TKW Consulting

Child care
centers aren't above average
Updated: 11/29/2005 09:02:05 AM
ST. PAUL (AP) - One-fourth of
Minnesota's child care centers for children ages 3 to 5 received high marks while most of the rest met only minimal standards, according to a federally funded study.

The study by Child Trends examined 100 out of the state's 850 licensed centers and programs that care for children in the 3-to-5 age group. The study found that 4 percent fell below minimal quality.

The notion of "quality child care" has been in the spotlight as research has shown that early experience is key to cognitive development. And nearly half of Minnesota children younger than 5 are being cared for by someone other than a parent for at least 20 hours a week.

"The attention is coming from within the field," said Ann McCully, executive director of the Minnesota Childcare Resource and Referral Network. "It's also being driven by the business community and policy makers who are getting involved in early childhood issues."In the Child Trends study, observers watched a classroom for three hours, then followed up with interviews with staff and directors.

High-scoring centers tend to be accredited, use some sort of formal curriculum and employ teachers with bachelor's degrees.

"We were not that surprised by the results," said Kathryn Tout, a senior researcher at Child Trends. "We know child care centers have a lot of challenges. It's an industry without a lot of financial resources. They're operating on the edge."

In an effort to help parents evaluate child care and boost quality across the board, several groups have proposed that Minnesota adopt a rating system.

"We know parents want quality, but they have a hard time distinguishing it," said Nancy Johnson of the Greater Minneapolis Day Care Association. "They want someone who will love their child, keep their child safe and, beyond that, introduce new learning concepts and respond to their child. A rating system provides a shorthand way, just like ratings of hotels or restaurants, of telling parents these things have been looked at."

The proposal, spearheaded by the nonprofit group Ready for K, includes a voluntary, four-level rating system to evaluate licensing, as well as staff qualifications, curriculum, teacher interactions and parent involvement.

Proponents hope to start a small pilot program with private and public funding this spring. Ultimately, they hope the state would run it.

Chuck Johnson, an assistant commissioner at the state Department of Human Services in charge of child care, said there is room for improvement in quality, but there are practical matters to consider."It makes some sense (to have) an easy way to access a system for parents," Johnson said. "But I'm not sure exactly how you do it. In some other states that have done it, it has required a huge field staff out there reviewing these centers. It's a whole other level on top of licensing."

In the short term, it may be more feasible to have an online database that would allow parents to search information posted by the day-care providers themselves, such as prices and curriculum and, at the same time, pull up any complaints or licensing violations.

60,000 Minnesota children will start kindergarten this fall, but are they fully ready?
ST. PAUL, MN – Sept. 6, 2005 – Nearly a million students in Minnesota will begin a new school year this week. Of those about 60,000 will be entering public school for the first time as kindergartners, and many are not fully ready. Half of these children are not proficient in two crucial areas: language and literacy and mathematical thinking.

Ready 4 K President Todd Otis finds this unacceptable in a state that prides itself on being a leader in innovative education. “It’s time for everyone, especially our elected officials, to take action so that every child in Minnesota has the opportunity to succeed in learning and in life,” Otis said.

These findings were compiled by the Minnesota Department of Education in a three-year series of studies, beginning in 2002. The studies focused on assessing school readiness across the state with the purpose of providing a snapshot of a child’s readiness as he or she enters kindergarten in the fall. Results from the 2002 and 2003 studies were based on a random sampling of the population entering kindergarten using teacher assessments, which in the second year included a parent’s survey. The emphasis in the 2004 study shifted strategically, assessing each child entering kindergarten in 20 selected school districts.

In all three years of assessment, more than half of the children entering kindergarten were found to not be fully ready to thrive in school. In the 2004 study of selected districts, only 47 percent were deemed proficient in the category of language and literacy skills. The 2003 study, which used a sample of the whole population, had a 43 percent proficiency in the same area. The 2004 study also found that merely 46 percent of children in the assessed districts are proficient in mathematical thinking skills when they enter kindergarten. This is a 6 percent increase above the random sample taken
n the 2003 study.

Otis thinks Minnesotans can and must do better.

“The start of a school year is an exciting time, but for too many young children it is the first day of being left behind in critical skills and knowledge,” Otis said. “Ignoring the danger signs of gaps in school readiness is foolish, for once children start behind –- it becomes harder and harder for them to catch up.”

It is the intent of the Minnesota School Readiness studies to use results to inform parents, educators, policymakers and the general public about the progress made toward the goals of ensuring that children are ready for school. This is also the mission of Ready 4 K; that every young child in the state will enter kindergarten encouraged, supported and fully prepared for learning success.

“The benefits of quality early care and education not only includes better performance in K-12, but also makes for better citizens with a higher likelihood of being employed in well-paying jobs, less dependence on public assistance and a smaller probability of committing crime. Teachers can do great things, but we need to support them by assuring our children are ready for school when they arrive,” Otis said.

