Heather Magiera
Finding ways to improve the quality of daycare and preschool in the United States is an important area of concern for parents, educators, and politicians. Studies have repeatedly documented the dismal state of childcare currently existing in this country (Richards & Dominguez-Arms, 2001; Phillips, et. al., 2000; NICHD, 1999). Several factors have been suggested as contributors to the low quality of care, including high child to caregiver ratios, low wages for caregivers, and lack of caregiver education. However, instead of focusing on the negative aspects of childcare, many people are looking to the future to find ways to improve the system. One study (Neugebauer, 2000) has targeted six trends that will have the greatest influence on childcare in the future. These trends include brain research, technology, diversity, and staffing, but the two most important and significant areas of change are public funding, and universal pre-kindergarten.
Public funding has always been an issue surrounding the accessibility of childcare. Head Start programs have sought to reduce the burdensome cost of childcare for families with low incomes, however few programs exist to assist families with moderate levels of income obtain quality childcare. The programs with the highest levels of quality are usually the most expensive and can reach prices of over 1000 dollars a month for full-time infant care. This cost can prevent all but those in the highest income levels from accessing quality programs. As a result, recent focus has centered on ensuring all families have equal access to these programs (Tepperman, 1999; Yoo, 1999).
A limited number of states have already implemented programs that provide low- and middle-income families with subsidies for childcare. Rhode Island is one state that has a plan of this nature. The system there provides subsidies for families with incomes up to 250% of the national poverty level (Yoo, 1999). These funds are provided for children up to age 16 and can be used to pay for community and after-school programs as well as traditional early childhood programs. Funding is provided from a mixture of sources, including both state and federal contributions.
Other states have also found creative ways of funding childcare (Tepperman, 1999). Connecticut, for example, has blended money from its education and human services departments to create a school readiness program. California and other states have used money from tobacco taxes and settlement funds to help increase funding for childcare programs. While these programs are only a beginning, it is evidence of a positive trend in the support of early childhood education.
The other major trend in early education is the development of universal pre-kindergarten programs. While these programs are related to the increase in funding, they go a step further by providing free, public education for children before they enter kindergarten. Internationally, several countries already have universal preschool systems in place (Polk, 1997). Both Holland and Sweden have government-funded childcare programs that are accessible to everyone, and neither country has significantly higher taxes than the United States. Polk (1997) also points out that even countries with much lower standards of living than the US have implemented universal childcare systems. Two examples are the Dominican Republic, which has an intergenerational childcare system run by retired elementary school teachers, and Cuba, which also has a universal childcare program.
Some states in the US have already begun public universal pre-kindergarten programs. New York has by far been the most successful in creating this type of program. The New York universal pre-kindergarten program began in 1998, and is projected to be available in all school districts by 2003 (Yoo, 1998). The program currently runs for only a small portion of the day, but has created a strong drive towards other forms of universal childcare. New York's program was made possible by the efforts of many child care advocates, including teachers, pediatricians, and child welfare workers, and Sheldon Silver, a New York Assembly Speaker (Yoo, 1998).
Connecticut is also developing a universal preschool program for 3- and 4-year-old children. These preschools are currently run through fourteen of the states largest school districts, and some smaller districts as well (Yoo, 1998). This program also exists through the efforts of child advocacy groups, as well as many community organizations. If New York and Connecticut have been able to find the resources to provide these services, other states cannot be that far behind.
The California Department of Education has been attempting to implement a publicly financed, universal preschool program for several years (Weiss, 1998). However, legislation has been slow due to several public concerns. The biggest concern regarding universal preschool is the source of the funding. The State Superintendent of Schools hopes that funding could be drawn from pre-existing public school funds, or a mixture of funds from federal, state, and local sources (Weiss, 1998). Other concerns include the curriculum, the length of the program day, and the impact on family and private daycare centers. The benefits to children, however, are undeniable. Providing quality instruction to all children, regardless of income level, could only improve the current education crisis. If the US has anything to learn from other countries, it is that children are the world's most valuable resource, and should be treated accordingly.