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Licensing and Accreditation of Child Care Centers

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Licensing and Accreditation of Child Care Centers What s the Difference? Comparison of Features Some Differences LICENSING With few exceptions, a license is ... – PowerPoint PPT presentation

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Title: Licensing and Accreditation of Child Care Centers


1
Licensing and Accreditation of Child Care Centers
  • Whats the Difference?

2
Comparison of Features Some Differences
  • LICENSING
  • With few exceptions, a license is required to
    legally operate a child care center
  • Can be fined, have license revoked and center
    closed for noncompliance
  • ACCREDITATION
  • Centers voluntarily apply for and comply with
    accreditation standards

3
Comparison of Features Some Differences
  • ACCREDITATION
  • National standards
  • Set by professionals in ECE intended as
    standards of excellence
  • Established to determine the best that can be
    provided to facilitate optimal growth and
    development
  • LICENSING
  • Licensing standards vary from city to city and
    from state to state
  • Minimum standards set by government regulatory
    agencies, with input from professionals and
    community,
  • Established to determine the least that can be
    provided to assure safe, healthy, nurturing
    environment for children's care and development

4
Comparison of Features Some Differences
  • LICENSING
  • Centers must meet maintain minimum licensing
    standards
  • Representatives from city and state conduct
    study, spot checks, and recommend license
  • ACCREDITATION
  • Centers must meet or exceed minimum state
    licensing requirements (even if license exempt)
  • Self-study validated by professionals and
    conferred by national commission

5
Comparison of Features Some Similarities
  • ACCREDITATION
  • Staff engage in continued education
  • Annual report of changes and improvements
  • Accreditation expires/must be reaccredited
  • LICENSING
  • Staff must participate in ongoing professional
    development activities
  • Accountable to report major changes
  • License expires centers must renew license at
    set times established by law

6
Comparison of State Licensing Standards
Teaching Qualifications
  • Illinois
  • EC Teacher
  • Age 19
  • Two years college with 6 sh in ECE OR
  • 1 year experience, 1 year college with 6 sh in
    ECE (or CDA, CCP)
  • EC Teacher Assistant
  • High school diploma or GED
  • Arkansas
  • All employees under supervision of director
  • Age 18  
  • High school diploma or GED

7
Licensing and Accreditation
  • Why aspire to meet higher standards through
    accreditation?

8
Indicators of Poor Quality Child Care
  • Inadequately trained caregivers
  • Understaffing due to cost constraints
  • Lack of incentives for professional growth
  • Excessive staff turnover due to low wages

9
Impact of Poor Quality Early Care and Education
on Children
  • Insecure attachments to caregivers
  • Delays in cognitive and language development
  • Lack of pre-reading skills and other age
    appropriate behaviors
  • Increased displays of aggression toward other
    children and adults
  •  
  •  
  •  

10
Who Are the Stakeholders?
  • People with Some Stake in Child Care
  • Children
  • Parents/Families
  • Providers/Professionals
  • Agencies/Owners
  • Community/Society
  • Others?

11
Stakeholder Concerns
  • Consider the personal and professional
    investments of stakeholders, as well as the
    impact of policy decisions on the quality of
    early care and education.
  • With a Partner or in Small Groups
  • Identify some stakeholder concerns, including
    possible competing issues between stakeholders
    and any resistance to accreditation
  • Who might be impacted by policy decisions based
    on those concerns, and how might they be
    affected?

12
Indicators of High Quality Early Care and
Education
  • High staff to child ratios and smaller group
    sizes
  • Higher levels of staff education and specialized
    training
  • Low staff turnover
  • Administrative stability
  • Higher levels of staff compensation

13
Benefits of High Quality ECE
  • Staff Characteristics Education, Specialized
    Training, and Experience
  • Developmentally appropriate expectations
    curriculum
  • Staffing Structure High Staff to Child Ratios
    Smaller Group Sizes
  • Decreased distress in children
  • Decreased exposure to danger
  • Decreased behavior problems
  • Earlier language acquisition
  • Increased social competence
  • Classroom/Caregiver Dynamics Caregiver
    Sensitivity Responsiveness
  • Positive interactions among staff and children
  • Positive classroom management style
  • Secure child/caregiver attachments

14
High Quality ECE -gt Outcomes
  • Outcomes for Children From Low Income Groups
  • Improved readiness for school
  • Enhanced language and literacy skills
  • Higher achievement scores
  • Positive social behaviors
  • Decreased rate of grade retention
  • Fewer placements in Special Ed
  • Lower rate of arrest for crimes
  • Higher educational attainment
  • Increased employment rate and earnings power

15
References Resources
  • Barnett, W. S. (2002). Early Childhood Education,
    School Reform Proposals The Research Evidence,
    Tempe, AZ Education Policy Research Unit,
    Arizona State University Available online
    http//www.asu.edu/educ/epsl/EPRU/documents/EPRU2
    02002-101/Chapter2001-Barnett-Final.pdf
  • Bowman, B., Donovan, M. S., Burns, M. S.
    (Eds.). (2000). Eager to learn Educating our
    preschoolers. Washington, DC National Academy
    Press. Available online http//www.nap.edu/books/
    0309068363/html/
  • Bridgman, A., Phillips, D. A. (Eds.). (1996).
    Child care for low-income families Directions
    for research. Washington, DC National Academy
    Press. Available online http//www.nap.edu/books/
    NI000194/html/index.html

