As the President of
Child Care Services Association, a mother and a grandmother, I have been
following the advancement of HB 485, the Virtual Early Learning Pilot program, under
consideration by the North Carolina State Legislature. The 3-year pilot would
allow up to 10 school districts to offer online pre-k to at-risk, 4 year-old
children, at a cost of $500,000 per year for the next three years.
I know that every year,
state legislators are forced to make difficult decisions in allocating state
funding. I can imagine that there is great pressure with these decisions and
that legislators look for ways to save money, while still achieving intended
outcomes. With regard to state pre-k funding and the goal to have all children
throughout North Carolina enter school with the skills to succeed, it is
important for legislators to understand how young children learn and what
school readiness really means.
Decades of research show that the greatest gains made by children in pre-k occur where teacher interactions with children promote critical thinking skills as well as concept knowledge through warm and responsive relationships. This isn’t by chance. It’s by design. It’s in-person. It’s individualized to meet each child where he or she is at to build on strengths and build up areas that are not as strong.
have shown the importance of “instructional, social, and emotional serve-and-return
interactions that occur daily between teachers and children, as well as among
classmates” that result in
developmental gains across early childhood domains (e.g., social and emotional,
language and literacy, critical thinking and physical development). These
interactions “motivate and deepen
learning, enable children to organize and focus their attention and other
capacities needed to learn, and promote peer cooperation and support,”
which comprise the foundation for school readiness. It’s about soft-skill
development as well as concept development related to letters and numbers.
In my career, I’ve had
the opportunity to visit pre-k classrooms and talk to pre-k teachers. Too many
of our at-risk 4 year-olds haven’t been read to; they don’t know that books
contain words and pictures that tell a story, that letters have sounds and that
stories have a sequence – a beginning, a middle and an end. Some have never
held a pencil or colored with crayons or written their name. Some haven’t held
a pair of scissors or developed the dexterity to use a pencil or have ever put
together a puzzle. You would think by age 4, children would know colors and
basic shapes, but some do not.
The same children might know how to watch a video
on a parent’s phone, but they can’t wait their turn or share, they can’t
transition between activities and they don’t know how to use their words to
express their thoughts or feelings in a group setting – to lead, follow or just
get along with peers. They may or may not have consistent rules at home so they
don’t know how to manage themselves appropriately and follow rules in a
classroom. These are soft-skills that are learned in a hands-on experience that
can’t be learned through a computer lesson.
programs also screen children for vision, hearing, speech and physical
development and help identify children who could benefit from early
intervention services in areas where there may be a delay. None of this can
occur through an online preschool experience – at least not in an effective
The NC Pre-K program
works. Studies have found that NC Pre-K raises children’s literacy, math and
social-emotional skills not just for kindergarten entry
but also throughout elementary school and the most recent research shows gains
through middle school.
teachers are asked what school readiness means and what skills are most
important for school readiness, their top responses include: children who can
regulate their impulses, pay attention, listen to and follow directions, be
willing to try different tasks (e.g., have self-confidence), engage in self-care,
get along with peers and have motor skills such as the ability to hold a
Despite the strong
evaluations of NC Pre-K, current funding supports fewer than half of eligible
children. To me, the answer should be to adequately fund NC Pre-K so that 4
year-old children can attend, not divert resources to an online preschool that
misses the mark on what matters most for early childhood development –
effective interactions with children. Not screen time.
There is still time to course correct on state budget issues. We don’t need a 3-year pilot that diverts $1.5 million from additional pre-k seats for children. Let’s put every dollar possible into expanding what works. And, for 4-year old children, that’s a setting that promotes interactions with teachers and peers.
