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About CLASP

  • CLASP develops and advocates for policies at the federal, state and local levels that improve the lives of low income people. We focus on policies that strengthen families and create pathways to education and work. Through careful research and analysis and effective advocacy, we develop and promote new ideas, mobilize others, and directly assist governments and advocates to put in place successful strategies that deliver results that matter to people across America.

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Early childhood career pathways support infants and toddlers in New Mexico

New Mexico New Mexico is currently revising its professional development system for early childhood professionals. Among major changes, the state is expanding its early childhood career lattice from one career degree pathway (early childhood teacher) to three career pathways (early childhood teacher, early childhood program administrator, and family, infant toddler professional). There are two key changes to improve preparation for working with babies and toddlers:

  • A special focus on infants and toddlers for teachers - The career pathway for early childhood teachers will have two distinct concentrations: children from birth through age four and children from age three through grade three.  
  • A separate pathway for family, infant toddler (FIT) professionals - In addition, the new career lattice will offer a separate degree pathway for home visitors, early interventionists, and other professionals serving infants and toddlers.

Read more.

Early Head Start Expansion: Resources for local programs and state actions

Right now across the country local early childhood programs are thinking about whether to apply for newly available federal funds to expand access to the Early Head Start program.  Current grantees may apply to expand their services, and new applicants can apply as well. Any public or private non-profit organizations, including community based faith-based organizations, or for-profit agencies can apply. The following resources can help potential applicants: 

  • Information to help applicants has been posted by the Administration for Children and Families.    
  • A free webinar explaining the Early Head Start program components was developed by WestEd Center for Child & Family Studies in partnership with California First Five, the California Head Start Association, and Preschool California.  The archived file may be downloaded.
  • Groups in other states, including New York and Wisconsin, have also put together webinars to educate potential applicants with funding provided to the Wisconsin Early Childhood Association by the Wisconsin Department of Children & Families.

Applications are due to the Administration for Children and Families by July 9th.

State early care and education leaders can offer grants, technical assistance, and data to help local programs make the best case and applications to serve additional low-income infants/toddlers.   For example, states can:

  • Train providers on the federal Program Performance Standards and the components of comprehensive services required to be an Early Head Start grantee.  
  •  Provide supply and demand data to help applicants assess community needs.
  • Help providers hire additional teachers and increase education levels to meet federal standards for qualifications and teacher : child ratios.
  • Encourage and support partnerships between current EHS grantees and existing child care center and family child care providers, who are already serving eligible children, to deliver EHS services in those settings.

States can finance these options by tapping the American Recovery and Reinvestment Act (ARRA), which included funding for the Child Care and Development Block Grant (CCDBG), including $255 million for quality enhancement, of which $93.6 million is targeted to infant/toddler child care.  Using these funds to assist local programs in attracting federal EHS dollars will ultimately benefit the state as more low-income infants and toddlers are served in high-quality settings.

Virginia invests in infant/toddler specialists

Child care providers and caregivers need a specific set of knowledge and skills to effectively support Virginia the healthy development of babies and toddlers and their families. Virginia policymakers have taken an important step to help child care providers enhance the quality of care for babies and toddlers. The Virginia Department of Social Services has awarded a $2 million contract to Child Development Resources, Inc. (CDR) to establish a statewide Infant & Toddler Specialist Network. The goals of the network are to:

  • Improve the quality of care and education that infants and toddlers receive while away from their primary caregiver.
  • Increase the educational level and competencies of infant and toddler caregivers/teachers and directors.
  • Promote community connections to increase awareness and use of available resources and services that support healthy, safe, and nurturing care for infants and toddlers.
  • Implement an effective, efficient, and accountable infant and toddler specialist system and increase its capacity to offer services.

Funding comes from the state's Child Care and Development Block Grant (CCDBG) infant/toddler earmark. CDR is using a competitive process to establish ten specialists in eight regions in the state. Specialists will be required to develop reliability in the Infant Toddler Environmental Rating Scale (ITERS) and the Family Day Care Environmental Rating Scale (FDCRS), and complete the four modules of the Program for Infant/Toddler Care (PITC), a training curriculum based on the importance of early relationships. Once on board, specialists will assess the needs in their region and offer three levels of service: 

  1. Quality Improvement provides on-site consultation, mentoring, and support using quality improvement plans.
  2. Quality Enhancement includes training and technical assistance to groups of caregivers/teachers and directors.
  3. Quality Assurance provides resources, e-mail and telephone consultation, website support audio-conferencing, and linkages to existing professional development opportunities.

