Our mealtimes are a part of our curriculum at Estes Children’s Cottage, and we enjoy sharing food experiences together. Our program philosophy is inspired by the schools in Reggio Emilia, Italy, and we draw inspiration from their view on food and eating together.
According to the Reggio Children book, The Languages of Food:
Recipes, Experiences, Thoughts, “special care in offering tastes, in the
food and attractive composition of the dish, in the aesthetics of table
setting, the pleasure of sharing lunch with friends, and the opportunity to
encounter the kitchen as a multisensory laboratory are important strategies for
creating a welcoming atmosphere for all and highlighting the individual in the
They view the kitchen in each school as “a place of life and of
possible relationships, a vital space inhabited on a daily basis by adults and
children, a space for thinking and research and learning.”
During the past year, we have explored expanding the children’s involvement with our mealtimes by adding a new ritual of allowing the daily table-setter to design a unique centerpiece for lunchtime. The children now gather items and request that they are used as a centerpiece.
Based on the children’s interest, we’ve created
opportunities for helping that include bringing breakfast from the kitchen,
putting away clean dishes in the morning and removing dishes from the table
after lunch. The older children developed a growing interest in talking about
our menu, the food offered and the kitchen where our food is prepared.
Since we often reference Robert when talking about how some of the dishes we have are prepared, the children wanted to know more about Robert, the manager and chef at the Chapel Hill kitchen for Child Care Services Association’s Meal Services Program. They had many questions for him, including what he looked like and his favorite foods to prepare and eat. We gathered the children’s questions and mailed a letter to Robert. He sent back his responses, complete with a picture attached.
We wanted to nurture the children’s interest in the kitchen and grow the relationship. Our oldest group of children was then able to travel by town bus on a field trip to see the kitchen in action. We were accompanied by a couple of the children’s parents as well.
They observed the food preparation process, saw
some of the tools used in the kitchen and even taste-tested a new recipe the
kitchen staff had prepared for the occasion. They now have a visual of the
kitchen, the staff and a lot of what goes into making our meals, as well as
meeting and forming relationships with the kitchen and staff.
After the bus ride back to the Cottage they were able to share “insider information” with the other children about what they had observed and seen.
Written by Kay Ducharme, Regional
CCR&R Senior Manager at CCSA
Becoming a Gigi
Guess what? I finally became a grandmother! Over the past three years, I have had the honor of becoming a grandmother (or Gigi, as my oldest granddaughter Mila calls me) to three little girls. I used to wonder why my friends never seemed to have time for me anymore after they had grandchildren. I actually found myself feeling sorry for some of them because they were always consumed with babysitting when I wanted to go do fun things on weekends. Now, I understand. “Mila adventures” occur on my weekends now, and I love every minute of them. I find myself doing things such as going to the kiddie splash pad, brushing billy goats, riding carousels, planting flowers, visiting playgrounds, shopping for shoes and other weekend girly things. We have gone through so many things, such as potty training, sleep issues, screen time limits, visits to petting farms and zoos, being gentle with animals, learning to walk dogs, etc.
Not Now, Gigi, I’m Busy Writing My Dissertation!
As a former preschool teacher many years ago, I was fascinated with language development. As I worked with young children, I tended to focus on language skills, and obviously do the same with my grandchildren. My oldest daughter is trying to finish her Ph.D. and is on the last leg of completing her dissertation. She called me the other day and told me Mila’s teacher had just called saying that Mila had been standing over a whiteboard. The teacher asked Mila why she was standing up to write. Mila’s reply was, “I am working on my dissertation.” I have heard Mila say that she was working on her dissertation many times and didn’t even think about it being different because this dissertation is something we talk about frequently in our family.