 The Current State of Scientific Knowledge on Pre-Kindergarten Effects, Deborah A. Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt University, Kenneth A. Dodge of Duke University, Ron Haskins of the Brookings Institution, Daphna Bassok of the University of Virginia, Margaret R. Burchinal of the University of North Carolina at Chapel Hill, Greg J. Duncan of the University of California-Irvine, Mark Dynarski of the Brookings Institution, Katherine A. Magnuson of the University of Wisconsin-Madison, and Christina Weiland of the University of Michigan. (2017). https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf
Millions of Americans live with mental illness. With May just passing as National Mental Health Awareness Month, it is important to recognize that prevention and early intervention are the solutions to a healthier, happier life. 1The National Alliance on Mental Illness records 1 in 5 (46.6 million) U.S. adults experience mental illness at least once in their lifetime, and “half of all lifetime mental health conditions begin by age 14 and 75% by age 25, but early intervention programs can help.” 2
One dependable way to intervene and prevent mental illness is recognizing it as early as possible, since even infants and young children can have mental and developmental disorders. 3 Healthy social and emotional development is the foundation for brain development in young children, and high-quality early care and education is a large piece of that development.
With this high-quality child care and education, infants and
toddlers, “who engage with responsive, consistent and nurturing caregivers, are
more likely to have strong emotional health throughout life.” 3
Supports such as T.E.A.C.H., WAGE$ and AWARD$ help child care teachers further
their education and receive additional compensation, allowing them to continue
teaching and caring for our youngest children.
While having happy, educated and stable teachers improves
the quality of care and education a child receives, child care can still be unaffordable
for parents, especially if they have more than one child in need of care. CCSA’s
free child care referral services simplify the child care search, helping parents
focus on what’s truly important for their specific child’s needs without worrying
about another expense. “Ensuring all families
have access to affordable, high-quality child care can help mitigate some of
the impacts of poverty and prepare children for success in school and beyond.” 4
However, even with affordable and positive early childhood
experiences and stable educators, mental health and developmental delays can be
seen as early as infancy. 3
“Children can show clear characteristics of
anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder,
depression, posttraumatic stress disorder, and neurodevelopmental disabilities,
such as autism, at a very early age. That said, young children respond to
and process emotional experiences and traumatic events in ways that are very
different from adults and older children. Consequently, diagnosis in early
childhood can be much more difficult than it is in adults.” 5
It is important to identify and treat mental health
disorders as early as possible to reduce impairment, suffering and effects on
overall health and development. 3
However, it can be difficult to identify mental health illness in young
children, and parents may turn to their child’s doctors or teachers for
guidance. “If properly identified using diagnostic criteria relevant to infant
and early childhood development and experiences, many of these challenges can
be effectively treated.” 3
“It is clear that state agencies [also] must attend to the
mental health needs of infants and young children if they want to improve
health and developmental outcomes, prevent impairment due to early adversity,
provide trauma-informed care, and ultimately, see better returns on investment.
Adopting an age-appropriate diagnosis and treatment is a significant step
toward assuring better overall health for infants, young children, and their
and the teachers who educate and nurture our youngest.
Week of the Young Child is an annual week-long celebration with themed days hosted by NAEYC to spotlight early learning, young children, their teachers, families and communities. The themes are “Music Monday,” “Tasty Tuesday,” “Work Together Wednesday,” “Artsy Thursday” and “Family Friday.”
For “Artsy Thursday,” Mati Vassallo,
Family Support Bilingual Referral Counselor, visited Chapel Hill Cooperative
Preschool where Kathryn, a 2-3 year old teacher, and Silva, a 3-5 year old
teacher, shared how they celebrate through an annual children’s art show. They
invited families, friends and the community to celebrate and explore the
children’s creative expression.
“This art show is a celebration and a
great example of the work we do here at the preschool. It aligns with our
philosophy of celebrating each individual child, exploring their strengths and
abilities and bringing out their best work,” said Kathryn.
“It’s not only a time…to celebrate the
richness of the children’s work and their creations, but it’s also really a
time to celebrate art and to celebrate community. It goes so much beyond just
the artistic creations in the way that it draws us and everyone together…That
is something we really enjoy and love to do,” said Silva.