Services provided by specialists must be available to the public, be culturally competent and family centered, and appropriate to the needs of target audiences.
 
Virginia joins at least 19 states that have implemented infant toddler specialist networks to increase the knowledge and skills of those caring for very young children.

Models for using Title I ARRA funds for early education

The American Recovery and Reinvestment Act (ARRA) included $13 billion in funding for Title I of No Child Left Behind (NCLB), which provides resources for disadvantaged students. Title I is a flexible funding source that may be used to support components of high-quality early education programs. Spending on early childhood programs for children from birth through the age of school entry has always been a permitted use of Title I funds.

A new addition to our Reinvesting in Child Care economic recovery series provides illustrative examples of school districts that have used Title I funds to invest in services from infant/toddler programs to pre-kindergarten classes to Head Start collaborations. The Title I and Early Education page includes information on:

  • How Title I can be used for early education,
  • The benefits of using Title I,
  • Models of Title I-funded early education programs, and
  • Links to additional CLASP resources.

Read about Title I here or see all of our economic recovery resources.

Ensuring high-quality nutrition for healthy children

The early years of life are a period of rapid growth and development; and one of the basic building blocks that every young child needs during this time is adequate nutrition. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), one of several federal nutrition programs, provides access to nutritious foods, nutrition education, and improved health care for vulnerable mothers and young children with or at risk of malnutrition. WIC is a significant source of preventative support for our youngest children. According to the National WIC Association, over half of infants and one quarter of children, ages one to five, receive WIC assistance.
 
WIC receipt has positive impacts on the physical and cognitive development of young children. Children’s HealthWatch finds that children under age three who receive WIC assistance are more likely to be food secure and at a normal weight and height than children eligible for WIC but not receiving assistance. They are also less likely to be at risk for developmental delays. Moreover, WIC assistance is getting healthier. In response to concerns over the nutritional quality and lack of variety in foods provided in WIC food packages, the USDA released new regulations that improve their nutritional standards. The new regulations add healthier food items, such as whole grains and low-fat milk, into the food packages and increase food options for recipients. States also have the ability to include more culturally appropriate foods, such as rice instead of bread, as needed.

Despite the importance of WIC, less than two-thirds of young children eligible for WIC are actually enrolled. Access to healthy meals is even more important due to rising rates of obesity and other health-related problems among children, even in the early years. A recent study finds that nearly two in ten 4-year-olds in the U.S. are obese (18 percent). The obesity rate varies among racial/ethnic groups: 31 percent of Native American children, 22 percent of Hispanic children, and 21 percent of African American children are obese. Research by Children’s HealthWatch finds that for some populations, there is a prevalence of both food insecurity and obesity/overweight. One reason is that cheaper foods that are more affordable to low-income families are often low in nutrients and high in calories. Other factors that form pathways between poverty and obesity include lower education levels, inadequate healthcare, and lack of safe places to exercise.

Unfortunately, the economic downturn has had a detrimental effect on families’ abilities to secure sufficient food for their families. Rising food costs, coupled with unemployment trends and stretched families budgets, mean that more children may be in families in need of nutrition assistance. Seventeen percent of all children are considered food insecure, but many more lack access to ample, nutritious food. The federal child nutrition programs, including WIC, the National School Lunch program, and the Child and Adult Care Food Program, are due for reauthorization this year. This is an important opportunity to ensure adequate support for these critical programs so that more children have access to the nutritious food they need for healthy development

Planning for Early Head Start expansion

It’s not too soon for child care and early education providers to be thinking about whether they will be able to take part in a major opportunity provided by the inclusion of $1.1 billion in the American Recovery and Reinvestment Act  to expand the federal Early Head Start program. State and local policymakers can also be considering how to help providers in their states and communities compete for new dollars. Some states already have experience working with Early Head Start programs from their own state-funded initiatives.
 
Early Head Start provides early education and comprehensive health, nutrition, and family support services to low-income children from birth to age 3, their families, and expectant mothers.  Until now, federal funding only reached about 3 percent of eligible children.
 
