1. Quality Childcare Team
Marlene Allen
Melissa Hendler
Tenesha Rawls

2. B Y : M A R L E N E A L L E N , M E L I S S A H E N D L E R ,
T E N E S H A R A W L S
N A T I O N A L L O U I S U N I V E R S I T Y
E S R 5 0 5 - G R A D U A T E R E S E A R C H : Q U A L I T A T I V E
I N S T R U C T O R : D R . E R I K A B U R T O N
M A R C H 1 6 , 2 0 1 4
Quality Childcare:
Does the quality of childcare in a childcare center have
significant effects on school readiness and children’s
developmental outcomes?

3. Introduction
 With the importance placed on closing the wide
academic achievement gap within the United
States, more of an emphasis has been placed on
school readiness and early childhood education.

4. Introduction
 Research shows that a
child’s school readiness
focuses on their pre-
academic skills such as
their ability to recognize
letters and words, hold and
show interest in a book,
and count with their
fingers. (Auerbach 2004).
However, it is also
important to focus on a
child’s social and
emotional development as
well.

5. Purpose
 As passionate educators seeking to improve the
quality of life for children in the Chicagoland area,
we are looking to gather insight from the perspective
of parents regarding quality childcare and the effects
of childcare on a child’s readiness for school as well
as the outcomes for their development. In gaining
this perspective, we hope to influence others to
become advocates and change agents so that
affordable, quality childcare is accessible for all
children, regardless of their socioeconomic status.

6. Literature Review
 The quality of childcare has been has been
determined as a contributing factor for children’s
readiness for school and the outcomes for their
development. A variety of laws, varying state by
state, have come into effect because of the
importance placed on having effective quality
childcare centers and services. A variety of childcare
settings are offered to families—thereby making this
very important decision very difficult. When
choosing a childcare center, parents must consider
accessibility, affordability, and the quality of
childcare programs.

7. Research: Childcare Differences
 Major Three Types of Childcare
 Parental care—which a parent stays home to provide care for their
child(ren) or parents organize a schedule so that one can be home at
all times to maintain the responsibilities of childcare
 Home-based childcare services- these providers are licensed to
provide childcare services through their own state’s department of
children and family services and local licensing agencies
 Childcare centers- these facilities are also licensed, however
school-based and religiously affiliated centers are exempted from
licensure. These childcare facilities provide full-time and part-time
care to children and families based on the facility and the needs of
the population
(Report on Child Care in Cook County FY2012, 2013)

8. Research: Childcare Facilities
 Children who attend center care or preschool
programs entered school programs more ready to
learn
 “The share of children enrolled in these programs
and the quality of care they receive differ[ed] by race
and ethnicity.” The study pointed out that the quality
of programs that minority children received were of
less quality (Magunson & Waldfogel, 2005, pg. 169).

9. Research: Recent Studies
 2013 Childcare in Cook County Report
 Infant care in Illinois is scarce
 Parents have a hard time finding appropriate, affordable infant
care
 Minority and low-income families are receiving lower quality
child care programs
 “substantial increases in Hispanic and black children's enrollment
in preschool, alone or in combination with increases in preschool
quality, have the potential to decrease school readiness gaps.”
(Magunson & Waldfogel, 2005).

10. Research Questions
 What makes up the early childhood programs in schools?
 What other quality childcare studies have been done?
 How facilities are designed to promote and assist with
academic and readiness?
 What are the different early childhood structural
programs?
 How is funding determined and distributed to various
childcare facilities?
 How do state laws support quality childcare?
 How does a teacher’s salary affect the quality provided
within a childcare facility?

11. Methodology
 Qualitative Data
 Interviews
 Purpose: Gain a better understanding of the perspectives of
teachers/ administrators of the contributing factors affecting
childcare/ childcare facilities
 Quantitative Data
 Surveys
 Purpose: Gain a better understanding of the perspective of
childcare facilities by parents

12. Participants
 Parents of students in childcare facilities (15)
 5 parents from each childcare facility
 Pre-kindergarten and kindergarten teachers (2)
 Administrators (2)

13. Data Collection
 Surveys (parents)
 Likert scaled questions
 Gather information on perception of childcare being provided
to children in particular facilities
 Interviews (teachers & administrators)
 Background information given on study
 10 research questions
 Approximately 30 minutes

14. Survey Questions (Based on Likert Scale)
 YOU FEEL YOUR CHILD IS RECEIVING A QUALITY
EDUCATION
 YOU ARE INVOLVED IN YOUR CHILD’S
ACADEMIC DEVELOPMENT
 YOU FREQUENTLY VOLUNTEER AT YOUR CHILD’S
SCHOOL
 YOUR CHILD’S TEACHER MAINTAINS AN OPEN
LINE OF COMMUNICATION
 ALL YOUR CHILD’S EDUCATIONAL NEEDS ARE BEING
ADDRESSED AT HIS/HER SCHOOL

15. Survey Questions (Based on Likert Scale) cont’d
 YOU WOULD RATHER YOUR CHILD ATTEND PRE
K OR KINDERGATEN SOME WHERE ELSE
 YOU ARE SATISFIED WITH THE AMOUNT OF
RESOURCES PROVIDED AT YOUR CHILD’S
SCHOOL
 THE COMMUNITY IS ACTIVELY INVOLVED WITH
THE DEVELOPMENT OF YOU CHILD
 YOUR CHILD’S TEACHER IS
KNOWLEDGEABLE
 YOUR CHILD RECIEVES A HEALTHY MEAL AT
HIS/HER SCHOOL DAILY

16. Interview Questions
 What makes up the early childhood programs in
schools? (What is the maximum class size?
How is staff utilized within this program?)
 What other quality childcare studies have been
done? (What effective research based
curriculum is in place?)
 How are facilities designed to promote and assist
with academic readiness? (Are there any early
intervention programs readily available?/
What healthy and nutritious meal plans are
in place for students?