For “Family Friday”, Katie Thayer, UNC
intern and Family Engagement Counselor, visited Director Ada Terry and Lead
Teacher Crystal Boycher in the Durham PreK classroom at Childcare Network #57 to discuss their family
engagement strategies. In addition to having a School Improvement Team and
Parent Advisory Board, they send out daily newsletters, invite parents to
volunteer, provide resources to families and host celebrations for their
families and children.
Crystal’s favorite family engagement
activity at Childcare Network #57 is asking the parents to help with school
improvement plans, such as redoing the playground and painting the fence. “We
also invite parents out to visit the classroom. For Week of the Young Child, we
are doing an ice cream social on Friday,” said Crystal.
Save the date for next year’s Week of the Young Child April 13-17.
Written by Edith Locke, CCSA Professional Development Team
The month of May signals the season for commencement
exercises at colleges and universities nationwide. As students walk proudly across
the stage in cap and gown, triumphantly moving the tassel on their mortarboard to
symbolize academic achievement, it is important to recognize degree attainment
roadblocks that the early care and education (ECE) field face.
Why are early educators more deserving of special acknowledgment for degree completion than other non-traditional, working students?
First, one should consider the shared traits of this workforce with college non-completers. The ECE workforce, much like the college non-completer, typically has dependent children, low income, works full-time, attends college part-time and is financially independent from parents.
Despite how closely they mirror college non-completers, degree attainment is not impossible. The 2015Working in Early Care and Education in North Carolina Study reported 63 percent of teachers had a college degree. Additionally, 17 percent of teachers were taking courses in the ECE field with 60 percent of them working towards an associate or bachelor’s degree.
Unfortunately, degree attainment rarely means significant compensation
gains. The median wage for ECE teachers was $10.46 compared to $17.61 starting
wage of public school teachers in North Carolina. Additionally, over 70 percent of the
workforce’s household income was below the $46,784 North Carolina median
household income. Moreover, 39 percent of teachers received some public
assistance in the previous three years.
It is commendable the ECE workforce makes educational advancements despite challenges.
Workforce supports, such as the T.E.A.C.H. Early Childhood® scholarship and Child Care WAGE$® salary supplement programs that help early educators access formal education and reward their retention, are crucial. Research shows degrees are linked to quality care, and maternal education has been linked to better child outcomes. Therefore, support for degree attainment in the ECE field should remain a priority.
Written by Christy Thalheimer, M.Ed., CCSA Child Care Referral Manager
It seems fitting that Child Care Provider Appreciation Day is recognized nationally on the same weekend as we celebrate Mother’s Day. We often think of one of the many early educator roles as that of a caretaker; one who offers safety, security, knowledge and compassion to children. When Parenting magazine polled mothers in a recent article about what gifts they wanted for Mother’s Day, the top 10 had nothing to do with something purchased. Instead, the top 10 had one thing in common: taking care of themselves albeit through a clean house, “off mom” routine for a day or a spa day.
A Gift for You
What if I told you I wanted to give you a gift this Provider
Appreciation Day of better overall well-being and enhanced connections with
your students? What if I told you this was possible without having to spend one
dollar or attend another training?
Welcome to Mindfulness! A simple practice of being present in the moment, with acceptance and openness. Mindfulness strategies can help reduce your stress, lower your anxiety and help you have a more positive and productive emotional state as a teacher.
By now, I am sure most readers have heard of mindfulness through reading a magazine article, a social media post or through mainstream media. It’s a growing trend in the early education field with research supporting practices that can reduce both emotional and physical distress. While mindfulness practices do not replace your health care routines, they can be a complimentary practice that benefit your brain, body and relationships. Learn more about Patricia Jennings’ mindfulness research with teachers at the University of Virginiahere.
