August 4, 2021
Early childhood education throughout the COVID-19 pandemic: The experiences of Arkansas educators (PDF) (May 2021)
Nearly all early childhood education (ECE) providers in Arkansas reported that they changed their classroom practices in response to COVID-19 and will continue to implement one or more of these changes even after restrictions are lifted. Some early educators expressed concerns about children’s ability to focus during group activities and engage in cooperative play.
What are the characteristics of rural and urban family child care grant applicants? (PDF) (May 2021)
Grants can help child care providers withstand the financial burden caused by COVID-19. In Minnesota, family child care providers in rural areas were more likely to apply for a Peacetime Emergency Child Care grant than those in urban areas (72 vs. 63 percent). Overall, more than 3 in 5 providers said the grant helped them stay open. Companion fact sheets provide additional findings.
Results from Michigan’s Eligibility Specialists Survey 2020 (PDF) (October 2020)
A majority of child care caseworkers (eligibility specialists) viewed policy changes following the 2014 reauthorization of the federal child care assistance program as very important for clients, though nearly two-thirds of specialists thought that clients still had a difficult time finding child care. A companion brief presents parents’ viewpoints.
Professionalizing the child care workforce through credentialing: Lessons from Louisiana’s Early Childhood Ancillary Certificate (PDF) (April 2021)
Many states are making efforts to professionalize the ECE workforce through credentialing programs, but teachers often face barriers to completion—even in the face of strong financial incentives. In this report, leaders of credentialing programs in Louisiana identified administrative burdens and specific program requirements as challenges for teachers and indicated that high rates of teacher turnover also undermine credentialing efforts.
Teaching young children during COVID-19: Lessons from early educators in Louisiana (PDF) (April 2021)
COVID-19 has affected teaching and learning in early childhood education programs. Findings from Louisiana surveys show that teachers in child care settings were more likely to be teaching fully in-person than teachers in schools. Teachers working remotely had far greater concerns about the quality of their instruction, their ability to assess children’s needs, and children’s development. Additional Louisiana findings describe teachers’ changes in well-being and job commitment in Jefferson and Rapides Parishes, and their well-being in Jefferson, Orleans, and Rapides Parishes.