As a result of being a Gigi, I have a renewed appreciation
of what we do at Child Care Services Association (CCSA) for parents, young
children and early care and education professionals. I am keenly aware of child
care deserts for infants and toddlers, the cost of child care and the
navigation systems that parents use to unravel the mystery of child care for
their young children. I have visited and observed child care programs as a Gigi
and talked with teachers about their days and how things work in their
programs. I am amazed at how much they are accomplishing. I see new things that
Mila learns at her preschool every week and am in total awe of her development,
but most of all those language skills.
Mila really doesn’t know what a dissertation is, but she does
know that it involves writing. No one actually prompted Mila to say the word
but obviously has heard it numerous times at home, and it just comes naturally.
As I watch my younger grandchildren learning language
skills, I am reminded of what we need to do even with young infants. We respond
to their crying at first because we want to understand what they are trying to
tell us. This takes practice, but if you really pay attention, you will
understand. When they begin babbling, we imitate their sounds and help them
learn new ones.
Recently, I listened to my younger granddaughters as they
were learning to make sounds and navigate through the house by crawling or
walking around wobbling from side to side. One of them kept repeating the “B”
and “M” sounds that she had just learned, and her mother would imitate her
attempts. They had great games going back and forth, and truly there was a lot
of glee and bonding! Finally, she started saying “momma” by the end of the week,
and this week she has learned to follow directions and kiss her momma when
Young children, as we all know, do repeat what they hear and imitate what they see. Conversations with parents aid in language development and nurtures learning. Talk at home is a powerful tool in the development of language and communication skills. Talking with babies and young children in natural tones and modeling the words that we want them to adopt is extremely important. Instead of teaching Mila the word “dissertation,” we used the word many times while we were around her. It is meaningful to her. Hopefully one day, she will write a real “dissertation” as she explores her own world!
When around young children, it is important to relax and
talk to them. Children are listening and understand much more than we sometimes
give them credit for. Making them perform their new language skills can
sometimes make them clam up, so be careful that you are not asking for
Remember that play and language development go hand-in-hand. A great deal of language is developed through pretend play. Give them lots of opportunities to talk, sing and read books. Reading books with rhyming words and sounds, or singing songs are great ways to develop language skills.
Sometimes language skills emerge over a long period of time
and sometimes they emerge overnight. All children are different and develop at
their own pace. The conversations we have with children nurture their
development and learning. Our talk at home and in preschool settings is a
powerful tool in the development of young children.
5 Power Tools to Help Develop Your Skills in Expanding Language
Here are a few ideas for helping young children develop
Talk naturally in your authentic voice;
Tell stories, sing, read books, ask questions;
Sometimes just be silly with songs, books, and
When they point at a ball, expand on it and make
a sentence out of the word they used or object they pointed out; and
Add colors, prepositions or numbers of objects
in everyday language (i.e. “We are going to climb up 7 brown steps now”).
Numbers, prepositions, colors and words used will all become a natural part of
They are soaking it all in and learn so much from you. Your words are truly powerful! Model the language that you want them to use and you can create learning opportunities wherever you go or whatever you are doing with children. Enjoy them. They grow up too fast!
On August 11, 2019, every parent’s worst nightmare happened in Erie, Pennsylvania, as a fire in an overnight family child care home took the lives of five young children ranging in age from 9 months old to 8 years old. Harris Family Daycare was regulated by the Pennsylvania Department of Human Services and operated out of a three-story home for nearly 20 years. The owner offered nontraditional (and overnight) hour care to meet the needs of working parents in her community.
When I saw the news day,
my heart was heavy and my thoughts were with the families and the family child
In the United States, one out of five adult workers has a nonstandard work schedule (working early morning hours, evening hours, or overnight compared to those who work more traditional day time jobs). Among low-income families, studies have found that half of parents work jobs during nontraditional hours (e.g., cleaning offices at night or working second shift retail or food service jobs). For families who need child care during nontraditional hours, the search for child care is extraordinarily difficult. Few child care centers offer care during nontraditional hours and about one-third of regulated family child care homes offer nontraditional hour care.