The Gift of Mindfulness
I was first introduced to mindfulness in the fall of 2015 out of necessity for a graduate thesis topic and balance in my life. On April 1, 2015, I received the hardest news I have ever had to mentally absorb. My mom, my confidant and grandmother to my 5-year-old received a diagnosis of cancer. Treatment would begin right away; it was a type of lymphoma cancer and in stage 4. I was devastated! We talked about the care my mom would need and how treatment would affect her life and ability to care for herself. Of course, I would be there through it all.
I worried though. I was a full-time working mother of a kindergartener who began graduate school in January on a time-limited scholarship and lived 1.5 hours away from my mother. Over the next few months, I juggled everything with great time-management skills, a flexible work environment and an understanding husband. Until, I couldn’t any more! I was “burning my candle at both ends.” I began to be snappy with my family, felt tired all the time, my body was showing signs of serious stress and my mind would never rest.
Then came a critical moment in my graduate school work—I had to identify a thesis topic. As a student in education, I had already been reading about breaking research around mindfulness in the education field. Then, I went to NCAEYC’s 2015 conference and I met Dr. Kathleen Gallagher. Her research at Frank Porter Graham Child Development Institute intrigued me and when asked, she happily agreed to be my internship supervisor. The research we conducted around mindfulness and learning to practice mindfulness was the answer to my prayers for my thesis and for being able to be present for my family.
Top 5 Mindful Practices
Here are the top five mindful practices I incorporated into my life. These practices are easy to build into your daily routine at home or in the classroom.
Three Deep Breaths: This practice has helped me calm down when we have received upsetting news. It is also very helpful to teach a child this technique so they have self-regulation tools to calm down more quickly while reducing quick, shallow breathing.
5-Minute Mindful Breathing: This practice is very helpful as you prepare to address something that you find particularly stressful. I have used this technique for better focus before presentations. At home, this helps me become aware of my emotions before I respond to my daughter.
Mindful Observations: This is a quick exercise you can do to ground yourself when you are feeling overwhelmed or to reconnect when you want to better enjoy a moment. I have been able to use this strategy to enhance the intimate relationship with my husband.
Body Scan: The body scan has been very useful for the many sleepless nights I had during my mother’s illness. I also guide my daughter through a body scan when she has trouble getting to sleep at night. (Works like a charm!)
Mindful Moments: Repurpose everyday routines or activities into mindful breaks. This can include mindful walks, listening to soothing music, folding laundry, showering or drinking your morning coffee. Making any moment into a mindful moment can help you better enjoy the activity, just by changing your perspective.
I hope you find at least one mindfulness gift to use daily. There is a robust amount of research and resources available just by searching online. Take time this weekend to try these five simple strategies.
I can personally attest that building mindfulness strategies
into my life helps me deal with anxiety (good and bad) in a more positive way.
I have a better ability to slow down, enjoy life and regulate my awareness as
well as be more compassionate with family members and colleagues.
Written by Allison Miller, CCSA Compensation Initiatives Team
Worthy Wage Day
May 1 is an important day for teachers, particularly teachers working with our youngest children. It is a day when we recognize the link between quality early care and education and the wages earned by dedicated teachers. It is a day when we should say loudly that early educators do NOT earn enough. That’s what Child Care Services Association (CCSA) has been saying for decades, and we have programs in place to help support the workforce. We know that compensation matters and early educators deserve worthy wages.
Infant-Toddler Educators Typically Earn the Least
We know our youngest, most vulnerable children desperately need stable and engaging relationships with the adults in their lives. Infant-toddler teachers play a critical role in the successful development of the children they serve and yet they typically earn the least in an already underpaid field. How can these teachers stay in their classrooms when they earn $10 per hour on average in North Carolina? And that rate is $1.39 less than the average hourly rate of those teachers working with preschool-aged children. It is clear that early childhood compensation across the board must be addressed.
Parents cannot afford to pay more, so without a significant
public investment, we are left with a huge problem. But we cannot let that
problem keep us from finding solutions. Early educators deserve worthy wages.