What is school readiness?
It is never too early to start providing the kinds of experiences that will help your child enter school ready to succeed. "School readiness" refers to the academic, independence, communication, and social skills children need to do well in school. Getting your child ready for school requires you to spend time reading, talking, and playing with your child.

Academic readiness
Before entering kindergarten, children should have basic knowledge of themselves, their families, and the world around them. Through play and interactions with caring adults, children can come to school with many skills that teachers can build upon. To get your child academically ready for school you should:

• Read to your child daily and talk about what you've read.
• Visit the library. Check out books and attend story times.
• Sing rhyming songs and finger plays.
• Put your child's name on clothing and toys to help him or her recognize their name in print.
• Encourage your child to write his or her name.
• Help your child learn basic colors by pointing and naming objects like, "green trees," "red apples," "blue coats."
• Give your child puzzles and games that require counting and problem solving.
• Let your child scribble, draw and write, cut and paste.
• Sing the alphabet song with your child, and provide letter magnets or other toys that will help him/her begin to recognize the letters of the alphabet.
• Take your child to the zoo, parks, the grocery store, the post office, and the pet shop. Talk about the sights and sounds of your day.
• Make time for your child to sing, dance, climb, jump, run, and ride tricycles or bikes.
• Choose childcare that promotes learning with well-planned, fun and interesting activities.
  

Social readiness
Social readiness is as important as academic readiness. Being able to get along with
other children, follow directions, take turns, and say "goodbye" to parents are skills that kindergarten teachers hope to see from incoming children. To get your child socially ready for school you should:

• Set rules and give consequences for breaking them.
• Have regular routines for mealtime and bedtime.
• Encourage your child to play with and talk to other children.
• Encourage yoru child to take turns and share with other children.
• Encourage your child to finish difficult or frustrating tasks once they have begun them.
• Encourage your child to consider the feelings of others.
• Model and discuss positive ways for your child to express his or her feelings.
• Discourage hitting, biting, screaming, and other negative behaviors.
• Kiss and hug your child several times a day.
  

Independence
When children complete basic self-help tasks such as zipping their coats or tying their shoes, they feel a great sense of pride. Independence builds confidence and self-esteem. In school, children will be expected to do many things on their own. To make sure your child is independent in school you should:

• Buy shoes and clothes that are easy for children to buckle, zip and fasten on their own.
• Let your child get dressed and put on shoes by him or herself.
• Let your child do simple chores like setting the table at mealtimes or cleaning up toys after playing.
• Encourage independent toileting and hand washing.
• Let your child work independently on activities such as completing puzzles.
  

Communication skills
Listening and speaking are the first steps to reading and writing in the preschool years. Through conversations with parents, teachers, and friends, children learn about the people, places and objects about which they will later read and write. It is through speaking that young children tell us what they know and understand about the world. To make sure that your child can communicate his or her thoughts and feelings in school you should:

• Have regular conversations with your child.
• Encourage your child to listen and respond to others when they speak.
• Answer your child's questions, even if the answer is "no."
• Help your child learn and use new words.
• Explore language through singing, rhyming, songs, and chant.
• Model the language you want your child to use.
• Write notes to your child.
• Help your child dictate letters to family and friends.

"There are many stressful events that need to be shared with parents. Some situations may affect all of the families: The lease for the center will not be renewed and the program must move. Certain problems may be very specific: Three children have come down with chicken pox and have infected the group. Other issues may relate to an individual child and be very private. You know you have to tell the parents, but you want to do it in the best possible manner--sensitively, effectively, and without causing panic.
Here's how . . ."

// posted by Tammy Wachter @ 5:29 PM 0 comments

The Born Learning campaign includes nationwide television, radio and print ads in English and Spanish, billboard and transit ads in targeted areas; parent and caregiver education materials that can be customized locally; a website with tips, information and resources for parents and caregivers; and support for community impact activities. I have seen several communities around Minnesota taking part in this public promotion. In fact, the Early Childhood Initiative in my area of Kandiyohi County in Minnesota is now looking at participating.

The Born Learning campaign has three core components:

• Public Awareness–UWA and Ad Council have produced a nationwide, multimedia Born Learning public service advertising campaign. The Born Learning advertising seeks to communicate that everyday moments can easily be turned into quality early learning opportunities for young children, as they are born learning.
• Education–Campaign materials for parents and caregivers will provide research-based early learning tools and tips to help parents make learning fun and take advantage of everyday moments. Materials are available for parents and caregivers through bornlearning.org, which provides a rich array of support, including downloadable tools, tips, checklists and resources to help parents and caregivers actively engage children in early learning as part of their everyday lives.
• Action–The Born Learning campaign seeks to build and strengthen communities’ capacity around early learning. Tools will be provided to all participating communities that will help them galvanize public-private partnerships to change policies and systems to support early learning. Technical assistance will be offered to 10 enhanced campaigns in communities or states that have resources to intensify their efforts in this area.