In the Erie case, the mother of four of the children who died was working as a nurse during an overnight shift. The father of three of the children was a fireman responding to a call at a different location. The fire occurred at 1:15 a.m. presumably while everyone was sleeping. Fire investigators found one smoke detector located in the attic and preliminary reports indicate the fire may have been caused through an extension cord malfunction.
For regulated child care (centers and homes), federal law requires an annual inspection for health, safety and fire standards. However, fire safety rules and inspection compliance procedures are set individually by each state. To operate a licensed family child care home in North Carolina,
A battery operated smoke detector or an
electronically operated (with a battery backup) smoke detector is required.
For homes operating overnight, a battery
operated smoke detector or an electronically operated (with a battery backup)
smoke detector is required in each room where children are sleeping.
An annual licensing inspection is required and a
local fire inspection is required if the county in which the home is located
How do the North
Carolina child care licensing requirements measure up against National Fire
Protection Association (NFPA) recommendations?
Unrelated to whether a home is used for child care purposes, NFPA requires that at a minimum, smoke alarms be installed in each sleeping room and on every level of the home. NFPA recommends that smoke alarms be tested once per month. For smoke alarms with non-replaceable 10-year batteries, the battery should be replaced immediately if the alarm chirps (indicating the battery is low). For smoke alarms with any other type of battery, batteries should be replaced once per year.
In the case of the Erie family child care home fire, there was confusion about whose job it was to check for smoke alarm compliance (e.g., the P.A. Department of Human Services during annual inspections or the local fire department). Pennsylvania state legislators are now drafting legislation to clarify roles and responsibilities and requirements. Perhaps it is time for us to review those regulations and make sure that lessons learned from Pennsylvania are used to inform safety practices here in North Carolina.
Fire safety generally is a large issue. North Carolina does need fire safety rules and effective monitoring in place for licensed child care. At the same time, the public generally needs to be aware of potential fire danger and NFPA smoke alarm recommendations. It is important that all centers and homes be equipped with working smoke detectors, that those smoke alarms are regularly tested and that batteries are replaced on an annual basis. At $5 – $20, many smoke alarms are an inexpensive investment.
for licensed family child care homes, it is critical to ensure that fire
protection policies are clear, and that the roles and responsibilities for
safety checks are clear as well. Parents work nontraditional hours. Child care
is needed, which may involve hours in which everyone in the household is
asleep. The tragedy in Erie, P.A. gives us a chance to review fire safety rules
for N.C. licensed family child care homes and centers. A child’s life depends
by Jennifer Gioia, CCSA Communications Manager, and Colleen Burns, CCSA Summer
2019 Communications Intern, UNC-Chapel Hill
Lynette Mitchell has been the director and owner of Harvest Learning Center in Chapel Hill, NC for 15 years. She is in her first year as a Shape NC site. In the video above, Lynette talks about how she’s involved the parents of her center with Shape NC.
Shape NC is a program implemented by CCSA in
partnership with Smart Start that aims to increase the number of children
starting kindergarten at a healthy weight. The program promotes healthy eating
and active play for children from birth-5 years old by working with child care
programs to instill healthy behaviors early on, creating a solid foundation for
a healthy life.
CCSA’s Communications Manager, Jennifer Gioia,
sat down with Lynette to find out how her experience has been with Shape NC
Jennifer: How did your center hear about Shape NC?
Lynette: Swanda [Shape NC
Technical Assistant] called me into the office one day and said, ‘Listen, we
have a great program that we think your center might enjoy and qualify for.’
Once she described how it worked, I thought, ‘Oh my goodness, most definitely
sign us up. We want to be a part of that.’ We feel like we can grow and become
a better center through this program.
Jennifer: So, it was personal face-to-face outreach?
Lynette: Definitely. I didn’t
know about the other sites. Now that I’ve been in the program, I look for them.
I actually was Googling the other day and saw there were several Shape NC
programs across the state that have been highlighted in their local newspapers.