Thanks to funding from the NC Division of Child Development and Early
Education, CCSA now offers Infant-Toddler
Educator AWARD$. We provide education-based salary supplements to full-time infant-toddler teachers. With this
enhanced compensation, teachers can better afford to stay in their positions,
giving young children the stability they need.
Infant-Toddler Educator AWARD$
Are you an infant-toddler teacher in North Carolina? Would you like to earn $2,000 to $4,000 more each year? AWARD$ is open to eligible teachers in every county across the state. Applications are accepted on an ongoing basis, so get yours in now! Find out how to apply here. Supplements depend upon funding availability.
Since 1994, CCSA has also offered the Child Care WAGE$® Program
in participating counties. AWARD$ was modeled on the WAGE$ Program.
Participants have often called their supplements “life changing.” Many talk
about needing the supplements to survive, to meet the basic needs of their
Early educators deserve more. We rely on them to provide
critical care and education to our children. We rely on them so we can go to
work and provide for our own families. We cannot let them down. Compensation
matters. Let’s all loudly support worthy wages for early educators, not just
today, but every day.
Written by Kayli Watson, Spring 2019 Communications Intern from UNC Chapel Hill
Health experts have always stressed eating healthy and being active. Instilling these values at an early age can be the first steps for a longer, healthier life for children. Children enrolled in child care may consume between 50 percent and 100 percent of their Recommended Dietary Allowances (RDA) while in care. Child care programs have a chance to provide the foundation for a healthy life, in terms of food consumption and levels of activity. Child Care Services Association (CCSA) has worked to create programs to help early care centers in multiple ways, including healthy eating and active play.
CCSA implemented Shape NC to increase the number of children starting kindergarten at a healthy weight. The project promotes healthy eating and active play for children from birth-5 years old by working with child care programs to instill healthy behaviors and create a solid foundation for a healthy life. Shape NC integrates multiple research-based models to provide an in-depth approach to childhood obesity prevention. It combines evidence-based programs to create a comprehensive approach in partnership with the following statewide programs: Be Active Kids®, Preventing Obesity by Design and the Nutrition and Physical Activity Self Assessment for Child Care (Go NAP SACC).
Little Engine Academy in Durham, N.C.
Like other centers, Little Engine Academy benefits from several of CCSA’s programs, including Shape NC. Kathy Smith, the center’s owner, shared how she became involved in early childhood education and created Little Engine Academy. “It was something I always wanted to do,” Smith said, “The previous owners contacted me to say that they were closing and to see if I was interested, and I jumped on the bandwagon thinking it would probably take a month to open. It actually took about three months.” While Kathy has been managing Little Engine Academy since November 2008, the center has only been involved in Shape NC for a year.
Little Engine Academy is also working to add more healthy meals to their menus through various programs. “We like to talk to the kids about what they eat, explain where the food came from and why they should be eating it,” Smith said.
Outdoor Learning Environment
For Smith and the children at Little Engine Academy, one of the most exciting aspects of Shape NC is re-building their outdoor learning environment. “We’re part of the natural learning initiative,” Smith explained, “We’re super excited! That’s one of the things about being part of Shape NC [that is exciting as it] is helping us get to have what is called an outdoor learning environment versus a playground.”
The outdoor area is a space for children to strengthen their cognitive, social and emotional development through playing games with other kids in an environment in which they can explore and learn. Additionally, outdoor play helps kids’ physical fitness as well as sensory skills. Little Engine Academy is excited to create an area for their kids to not only learn and explore but garden and learn exactly how food is grown. Now in its second year, Shape NC will help create these spaces for child care centers through funding and fundraising opportunities in its third year.