16
References Resources
  • Carnegie Task Force on Meeting the Needs of Young
    Children. (1994). Starting points Meeting the
    needs of our youngest children. New York
    Carnegie Corporation of New York. Available
    online (abridged) http//www.carnegie.org/startin
    g_points/
  • Chicago Metropolis 2020. (2004). The Business of
    Early Care and Education in Illinois Providers
    Tools for Improving Quality. Chicago, IL Author.
    Available online http//www.chicagometropolis2020
    .org/documents/ResourceGuide.pdf
  • Committee for Economic Development. (2004a). A
    new framework for assessing the benefits of early
    education. New York Author. Available online
    http//ced.org/docs/report/report_preschool_2004_a
    ssessingbenefits.pdf

17
References Resources
  • Committee for Economic Development. (2004b).
    Developmental education The value of high
    quality preschool investments as economic tools.
    New York Authors. Available online
    http//ced.org/docs/report/report_preschool_2004_d
    evelopmental.pdf
  • Committee for Economic Development. (1993). Why
    child care matters Preparing young children for
    a more productive America. New York Author.
    Available online http//ced.org/docs/report/repor
    t_childcare.pdf
  • Frank Porter Graham Child Development Institute
    (2005). The Carolina Abecedarian Project. Chapel
    Hill, NC University of North Carolina. Available
    online http//www.fpg.unc.edu/abc/index.cfm
  • Human Service Policy Center (2004). Financing
    access to high quality early care and education
    for all Illinois children. Seattle, WA Evans
    School of Public Affairs, University of
    Washington. Available online http//hspc.org/publ
    ications/pdf/Illinois_final.pdf

18
References Resources
  • Illinois Department of Children and Family
    Services (2004). Licensing Standards for Day Care
    Centers. Available online http//www.state.il.us/
    dcfs/docs/407.doc
  • Kagan, S. L., Cohen, N. (1997). Not by chance
    Creating an early care and education system for
    Americas children. New Haven, CT The Bush
    Center in Child Development and Social Policy at
    Yale University. Available online
    http//www.nccic.org/pubs/bychance/execsumm.html
  • Keilty, B., Phillips, D. A., Shonkoff, J. P.
    (Eds.). (1999). Early childhood intervention
    Views from the field. Washington, DC National
    Research Council, National Academy Press.
    Available online http//www.nap.edu/books/0309070
    392/html/

19
References Resources
  • Krajec, V. D., Jorde Bloom, P., Talan, T.,
    Clark, D. (2001). Whos caring for the kids The
    status of early childhood workforce in Illinois.
    Wheeling, IL Center for Early Childhood
    Leadership. Available online http//cecl.nl.edu/r
    esearch/reports/whos_caring_report.pdf
  • National Association for the Education of Young
    Children. (2005). Accreditation criteria and
    procedures of the National Association for the
    Education of Young Children. Washington, DC
    Author. http//www.naeyc.org./accreditation/
  • National Child Care Information Center (2005).
    Child care workforce qualifications. Available
    online http//www.nccic.org/poptopics/qualificati
    ons.html
  • National Resource Center for Health and Safety in
    Child Care. (2005). Individual States Child Care
    Licensure Standards. http//nrc.uchsc.edu/STATES/s
    tates.htm

20
References Resources
  • Schweinhart, L. (2005). The High/Scope Perry
    Preschool study through age 40. Ypsilanti, MI
    High Scope Educational Research Foundation.
    Available online http//www.highscope.org/Resear
    ch/PerryProject/PerryAge40SumWeb.pdf
  • Shonkoff, J. P., Phillips, D. A. (Eds.).
    (2000). From neurons to neighborhoods The
    science of early childhood development.
    Washington, DC National Academy Press. Available
    online http//www.nap.edu/books/0309069882/html
  • Shore, R. (1997). Rethinking the brain New
    insights into early development. New York
    Families and Work Institute. http//www.familiesan
    dwork.org/index.asp?PageActionVIEWPRODProdID82

21
References Resources
  • Smith, S., Fairchild, M., Groginsky, S. (1995).
    Early childhood care and education An investment
    that works. Washington, DC National Conference
    of State Legislatures. Available online
    http//www.ncsl.org/programs/cyf/EXSUM.HTM
  • Vandell, D. L., Wolfe, B. (2000). Child care
    quality Does it matter and does it need to be
    improved? Madison, WI Institute for Research on
    Poverty, University of Wisconsin. Available
    online http//www.aspe.hhs.gov/hsp/ccquality00/
  • Waisman Center (2004). Chicago Longitudinal
    Study Chicago Parent-Child Centers. Madison, WI
    University of Wisconsin. Available online
    http//www.waisman.wisc.edu/cls/index.htmlx
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