Dr. Marcy Whitebook and Dr. Sharon Ryan, Associate Dean of the School of Education at Rutgers, the State University of New Jersey, contributed a chapter to the Handbook of Early Childhood Education edited by Drs. Robert Pianta, W. Steven Barnett, Laura Justice, and Susan Sheridan. Their chapter, More than Teachers: The Early Care and Education Workforce, describes what is known about the characteristics, work environments and practices of early childhood practitioners working directly with children each day and those who support them beyond the classroom door, and what the research suggests about their ability to provide high quality preschool programs. The book is available through Guilford Press.
We collaborate with many organizations, associations, and government entities as we work to improve how our nation prepares, supports, and rewards the early care and education workforce.
The resources on this page include media articles on the early care and education workforce, links to speeches, lectures and roundtable discussions on workforce issues, relevant research and projects of other groups, and more.
More than Teachers: The Early Care and Education Workforce
Posted May 2012.
Quality Rating and Improvement Systems
Dr. Diana Schaack, researcher at CSCCE, with co-authors Drs. Kate Tarrant, Kim Boller, and Kathryn Tout wrote a chapter Quality Rating and Improvement Systems: Alternative Approaches to Understanding their Impact on the Early Learning System for the recently published, Early Childhood Systems: Transforming Early Learning, edited by Drs. S. Lynn Kagan and Kristie Kauerz. The chapter describes conceptual frameworks and benchmarks for evaluating the impact of QRIS in bringing alignment to state early learning systems. The book is available through Teacher’s College Press.
Posted May 2012.
Caring for Rosie the Riveter’s Kids
CSCCE founder and director, Dr. Marcy Whitebook recently reviewed the Demanding Child Care: Women’s Activism and the Politics of Welfare, 1940-1971 by Natalie M. Foueskis for the May/June 2012 issue of Women’s Review of Books. In Caring for Rosie the Riveter’s Kids, Whitebook summarizes Fousekis’ account of the role of mothers, early childhood educators and other activists in securing and fighting to save publicly funded child care during and post WWII. Whitebook calls attention to the current absence of a broad-based movement for child care so critical to securing services in the past. The book is also available through the University of Illinois Press.
Posted May 2012.
Lost & Found
Those who cannot remember the past are condemned to repeat it.
– George Santayana
History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.
– Maya Angelou
Envisioning how to transform the ECE system requires considering the ways in which the field’s history has shaped how the current system is organized.
The Center for the Study of Child Care Employment has acquired a vast collection of historical early care and education documents spanning the 20th century. Over the next year, we will be culling our archives and converting a range of records into online resources to share the field’s rich history with readers. It is our hope that sharing these records, along with our ECE Policy Quiz, will stimulate your desire to engage in more intentional learning about the ECE system and the advocacy and organizing efforts over the last century.
If you have records that have been converted to an electronic format and would like them to be considered for our site, contact us at email@example.com.
Check back periodically for new additions to this page.
Who Cares for the Children?
A slide show produced in 1980 by Parents and Workers United for Child Care, a group comprised of local child care teachers and parents in the San Francisco Bay Area advocating for more services to meet the unmet demand for child care among working parents and better wages for child care teachers. It provides a brief history of the struggle for adequate child care services in the United States beginning in the early 20th century. Many of the problems identified in 1980 remain unaddressed today, underscoring the ongoing need for change agents willing to challenge the status quo and transform the current system to one that better meets the needs of all children, families and practitioners. Explore how practitioners and parents were discussing these issues with the community.
Posted March 2012.
Early Child Care and Education: HHS and Education Are Taking Steps to Improve Workforce Data and Enhance Worker Quality
by the U.S. Government Accountability Office
A new study was released by the U.S. Government Accountability Office (GAO) that describes steps being taken toward improving early care and education workforce data and enhancing workforce quality. Using a variety of state and federal interviews and data sets, the GAO examined: (1) current information about the composition, education, and income of the ECE workforce and how these characteristics relate to quality of services, and (2) what activities and initiatives are underway by the U.S. Departments of Health and Human Services (HHS) and Education, and in the states that finance the improvement of worker quality?
Posted February 2012.
The Early Care and Education Workforce: Challenges and Opportunities: A Workshop Report
by the Committee on Early Childhood Care and Education Workforce: A Workshop; Institute of Medicine and National Research Council
In March 2011, the National Research Council and the Institute of Medicine hosted, and the Administration for Children and Families of the U.S. Department of Health and Human Service sponsored, a workshop with more than 70 participants focused on the early childhood care and education (ECCE) workforce. A detailed report on the workshop was released that explores issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, and the contextual factors that shape the workforce. Presenters examined the challenges and the opportunities that exist in building ECCE as profession. CSCCE Director Dr. Marcy Whitebook was a member of the 12 person Committee on the Early Childhood Care and Education Workforce which provided expertise to the National Academy of Sciences and also presented at the event.
Posted February 2012.
How did the early childhood system of today come to be?
What was the first early childhood program sponsored by the federal government? Why does the federal government invest in early care and education? To learn the answers to these questions, check out our interactive ECE Policy Quiz. Click here to take the quiz and see what else you can learn about the events and decisions in the 20th century that have influenced and shaped the early care and education system of today.
Posted January 2012.
Economic Impacts of Early Care and Education in California
by Jenifer MacGillvary and Laurel Lucia
The Center for Labor Research and Education has released a new study which finds that the $5.6 billion early care and education (ECE) industry supports $11.1 billion in economic output in California. The authors estimate that spending on ECE supports nearly 200,000 jobs, and state ECE spending results in more than half a billion dollars in state and local tax revenue. The study finds that every dollar spent on ECE yields $2 in economic output for the California economy.
Posted August 2011.
Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System
by Sharon Ryan, Marcy Whitebook, Fran Kipnis, & Laura Sakai
This article, published in the Spring 2011 volume of Early Childhood Research & Practice reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool.
Posted June 2011.
Should you have a bachelor’s degree to work with young children?
Listen to CSCCE Director, Dr. Marcy Whitebook — in conversation with Dr. Valora Washington and Sarah Garland as they are interviewed by Rae Pica for BAM!Radio — discuss and challenge this question as she presses for a more nuanced conversation about the contextual factors that influence how well teachers of young children are able to apply what they know in order to create quality learning environments.