The Office of Head Start has not yet released guidance explaining how programs may apply for these new funds. However, it is likely that new programs will be able to apply. Current Early Head Start grantees may also be interested in expanding in part by partnering with other child care and early education providers in their communities. In preparation, state and local leaders and program directors will want to review federal Head Start Program Performance Standards that govern Early Head Start. In California, a free webinar series to do just that has been developed by WestEd with First 5 California in partnership with WestEd Center for Child & Family Studies, the California Head Start Association, and Preschool California.  This is just one example of how state leaders can help grantees, school districts, and child care providers be a part of this major opportunity to provide more low-income babies and toddlers with an early head start.

Additional technical assistance supported by the Office of Head Start is likely to come. For example, the annual Birth to Three Institute offered in June by the Early Head Start National Resource Center features the session, “Considerations for Early Head Start Expansion.” Policymakers and providers will want to keep watching for federal guidance and additional technical assistance in this area.

Resources on policies for infants and toddlers

Infants and toddlers are too often left out of policy discussions on early childhood. States should take a comprehensive approach to the needs of children birth to five, making sure to examine current policies and funding for programs that support the development of infants and toddlers.

ZERO TO THREE has released Early Experiences Matter: A Guide to Improved Policies for Infants and Toddlers, a comprehensive set of tools for use by policymakers and advocates. The Policy Guide brings together evidence from science, research, and practice to examine four important areas for young children: good health, strong families, positive early learning experiences, and systems building. The Guide includes issue briefs, infant/toddler data, and ideas for states to get started.

With an influx of funds to states through the recent Economic Recovery Act, new resources are available to help states move forward on infant/toddler policies, while stimulating economic growth and creating jobs.

CLASP releases "Reinvesting in Child Care" series

CLASP is launching a series of publications and a new website page focusing on the economic recovery childlaw and implementation. To date, our publications provide policy recommendations for spending Child Care and Development Block Grant (CCDBG) funds to help more families and improve state economies:

  • Making Use of Economic Recovery Funds, written jointly with the National Women's Law Center, offers state policymakers and advocates a set of policy options for effectively spending CCDBG economic recovery funds to create new jobs, serve more families, and improve the quality of child care.
  • Benefitting Babies presents ten policy ideas for state policymakers to support quality programs and enhancement strategies that will improve early care and learning for infants and toddlers. A related set of eight fact sheets provide quick reads on policy recommendations and state examples for using economic recovery funds to improve the quality of infant/toddler care.
  • CCDBG: What's in the law? lays out exactly what the CCDBG law requires of states.

The "Reinvesting in Child Care" web page includes general information on the economic recovery act, including implementation guidance from the Office of Management and Budget, state by state breakdowns of CCDBG economic recovery funds, and a recording of CLASP's audio conference on the act as it relates to early childhood. We will be updating this page with additional resources as they become available.

Two new research briefs: Babies in Child Care project

CLASP has published two new research briefs as part of its ongoing Charting Progress for Babies in Child Care project.

  • Comprehensive Services presents research on factors that put babies and toddlers at risk for unhealthy development and the benefits of comprehensive health, mental health, and family support services. It supports the project recommendation to: Link necessary services for vulnerable babies and toddlers to child care settings.
  • Providing Information on Infant/Toddler Child Care presents research on parents’ access to information on quality child care and subsidies, as well as barriers faced by low-income, immigrant, and limited English proficient (LEP) families. It supports the project recommendation to: Provide culturally and linguistically appropriate information on choosing infant and toddler child care.

Both briefs also examine how state policies can improve care for babies, offer specific policy ideas, and link to online resources for state policymakers. Similar resources are available on several other infant/toddler child care topics through the project page.

President's budget proposal supports early childhood education expansions

President Obama submitted his FY 2010 budget proposal summary to Congress today. The document offers a blueprint of the president's spending priorities. Details on proposed funding levels for individual programs are not available at this time, but the budget document signals the president's intention to support important expansions in child care and early education. Importantly, the document refers to funding for Head Start, Early Head Start, and the Child Care and Development Block Grant that was included in the economic recovery Act as a down payment and indicates that the budget proposal builds on these investments. The president's budget proposal will:

  • increase funding for affordable, high-quality child care;
  • expand Early Head Start and Head Start;
  • support the creation of a Nurse Home Visitation program to support first-time mothers; and
  • creates incentives and supports for states to build comprehensive, coordinated, high-quality
    early childhood “Zero to Five” systems.

Further details on the above proposals are expected in the weeks to come. Given the significant unmet need for quality child care and early education across states, we are excited that the Administration continues to note the importance of supporting young children and their families.