer and community connections • Business supports

Source: National Center on Early Childhood Quality Assurance.(2017). Developing a staffed family child care network: A technical assistance manual. Retrieved from https://childcareta.acf.hhs.gov/resource/developing-staffed-family-child-care-network-technical-assistance-manual

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Strategies for Caring for Children in Mixed-Age Groups

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Strategies

• Develop rules that are • Promote cooperation andclear, age appropriate, and team work consistent

• Select toys and materials that are open ended and can be adapted for multiple age groups

• Focus on individual or small-group activities

Source: Child Development Division, CaliforniaDepartment of Education.(2010).Guidelines for early learning in child care home settings. Sacramento, CA: CaliforniaDepartment of Education. Retrieved fromhttps://www.cde.ca.gov/sp/cd/re/documents/elguidelineshome.pdf

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Group Activity: Training and TechnicalAssistance Support

• Complete section 2 on the handout

• Complete section 3 on the handout

• Be prepared to share discussion highlights and one strategy with the larger group

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Resources • Child Care State Capacity Building Center. (n.d.). Infant/toddler resource guide [Webpage].

Washington, DC: Office of Child Care, Administration for Children and Families, U.S.Department of Health and Human Services. Retrieved fromhttps://childcareta.acf.hhs.gov/infant-toddler-resource-guide

• Jackson, M., & Bryan, L. (2016). Supply building strategies tomeet the needs of family child care [PowerPoint slides]. Washington, DC: National Center on Subsidy Innovation andAccountability, Office of Child Care, Administration for Children and Families, U.S.Department of Health and Human Services. Retrieved fromhttps://childcareta.acf.hhs.gov/ncase-resource-library/supply-building-strategies-meet-needs-family-child-care

• Johnson-Staub, C. (2017). Equity starts early: Addressing racial inequities in child care and early education policy. Washington, DC: Center for Law and Social Policy. Retrieved fromhttps://www.clasp.org/publications/report/brief/equity-starts-early-addressing-racial-inequities-child-care-and-early

• Lawrence, S., & Stephens, S. (2016). Quality improvement in home-based child care settings: Research resources to informpolicy. Child Care &Early Education Research Connections. Retrieved from http://www.researchconnections.org/childcare/resources/30913/pdf

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Resources • National Center on Early Childhood Quality Assurance. (2017). Developing a staffed family child

care network: A technical assistance manual. Washington, DC: Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from https://childcareta.acf.hhs.gov/resource/developing-staffed-family-child-care-network-technical-assistance-manual

• National Survey of Early Care and Education Project Team. (2016). Characteristics of home-based early care and education providers: Initial findings from the National Survey of Early Care and Education [OPRE Report #2016-13]. Washington, DC: Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from https://www.acf.hhs.gov/sites/default/files/opre/characteristics_of_home_based_early_care_and_ed ucation_toopre_032416.pdf

• Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. (n.d.). National resources to support family child care [Webpage]. Retrieved from https://childcareta.acf.hhs.gov/national-resources-family-child-care

• SEDL Afterschool Training Toolkit for Homework: http://www.sedl.org/afterschool/toolkits/about_toolkits.html?tab=homwork

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Infant/Toddler Resource Guide

Child Care State Capacity Building Center. (n.d.). Infant/toddler resource guide [Webpage]. Washington,DC: Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from https://childcareta.acf.hhs.gov/infant-toddler-resource-guide

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References Bromer, J. (2016). Family child care quality improvement: A new conceptual model for support [Erikson Institute PowerPoint slides]. Retrieved from the National Center on Child Care Quality Assurance’s Supporting Continuous Quality Improvement in Family Child Care Peer Learning Group Session One:http://www.qrisnetwork.org/sites/all/files/session/presentations/FCCPLG1PPT.pdf

Bromer, J., Van Haitsma, M., Daley, K., & Modigliani, K. (2008). Staffed support networks and quality in family childcare: Findings from the Family Child Care Network Impact Study; Executive summary. Chicago, IL: Herr Research Center for Children and Social Policy at Erikson Institute. Retrieved from http://www.erikson.edu/wp-content/uploads/fccnetwork_execsummary1.pdf

Jackson, M., & Bryan, L. (2016). Supply building strategies to meet the needs of family child care [PowerPoint slides]. Washington, DC: National Center on Subsidy Innovation and Accountability, Office of Child Care, Administration forChildren and Families, U.S. Department of Health and Human Services. Retrieved from https://childcareta.acf.hhs.gov/ncase-resource-library/supply-building-strategies-meet-needs-family-child-care

Johnson-Staub, C. (2017). Equity starts early: Addressing racial inequities in child care and early education policy. Washington, DC: Center for Law and Social Policy. Retrieved from https://www.clasp.org/publications/report/brief/equity-starts-early-addressing-racial-inequities-child-care-and-early

National Center on Early Childhood Quality Assurance. (2017). Developing a staffed family child care network: A technical assistance manual. Washington, DC: Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from https://childcareta.acf.hhs.gov/resource/developing-staffed-family-child-care-network-technical-assistance-manual

Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. (n.d.). Family child care fact sheet. Retrieved from https://www.acf.hhs.gov/sites/default/files/occ/occ_fcc_brief.pdf

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!

Thank You!

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State Capacity Building Center, A Service of the Office of Child Care

9300 Lee Highway Fairfax, VA 22031

Phone: 877-296-2401 Email: CapacityBuildingCenter@ecetta.info

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