The paper provides basic background information about the structure of child care costs and revenues and shows how the pandemic and associated changes in regulations and demand have affected them. The paper also describes implementation issues for allocating financial resources to child care programs and offers considerations related to implementation (e.g., considerations related to determining program eligibility for grants, selection criteria for grants, and calculation of award amounts).
This Snapshot uses data from the 2012 National Survey of Early Care and Education (NSECE) to examine caregiving arrangements for young children with special needs to better understand where these children receive early care and education (ECE) services. Findings in this Snapshot are focused on children under age 6 and ECE providers serving children under age 6.
The intent of the Snapshot is to examine the types of nonparental care lower-income households, with at least one working parent, use to care for children under age 6. The Snapshot examines the types of nonparental care families use, both solely and in combination, to care for infants and toddlers (0-35 months) and 3- to-5-year-olds (not yet in Kindergarten).
The data analyzed for this spotlight is from the National Survey of Child and Adolescent Well-Being, Second Cohort (NSCAW II), a nationally representative sample of children involved with the child welfare system (CWS). It allows for the identification of children with developmental delays and compromised cognitive or academic functioning.
The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015) is the first national descriptive study of children and families enrolled in Head Start programs operated by federally recognized tribes. These programs are known as Region XI. Region XI programs incorporate their unique history, community traditions, and beliefs into their operations and integrate language and culture into the delivery of services to children and families.
This report describes the ways in which individual characteristics and factors at the program and system levels are associated with individual teachers’ and caregivers’ participation in PD in a nationally representative sample of ECE teachers and caregivers.
As states and territories make decisions about child care policies, they may find it useful to collect data from child care providers. Survey data can be helpful for answering questions about providers’ characteristics and experiences. Yet surveys can be difficult to design. This brief discusses best practices for developing and testing surveys.
A one-page tip sheet lists suggestions for writing strong survey questions.
Collecting data from center-based early care and education (ECE) settings poses unique challenges. Center directors and teaching staff have limited ability to participate in data collection activities because of time pressures and the immediacy of issues that arise in providing care to young children. Centers also vary widely in their size, funding, staffing and organizational structures, and quality, so instruments and methods for collecting data must be flexible enough to capture variation...