CCSA’s Other Resources for Little Engine Academy
Shape NC is not the only resource Little Engine Academy has used from CCSA. Chenille Coston, a teacher at Little Engine Academy, is also participating in a T.E.A.C.H. NC Early Childhood Scholarship as she works to obtain her master’s degree. There also employees who have received wage supplements from the Child Care WAGE$®️ Program. Both Coston and Smith talk about the value of professional development opportunities they have attended. “For me, it’s been really awesome. It’s always good to learn more and they provide a lot of new information for us,” Smith said, “We’ve actually incorporated a lot of things they’ve given us.”
“The trainings [have] provided new strategies that we’ve been able to use in the classroom,” Coston said as she explained a recent strategy they have incorporated to teach the kids movement. The center also participates in CCSA child care scholarships that make attending Little Engine Academy more affordable for parents.
The Future at Little Engine Academy with Shape NC
Parents will continue to be more involved with Little Engine Academy as the school gets closer to its third year of participating in Shape NC. Little Engine Academy is looking for volunteers to help remove playground equipment to make room for the new outdoor learning environment, which they will start fundraising for this summer.
If you’re interested in volunteering with Little Engine Academy to remove their playground equipment contact Jennifer Gioia at 919-967-3272.
CCSA is hosting Shape NC activities this Earth Day Festival Sunday, April 28 from 12 – 5 p.m. at theDurham City Earth Day Festival. Stop by Durham Central Park, 501 Foster St. to enjoy all day performances and tons of fun activities. Learn more here.
Learn more about Shape NC here or call us at 919-967-3272 for more information about the program.
To support the Shape NC project, click here and DONATE
Your gift to fund Shape NC workshops and events in Durham, N.C. will be matched
100% through a Social Innovation Fund Grant.
“Better Together”was the theme of this year’s Child Care Resource & Referral (CCR&R) Institute held in Greensboro, N.C. in March, and Mary Erwin recently shared details of the Institute. A highlight of this year’s conference was the keynote delivered by Dr. Walter Gilliam from the Edward Zigler Center in Child Development and Social Policy at Yale. This blog is to keep the keynote information on our minds and in our work.
Delivered in a “TED talk” manner, Dr. Gilliam shared his research on implicit bias with the audience and the implications research has on both policy and practice impacting the early childhood workforce and children in early learning settings.
What is Implicit Bias?
Webster’s dictionary defines it as “bias that results from the tendency to process information based on unconscious associations and feelings, even when these are contrary to one’s conscious or declared beliefs”.
What is the Relationship Between Implicit Bias and Early Childhood Settings?
Dr. Gilliam shared data from the U.S. Department of Education, Office of Civil Rights that found black boys in particular were disproportionately suspended or expelled from preschool. To learn more about whether this may be related to the behavior of the child or the perceptions of the teaching workforce, Dr. Gilliam and his team at Yale conducted a study. Specifically, Dr. Gilliam wanted to see whether implicit biases may play a role in identifying children with challenging behaviors.
Video Observation Study
Dr. Gilliam’s team recruited participants at a nationwide conference of early childhood educators. Early childhood teachers were asked to watch several video clips of preschool children engaged in typical table top activities. The children were racially balanced (one white boy and girl and one black boy and girl). Early childhood teachers were told the study was related to better understanding to how teachers detect challenging behaviors in the classroom. They were told sometimes this involves seeing behavior before it becomes a problem and were asked to press the enter key on a computer keyboard every time they saw a behavior that could become a potential challenge. They were told the video clips may or may not contain challenging behaviors and to press the keypad as often as needed. In addition to the keypad entries, an eye tracking device was used to log the time teachers spent watching the behavior of individual children. (For frame ofreference with regard to the children,they were child actorsand no challenging behaviors werepresent).
Dr. Gilliam and his team found teachers spent more time looking at boys and at black children than girls and white children. In particular, teachers spent more time watching the black boy in the videos. When teachers were asked explicitly which of the children required most of their attention, 42% indicated the black boy, 34% indicated the white boy, 13% indicated the white girl, and 10% indicated the black girl. The race of the teacher did not impact the findings.
