Child Care:Child Care:Lessons from the Early Head Start Lessons from the Early Head Start Research and Evaluation ProjectResearch and Evaluation Project

January 2003January 2003

Why Study Child Care in Early Why Study Child Care in Early Head Start?Head Start?

Advisory Committee on Services for Families with Infants and Toddlers recommended:

Many families need child care, regardless of program model

All Early Head Start children need child care of good quality, whether the program provides it or not

Performance Standards provide high bar for quality for children in group care

Child Care Data Came From 3 SourcesChild Care Data Came From 3 Sources

Early Head Start Implementation Study: 3 site visits to 17 research sites

Parent services data 7,16, and 28 months after program enrollment (program and control)

Observations of child care settings when

children were 14, 24, and 36 months old using

measures of child care quality

Policy and Economic Context Policy and Economic Context Increased the Need for Child CareIncreased the Need for Child Care

Welfare reform enacted July 1996, as research programs began enrolling families

Strong economy with low unemployment rates

Increase in needs for child care

Some programs changed their approach based on family child care needs

Programs Had Alternative Programs Had Alternative Approaches to Providing Child CareApproaches to Providing Child Care

Center-based: on-site Early Head Start centers

Home-based: some partnerships with community centers and home providers

Mixed-approach: some on-site Early Head Start centers; some partnerships with community centers and home providers

All approaches: some families found other care

Programs Took Steps to Enhance Programs Took Steps to Enhance Child Care Quality & QuantityChild Care Quality & Quantity

NAEYC accreditation

Formal partnerships between EHS programs and community child care partners

Staff changes and building renovations to meet the Performance Standards

Ongoing quality monitoring

Visiting EHS children in community centers

Training for child care staff: EHS and community

Community collaborations

New resources

Child Care Use Increased asChild Care Use Increased asChildren Got OlderChildren Got Older

50 49

67

0

10

20

30

40

50

60

70

Percent in Care 30 Hours or More

14 months 24 months 36 months

Center Care Was Most Common, Center Care Was Most Common, Followed by Relative Care at Age 3Followed by Relative Care at Age 3

Percentage of Families

Several Other Trends Were Several Other Trends Were DiscoveredDiscovered

Nonstandard hours

Concurrent arrangements (15%)

Movement in and out of child care

Most Parents Were Satisfied Most Parents Were Satisfied with Child Carewith Child Care

Most very satisfied with their program arrangement

29% would change if cost were not a factor

80% of those who would change would choose a center

Reasons for choosing a center: parents wanted their child to learn better or be with other children

Quality Good in EHS Centers, Lower in Quality Good in EHS Centers, Lower in Community Centers, Lowest in Family Community Centers, Lowest in Family Child Care HomesChild Care Homes

1

2

3

4

5

6

7

14 Months 24 Months 36 Months

Early Head Start Centers Community Centers

Family Child Care

Mean ITERS, ECERS-R, FDCRS

1

2

3

4

5

6

7

14 Months 24 Months 36 Months

Early Head Start Centers Community Centers

Child-Adult Ratios in Center-Based Child-Adult Ratios in Center-Based Care Bettered Performance StandardsCare Bettered Performance Standards

6= 6 to 1 ratio; 4= 4 to 1 ratio

Early Head Start Families Used More Early Head Start Families Used More Child Care Than Control FamiliesChild Care Than Control Families

0

10

20

30

40

50

60

70

80

90

14 Months 24 Months 36 Months

Early Head Start Families Control Group Families

Percentage of Families

EHS Children More Likely EHS Children More Likely to be in to be in Good QualityGood Quality Center Care Center Care

0

5

10

15

20

25

30

35

Early Head Start Families Control Group Families

Percentage of Families

Quality Mattered for Early Head Start Quality Mattered for Early Head Start Children’s DevelopmentChildren’s Development

Higher quality – better cognitive development at 24 months and better language development at 36 months.

More time in center care – better cognitive development at both 24 and 36 months; better language at 36. Overall, more time in center care not related to child aggressive behavior.

ConclusionsConclusions

Most Early Head Start children are in child care.

Early Head Start programs consistently delivered good quality in on-site centers.

Early Head Start programs are enhancing quality in community settings.

Conclusions (cont.)Conclusions (cont.)

Quality in community centers went up over time and as children got older, but quality in family care remains a concern.

Early Head Start increased the chances of children receiving quality center-based care.

Quality matters for children’s development.

How Can Early Head Start Build How Can Early Head Start Build on a Good Beginning?on a Good Beginning?

Rely on the Head Start Performance Standards as a basis for quality

Build and fine-tune partnerships with community providers

Focus on supports for quality among relative caregivers, in family child care homes, during nonstandard hours, and in children’s secondary as well as primary arrangements

Support stability in child care

Measure quality in all settings and use assessments for continuous improvement

CELEBRATE GOOD WORK IN THE AREA OF CHILD CARE!

For More Information…For More Information…

http://www.acf.hhs.gov/programs/core/ongoing_research/ehs/ehs_intro.htmlhttp://www.acf.hhs.gov/programs/core/ongoing_research/ehs/ehs_intro.html