Citation URL: http://www.urban.org/KathrynTout

Use of early care and education (ECE) is a reality for many families with young children. Research shows the importance of the early years for children’s development, and suggests that high-quality ECE can be particularly important for children from low-income families. In addition, the U.S. invests billions to support ECE. This paper assesses the patterns of ECE utilization by low-income families, the implications for children's development of the extent and quality of ECE participation, the evidence on the quality of ECE that low-income children receive, and the policy context that shapes ECE. It concludes by laying out key policy considerations.

According to data from the 1999 round of the National Survey of America's Families, 3.3 million 6- to 12-year-old children regularly take care of themselves without adult supervision. Seven percent of children ages 6 to 9 and 12 percent of low-income children are in self-care. Self-care is more likely among 10- to 12-year-olds and children from higher-income families. Parents' full-time employment and parental symptoms of poor mental health are related to an increase in self-care for both younger and older children. The presence of teenagers in the family is related to an increased likelihood of self-care only among younger children. A limiting physical, mental, or health condition is related to a decreased likelihood of self-care only among younger children. Full-time employment and an increase in a child's age are related to an increase in self-care for both low- and higher-income children. In both income groups, Hispanic children are less likely to be in self-care than other groups.

By the time they enter kindergarten, most children have already had experiences with a variety of nonparental caregivers in either home-based or center-based child care settings. Children’s use of and experiences in early care and education are influenced by a variety of interrelated family and community factors, including the quality and availability of care.

In 1996 and 1997, the Urban Institute conducted case studies in 13 states that provided a baseline for understanding changes emerging from welfare reform. This set of state updates describes changes occurring between 1996-97 and 1999-2000 based on a second set of case studies completed in 1999 and 2000. Programs covered include income support through the Temporary Assistance for Needy Families program, employment and training supports for low-income welfare and non-welfare families, child care, and child welfare. It also looks at interactions among these programs.

Nearly 5 million children younger than three are in childcare—the care of someone other than their parents—an average of 25 hours each week. Of the 6.7 million children under age three with working mothers, 22 percent are in child care centers, 17 percent are in family child care settings, 7 percent are cared for by babysitters or nannies, 27 percent are in the care of relatives, and 27 percent are cared for by a parent. The report also looks at variation of childcare patterns by age of child, family income, race and ethnicity of the child, mother's level of education, family structure, and parent availability.

This paper analyzes the primary child care arrangements (before- and after-school programs, family child care homes, relatives, nannies/baby-sitters, "self-care", and parent/other care) of children ages 6 to 12 with employed mothers nationally and across selected states. The paper separately examines the use of these different child care arrangements for 6 to 9 and 10 to 12 year- olds as well as examining children from families with different demographic characteristics including racial and ethnic backgrounds and income levels. Among the findings: roughly 21 percent of 6- to 12-year old children with employed mothers are regularly without adult supervision for some time during the week when not at school.

While children represent the majority of welfare recipients, surprisingly little is known about welfare reform's possible effects on their well-being. This brief applies findings from evaluations of past welfare-to-work programs and broader research on children and families to identify the specific provisions of welfare reform that are most likely to affect children.

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