Promising Practices for the Inclusion of Family Child Care (FCC) Homes in Publicly-Funded Pre-K

• In Event: Understanding and Supporting Family Childcare Educators Beyond a Center-Based Lens

Abstract

During the 2019-20 school year, approximately half (29 out of 62) of state-funded pre-K programs allowed family child care (FCC) homes to receive state funding in order to provide pre-K; however, most of these programs served very few children in FCC settings (Frede & Weisenfeld, 2021). Research indicates that parents in low-income families, parents who work nonstandard hours, and parents who are racial and ethnic minorities are more likely to use home-based care (Crosby & Mendez, 2018; Henly & Adams, 2018; Porter et al., 2010). Meeting the needs of families with a preference for home-based care represents one way in which families left out of publicly-funded pre-K could be reached. The purpose of this conceptual paper is to present a set of promising practices for the inclusion of FCC in publicly-funded pre-K. To devise the promising practices, we first conducted an initial literature review of research in home-based settings, focusing on quality. Next, conversations with other researchers expert in FCC settings led to repeated revisions of the practices. We then developed a draft of the practices:

1.The state has an integrated and aligned system tailored to FCC educators which includes guidance and support in the following areas:
a.selecting or developing and implementing a curriculum that is connected to a system of professional learning and supports and is appropriate for a home-based setting;
b.aligning instruction with the state’s early learning and development standards (ELDS), which outline age-appropriate expectations for learning and development across multiple domains in home-based settings;
c.the use of authentic child assessments aligned with the state ELDS;
d.professional development, which includes formal coaching, training and peer-to-peer networks and mentoring; and
e.participation in a multi-level continuous improvement system that includes FCC educators and allows for participation that is appropriate to the home-based setting.
2.The state provides funding and opportunities for FCC educators to obtain, at minimum, a bachelor’s degree with specialized training in effective practices in home-based settings.
3.The state supports FCC educators in offering a program appropriate for and supportive of mixed ages.
4.The state sets group size, ratios, and environmental recommendations appropriate for home-based settings, and supports implementation of these recommendations.
5.The state has a system that allows providers offering publicly-funded pre-K (including FCC educators) to receive equitable compensation/benefits.
6.The state’s system supports FCC educators in helping children obtain yearly vision, hearing, and developmental screenings.
7.The state’s system provides guidance and support to FCC educators in facilitating strong relationships with families, which includes regular, bidirectional communication and facilitation of family engagement in children’s learning.
8.The state provides guidance and support to FCC educators with fiscal and business management, including in navigating meeting the financial requirements of contracted seats.

Our process revealed that applying quality standards typically developed for schools/centers to FCC programs requires thoughtful adaptations and revisions. Our discussion will focus on how states, counties and cities who incorporate FCC educators in publicly-funded programs can do so in a way that promotes quality and equity.

Authors

• GG Weisenfeld, Rutgers University - New Brunswick
  Presenting Author

• Erin Harmeyer, Rutgers University - New Brunswick