At first, I thought Shape NC was great just on the criteria alone, but now I
see it’s truly a significant program and the community recognizes it statewide
for what it provides.
Jennifer: What resources has Shape NC provided your
center so far?
Lynette: Oh, so much. First
of all, just the educational workshops alone have been invigorating and
exciting. I’ve even taken my staff to a couple of the workshops, and that’s
just been invaluable. You know you can give someone a fish to eat for a day,
but you teach them how to fish and it’s for life. By giving us that knowledge,
we can go on and do a lot of things beyond that. Then you start getting into
the balls and hoops and recipes that they send out. I’m in the first year, but
I’ve already gotten so much.
haven’t even gotten to the playground yet. My husband and I went to NC State
where we sat down directly with the experts to design the playground. They’re
at our disposal, and have come up with things I would only dream about. You
think you could open up Home and Garden magazine and see these designs in
there. Like we can do that here? That was just mind blowing. Then Shape NC put
us on a bus to Asheboro where we saw a center that’s doing exactly what I am at
Jennifer: Why did your center want to become a Shape NC
Lynette: Let’s just put it
out there, it’s expensive, and I’m a small business owner. So, when Shape NC
told me if I’m willing to make these positive changes in my center, they’ll
contribute significantly to enhancing my playground space, it was just very
attractive. We have a beautiful natural environment at our center with big
trees and shade. When I saw some of the designs that NC State could do for us
with Shape NC, it fit perfectly into our philosophy and topography. It was a
…It was about creating beautiful, relaxing
spaces that not only enhance you physically, but mentally and spiritually. And
we’re a Christian-based center, so when I saw some of the spaces where people
can go and be quiet and calm down, but also other places to go and run around,
it’s about all of that when you go outside.
Jennifer: What is the importance of kids consistently getting that nutritional value from child care centers?
Lynette: Most of my clientele
is middle to upper-middle [income], and a lot of times you think food programs
are only for the less fortunate. But I will tell you that these families, who
are working moms and dads running here and there, have the resources but just
not the time to provide the types of meals that they would like to. What we
want to do here is give parents peace of mind that their child’s breakfast,
lunch and snack are very nutritious. They may do fast food for dinner, but
that’s okay because they had salmon, wild rice, broccoli and quinoa at school
today. I think that’s significant because we’re providing them food for the
greater portion of the day.
Jennifer: What impact have you seen Shape NC have on
your teachers, the children and on the children’s parents?
Lynette: I just can’t say
enough. I mean I feel so fortunate. Not many centers get picked each year. Just
the commitment of this entire team, Swanda and her group cannot be more
helpful. Another great thing is the networking. I love being in contact with
other sites that have already done it. They have been so helpful and so
inspiring. I mean, I forgot which center we went to, but the director kept
asking, ‘Is there anything else we can tell you?’ My phone is full of photos,
and then one site, I went beyond asking about the playground because I liked
the classroom, too.
I love the way the Asheboro center wanted to
help. She just kept it real director to director, because when you put all these
beautiful things on the playground, you need to know how to maintain them. She
told me, ‘I can tell when I get a new teacher who does not understand how we
play. She’ll be the first one to toss something over a fence and say the
children didn’t know how to play with it.’ She told me you have to continue the
education of the staff, so the children know how to enjoy the space.
You can plant all these wonderful herbs, and
children will romp through them and rip them apart, not understanding that this
is part of the environment and you care for it. This is how we work and play in
it for it to be a beautiful place for us. So, I was really glad for that good
note of how to maintain from another director.
By Linda Chappel, Vice President, Triangle Area Child Care Resource and Referral Services at Child Care Services Association
This week the Best of The Triangle 2019 was published in INDYWEEK, naming most favorite activities, foods and events voted on by readers and described as the “wisdom of the crowd.” I present the Best of the Triangle as Durham PreK.