Background Information Study
A second part of the study was related to finding out if teachers were provided information about the child’s background, whether that impacted their perception of the severity of the behavior and their ability to impact the child’s behavior. For this part of the study, early childhood teachers were given a brief description of a preschool student with his or her behavioral challenges. The description of child behaviors remained the same, but the name of the child associated with the description changed to reflect stereotypical black and white girl and boy names (Latoya, Emily, DeShawn and Jake).
To test if teachers changed their perceptions of the child’s behavior when given a brief family background summary, some teachers were also given more context related to the child’s home environment (e.g., the child lives with a single mother working multiple jobs and who struggles with depression but doesn’t have resources to receive help; the father is barely around, but when he is around, the parents fight loudly in front of the children, and sometimes violent disputes occur). The study randomized whether the early childhood teachers received background information or not.
Gilliam and his team found that teachers appeared to expect challenging
behaviors more from black children and specifically black boys. Without family
background, white teachers seemed to hold black children to lower behavioral
expectations. In contrast, black teachers held black children to very high
provision of family background information caused different perceptions based
on teacher-child race. For example, when black teachers were provided with
family background information on black children, teachers rated child behavior
as less severe. When white teachers were provided with family background
information on black children, behavior severity ratings increased – potentially
indicating knowing family stressors may lead to feelings of hopelessness that
behavior problems can improve.
The Role of Implicit Bias in Early Childhood Settings
Dr. Gilliam explained that understanding the role implicit bias may play in child care and early learning settings is the first step toward addressing racial disparities in discipline approaches. He explained that interventions are underway throughout the country designed to address biases directly or increase teachers’ empathy for children (which paves the way for more effective strategies related to children’s learning styles and behaviors).
Progress in North Carolina
Carolina is beginning to review and implement strategies to address implicit
bias, give early childhood teachers strategies to promote more effective ways
to address challenging behavior and to support high-quality child care programs
through better teacher-child interactions.
We are exploring infant and toddler mental health consultant evidence-based approaches as well as the use of tools to improve teacher-child interactions through the Classroom Assessment Scoring System (CLASS), which measures teacher interactions and is paired with specific improvement strategies identified through observational assessments. Overall, practice-based coaching models can impact teacher strategies to better meet the needs of children.
Written by Jennifer Gioia, CCSA Communications Manager
Last Friday, April 5, 2019, Child Care Services Association (CCSA) celebrated 45 years of service at the Sheraton Imperial Hotel in RTP with a dinner, a silent auction and an award ceremony. While the rain poured, more than 200 people celebrated with CCSA. Many special guests joined, including:
The Honorable Governor James Hunt and Carolyn Hunt;
Susan Perry-Manning, principal deputy secretary of NCDHHS;
Durham County Commissioners: Wendy Jacobs, Heidi Carter,
James Hill and Brenda Howerton;
Representatives Verla Insko from Orange County and MaryAnn
Black from Durham County;
Dr. Jeanette Betancourt, senior vice president for U.S.
Social Impact at Sesame Workshop, the nonprofit organization behind Sesame
Janet Singerman, president, Child Care Resources Inc.;
Michele Rivest, policy director, North Carolina Early
Cindy Watkins, president, North Carolina Partnership for
Representatives from Orange County Partnership for Children;
Beth Messersmith from North Carolina MomsRising;
Becki Planchard from NCDHHS;
Gerry Cobb, Director of the Pritzker Children’s Initiative;
Robin Britt, executive director of Guilford Child
Development (GCD) and this year’s winner of the James and Carolyn Hunt Early
Childhood Leadership award;
And the Honorary Committee members who helped us launch
We were thrilled to have Julie Wilson, ABC11 WTVD Eyewitness News’ Breaking News Anchor, host the celebration.
During the reception, many people mingled and placed bids on a variety of exciting items in our silent auction from local politicians to early childhood education teachers and directors to early childhood education industry leaders and experts.