17. Interview Questions (cont’d)
 What are the different early childhood structural
programs? (What routines are in place to
establish and foster a safe, nurturing,
respected environment for both the teacher
and students?)
 How is funding determined and distributed to
various childcare facilities? (Who funds your
program?/ How is funding determined?/ Are
there other agencies that contribute to the
funding of this facility?

18. Interview Questions (cont’d)
 How do state laws support quality childcare?
 What professional developments are offered to staff
member to keep them abreast of the most current and
effective strategies?
 Are staff members required annually to acquire a
certain amount of hours outside of the classroom that
will assist in the developmental success of a child?
 Does the state (Illinois) require all children to be
enrolled in Pre-K or Kindergarten?
 If the state required these programs, do you think the
school district would be one step closer to closing the
achievement gap? Explain.

19. Interview Questions (cont’d)
 How does teacher’s salary affect the quality provided
within a childcare facility?
 How many level five or six teachers do you have in the
early childhood program?
 What are the qualifications of your teacher/ staff?
 Studies show that in 1990, half of all teachers in
childcare facilities nationally earned less than
$10,000 annually. Do you believe this has had an
effect on the quality of childcare that has been
provided? How?
 Has there been any drastic improvement in those
figures?
 How is a teacher’s salary determined?

20. Analysis
 What makes up the early childhood programs in
schools?
 Public Childcare: maximum of 22 students per class, giving
a teacher student ratio of 1:11
 3 out of 5 parents with children in the public setting believed that
the community is an active participant in their children’s
development
 Privately Operated Childcare Facility: varied range in
maximum class size; based on size
 1 of 5 parents in the private setting felt there was minimum
community involvement and demonstrated little to no
volunteerism within the childcare facility themselves.

21. Analysis
 What other quality childcare studies have been
done?
 75% of our teachers and administrators utilize the research
based Creative Curriculum.

22. Analysis: Public Facility (1)
 How facilities are designed to promote and assist
with academic and readiness?

23. Analysis: Public Facility (2)
 How facilities are designed to promote and assist
with academic and readiness?

24. Analysis: Private Facility (3)
 How facilities are designed to promote and assist
with academic and readiness?

25. Analysis
 What are the different early childhood structural
programs?
 Each facility has in place routines to establish and foster a safe,
nurturing, and respected environment for both the teacher and
student.

26. Analysis
 How is funding determined and distributed to
various childcare facilities?
 Public Childcare: receives funding directly from the district
 Determined by: Strict parameters set to determine the funding
that is distributed to various schools
 Privately Operated Childcare Facility: funding from
private entities and Actions for Children
 Determined By: Enrollment and areas of need. Grants are also
awarded to private facilities but not on any consistent basis.

27. Analysis
 How do state laws support quality childcare?
 Illinois does not have a law that requires students to attend
Pre- Kindergarten nor Kindergarten.

28. Analysis
 How do state laws support quality childcare?
 50% of participants interviewed stated that there are required
professional developments that are offered and required for
teachers and staff to assist in keeping them abreast of the most
current and effective strategies.

29. Analysis
 How does a teacher’s salary affect the quality
provided within a childcare facility?
 Correlation between teacher’s salary & parent satisfaction
(refer to parent survey questions in previous slide)

30. Conclusions
 Childcare is an important aspect in a child’s
development—critically having an effect on how the
child is prepared for school.

31. Conclusions
 In order to further advocate, further research must
be done on the positive/ negative effects of childcare
on a child’s readiness for school and the outcomes of
their development so that policymakers can make
quality childcare a priority for all families in Illinois.

32. References
 Auerbach, N. (2004). Kindergarten Readiness. John Hopkins School of Education. Retrieved February 1, 2014
from http://education.jhu.edu/PD/newhorizons/lifelonglearning/early-childhood/kindergarten-readiness/
 Bern, R.M (2013). Child , Family, School, Community Socialization And Support Belmont, CA. Wadsworth
 Blau, D. M., & Mocan, H. N. (2002). The supply of quality in child care centers. The Review of Economics and
Statistics, 8(3), 483-496
 Child Care Resource Service (CCRS) University of Illinois at Urbana-Champaign (2009). Retrieved February
3, 2014 from http://ccrs.illinois.edu/providers/licensing.html
 Clarke-Stewart, A. & Miner, J.L. (2008). Encyclopedia of Infant and Early Childhood Development.
Washington, DC: Elsevier.
 Illinois Department of Human Services. Report on Child Care in Cook County FY2012. Retrieved February 3,
2014 from
http://www.actforchildren.org/site/DocServer/Child_Care_in_Cook_County_Report_2013_5.20.13.pdf?doc
ID=4861
 Magnuson, K. A., & Waldfogel, J. (2005) Early Childhood Care and Education: Effects on Ethnic and Racial
Gaps in School Readiness." The Future of Children 15(1), 169-196.
 Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1994). Measurement of quality in child care centers. Early
Childhood Research Quarterly, 9(2), 131-151.