In 2018, the Durham County Commission voted to make historic local investments to open access for more 4-year old children to high quality preschool services. At a time when North Carolina’s legislators are talking about funding virtual preschool, Durham is boldly creating face-to-face opportunities for children with local funds.
A primary goal of Durham PreK is supporting the learning and development of young children to improve the quality of their lives now and in the future. We know from years of research that high quality preschool enhances children’s school readiness by providing substantial early learning, which can have lasting effects far into a child’s later years of school and life.
Research finds high quality preschool programs can accomplish this goal by producing large and lasting gains in outcomes such as “achievement, educational attainment, personal and social behavior (e.g., reductions in crime), adult health, and economic productivity.” These gains are broad and last long into adulthood.
The importance of funding pre-K in Durham
At CCSA, our research found there are six low-income preschool children for every one publicly funded preschool space in Durham through programs such as NC Pre-K, Durham Public Schools and Head Start.
Currently, more than 25% of Durham census tracts with more than 50 low-income preschoolers have no publicly funded preschool slots. In a random survey of approximately 2,000 Durham parents, 92% of parents rated cost-free preschool as desirable or essential. 
Durham PreK benefits the community
While a child’s success in school and life
addresses our society’s greater good, children from lower-income households are
often left behind, furthering inequality and setting the stage for the
achievement gap that persists through high school. As a vibrant, growing
community, Durham recognizes the short- and long-term benefits of attendance in
a high quality early childhood program for children, their families and the
These benefits range from reduced need for
special education services or remedial support during the K-12 years to
increased tax revenue and reduced dependency on government assistance in
adulthood. Researchers quantified these benefits and found a return on
investment of $3-$13 for every dollar invested in early childhood. Even at the
low end of this estimate, this is a significant return.
With an abundance of evidence that high-quality universal preschool could reduce the disparities in skills among subgroups of children at kindergarten entry, Durham’s policymakers are focusing considerable resources on the development and expansion of quality preschool programs for 4-year-olds.
Durham PreK will help improve the quality of early education in Durham County by improving classroom instruction, supporting family engagement and building capacity for high quality through practice based coaching, while expanding access to publicly funded preschool services for all the county’s 4-year-olds. A critical component of this initiative is the implementation of preschool classrooms in diverse settings, including public schools and community-based programs. Durham PreK provides teachers and directors with regular coaching and professional development on cultural competence and social-emotional learning and conducts quality improvement activities to enhance children’s classroom experiences.
Unlike many programs around the country,
Durham PreK requires teachers hold a Birth to Kindergarten teaching certificate
and that they be paid at the same salary level as teachers in Durham Public
Schools. Durham PreK places this emphasis on the teachers’ compensation to
attract and retain the most qualified teachers.
Our overall goal in Durham is to improve the quality of and access to preschool programs for more children. We started with an ambitious two-year plan that runs through July 2020. We know this will be a journey that builds each year until we can serve all Durham’s children and ensure their life-long success. Durham PreK plans to stay Best of the Triangle.
 Phillips, D.A., Lipsey, M.W., Dodge, K.A., Haskins, R., Bassok, D., Burchinal, M.R.,…Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects, a consensus statement. Washington, DC: Brookings Institution. Downloaded July 24, 2017 from https://www.brookings.edu/wp-content/uploads/2017/04/consensus-statement_ final.pdf
 Durham Supply and Demand Study, Child Care Services Association, (2018). https://www.childcareservices.org/research/research-reports/early-childhood-system-studies/
 Phillips, D. A., et al. (2018). The changing landscape of publicly-funded center-based child care: 1990-2012. Children and Youth Services Review, 91, 94-104; Cascio, E. U. (2017). Does universal preschool hit the target? Program access and preschool impacts. Cambridge, MA: National Bureau of Economic Research; Yoshikawa, H., et al. (2013). Investing in our future: The evidence on preschool education. New York: Society for Research in Child Development and the Foundation for Child Development.
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.
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.
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