This site is a wealth of information to caregiver and parents. Everything from Ages and Stages information to how to select child care to health and nutrition information to tips on creating learning experiences.

Take some time and look through this website. I'm sure that you can find some useful information and maybe even an "Ah ha" or two.

// posted by Tammy Wachter @ 3:59 PM 0 comments

"The ads are based on research including in-depth interviews with adults who have sexually abused a child or who identify themselves as being “at risk” to sexually abuse a child. They have held focus groups with members of this target audience as well as with adult survivors of child sexual abuse, victim advocates, therapists, and law enforcement and corrections staff. The ads and other information about this ad campaign, are available on our website. As you will see, the ads are very direct because our target audience told us that if we want to change behaviors, we have to be direct. The ads direct people to visit our www.youcanstopitnow.org website or call our 1-888-PREVENT helpline—where they can get confidential information and referrals to help.

We are realistic about the potential impact of the ads. They are designed to reach people who know that sexually abusing a child is wrong and who are feeling anxious and remorseful about their thoughts and actions.

We have given a lot of thought to whether this topic is appropriate for a mass media campaign. We recognize that the sexual abuse of children is an uncomfortable subject and the reaction to the ads may not be unlike our reactions when we first saw ad campaigns to increase screening for breast cancer or to promote safer sex to prevent the transmission of HIV/AIDS.

We want to reach as many people as possible, and protect as many children as possible, with our messages offering help and information to anyone concerned about their own or someone else’s sexual thoughts or behaviors towards children.

We understand that children may see the ads and may ask questions about the content of the ads. Parents and survivors who participated in the research and testing said that it was more important to end the secrecy around the topic than to avoid a difficult conversation. In fact, they felt it was important for parents and children to discuss it. Our completely revamped website has extensive resources for parents including tips for how to talk with children.

In developing this ad campaign and in all our work, we rely heavily on the expertise and perspectives of our Advisory Board including the Center for Sexual Health, Cordelia Anderson of Sensibilities, Inc., the Jacob Wetterling Foundation, the Midwest Regional Children’s Advocacy Center, the Minnesota Coalition Against Sexual Assault, the Minnesota County Attorneys Association, the Minnesota Department of Corrections, the Minnesota Department of Health, Prevent Child Abuse Minnesota, Project Pathfinder, the Public Defenders Office, the Sexual Violence Center, and Survivors Network Minnesota.
We thank them for their support of our work."

• Strong families are at the center of strong communities.
• Children live better lives when their families are strong.
• Families are strong when they live in communities that connect them to networks of support, and to tangible benefits including economic self-sufficiency, reliable child care, dependable transportation, affordable housing, accessible health care, and applicable education and training.
• Everyone has a role in making families successful

You child care is a type of "family." You should also be a resource for information and a source of encouragement and support for the families that you are involved with. Areas such as:

• Communication:
  Do your family members keep thoughts and opinions to themselves? Or are
  they open, honest (and tactful) with each other?
• Encouragement:
  Do your family members support and encourage each other?
• Commitment:
  Does your family see itself as a team? Do family members give each other
  positive reinforcement?
• Morals and values:
  Strong families are guided by morals. Do your family members discuss morals
  and values? Are you respectful of each other's morals and values?
• Community involvement:
  Is your family isolated from others at school, church, work, clubs and in
  the neighborhood? Do you contribute to a community in some way? Do you have
  neighbors and friends that you can rely on in a crisis?

Learn more about what you can do at the National Family Week website.
Improving the lives of children starts at home....

// posted by Tammy Wachter @ 7:59 PM 0 comments

• Expectations that can be used as a framework by parents.
• Promoting high quality child care, early childhood education and children’s health.
• Maximizing linkages and developing comprehensive and coordinated services to benefit families with infants and toddlers, based on the early learning framework.

Included in the document are more detailed descriptions of the purpose and goals, guiding principles for the development of the guidelines, and the guidelines themselves for specific age ranges within the infant/toddler period across four developmental domains.

Time Line for Next Steps

• October 31 through December 2, 2005: Public comment period with guidelines and feedback form posted on DHS website.
• December 2 through December 30, 2005: Final revisions to document.
• February, 2006: Expected release

If you have questions or concerns, feel free to contact Deb Swenson-Klatt at deb.swenson–klatt@state.mn.us or 651-215-0579.

I urge all Minnesota providers to look over this document and make your recommendations to DHS and make your opinions known. ~Tammy

// posted by Tammy Wachter @ 6:07 PM 0 comments