Peggy Ball, chair of CCSA’s Board of Directors, spoke
briefly before Reverend Dr. Michael Page, who
also sits on CCSA’s board, delivered an inspiring invocation before dinner.
After dinner, Susan Perry-Manning, principal deputy secretary of NCDHHS, spoke on behalf of North Carolina Governor Roy Cooper. Perry-Manning congratulated Britt as the winner of the James and Carolyn Hunt Early Childhood Leadership Award and thanked many in the room for inspiring her, including former Gov. Hunt for his leadership, dedication and commitment to improving the quality of child care and education in North Carolina and across the country.
Terry David, president of the North Carolina Head Start Association and Chapel Hill Training Outreach Project (CHTOP), Silver sponsor of the night, presented Britt with a certificate on behalf of the North Carolina Head Start Association for his years of dedicated service to improving the lives of so many children.
Sue Russell, CCSA’s first president and current executive director of the T.E.A.C.H. Early Childhood® National Center, spoke about Gov. Hunt’s decades of leadership and service, including his four historic terms as governor of North Carolina, his efforts to improve North Carolina public schools’ test scores, the establishment of the Smart Start program during his tenure, and many awards recognizing his focus on early childhood education.
Gov. Hunt emphasized how important the work of early childhood educators is for young children and their families and educators. Throughout his years, he’s seen with compassion and conviction, we can bring change to improve the lives of many and continue to expand our services so every child has access to high quality, affordable child care—that it is a child’s right to a high quality education. “Helping the little children is the best thing we can do for them and for our future,” Gov. Hunt said.
Gov. Hunt presented the James and Carolyn Hunt Early Childhood Leadership Award to Britt. CCSA established the award in 1995 to honor North Carolinians who make a difference in the lives of young children in the state. It was named in honor of Gov. and Mrs. Hunt for their years of dedication and service. He also recognized five of the 13 previous award recipients in attendance: Peggy Ball, Dick Clifford, Carolyn Cobb, Michele Rivest and Karen Ponder.
Gov. Hunt spoke
about how he met Britt during his second term as governor while Britt served in
the House of Representatives. He lauded Britt for his leadership,
integrity, and care for North Carolina’s children.
Finally, CCSA President Marsha Basloe, spoke.
“I have only been at the helm of CCSA for a little more than a year,” she said, “and although in Durham for many years and an SS partner with CCSA, I now truly have learned of its programs, its passion and its people. All three go hand in hand…CCSA conceives, studies, experiments, implements and tests until we arrive at models worthy of system change. Now we know…there is no excuse for not providing high quality experiences for children.”
Basloe closed the evening by looking
toward the future.
“We need to focus on improving the experiences being
provided to our infants and toddlers,” she said. “We need to strive for our
teachers to be adequately compensated for the work that they do—teachers need
to receive a fair rate for the quality they provide regardless where they teach—and
we need to make sure the support systems we have built for so many years
remains in place to support all of these endeavors.”
wouldn’t be what it is today without the leadership and dedication of our
staff, our first president, Sue Russell, our second president, Anna Carter, and
our dedicated leadership team of vice presidents and Board of Directors.
We would not have been able to celebrate 45 years without
our generous sponsors. Our sincere thanks to:
Chapel Hill Training Outreach Project,
Triangle Community Foundation,
Blackman & Sloop,
The Cemala Foundation,
Kaplan Early Learning Company,
White Rock Child Development,
Liz Winer and
an anonymous donor.
Thank you as well to our wonderful table sponsors for their
Community School for
People Under Six,
East Durham Children’s
Frank Porter Graham
Child Development Institute,
North Carolina Early
Partnership for Young Children and
Wake County Smart
Thank you also to everyone who donated a silent auction item, to everyone who came out on a rainy Friday night to celebrate 45 years of service at CCSA and to everyone who helped, in some way, to improve the lives of North Carolina’s youngest children, their families and early childhood educators.
Here’s to another 45 years of Child Care Services