Reflections from Under-resourced Populations’ Needs and Barriers Accessing Early Childhood Care and Education

• In Event: Factors Associated with Access to Child Care

Abstract

The participation of children in high quality early childhood education and care (ECEC) benefits their overall development and educational success (Vandenbroeck et al., 2014). Families also benefit because mothers can go back to work increasing family income (Archambault et al., 2020). Communities too benefit with increased productivity through labor force participation and a reduction in the costs associated with unemployment and remedial education (Barnett & Masse, 2007). Despite these benefits, a significant proportion of children from historically under-resourced backgrounds miss out (Coley et al., 2014; Magnuson & Waldfogel, 2005) and even when these children enroll in ECEC programs, they attend for fewer hours (Beatson et al., 2022). Therefore, efforts to enhance these children’s participation could be maximized if they are based on an understanding of families’ needs and barriers. We conducted a statewide needs assessment (NA) to understand perceptions on caring for and educating children in addition to needs and barriers that families experience with ECEC for children birth to five years old. Although, response rates from families across the state were high (n = 3,541), the families who completed the survey were predominantly White, more affluent, and more educated compared to average caregiver in in the state (Author, 2019). Therefore, in this study we purposively targeted historically under-resourced populations. There is a paucity of research on effective ways of recruiting and studying participants from under-resourced communities in early childhood and education field unlike other fields (e.g., health; Burlew et al., 2019). The purpose of this study was twofold: 1) to innovate a method to recruit and study the targeted populations throughout the state and 2) to understand the perceptions of caring for and educating children among these populations. Using focus groups, we answered the following research questions: (a) What do under-resourced populations want, need, and value in ECEC? (b) What do they think children need to grow and thrive? (c) What barriers exist to obtaining quality ECEC? and (d) What supports currently exist? We recruited 118 participants from historically under-resourced backgrounds (i.e., Black, and African American, Hispanic and Latinx, refugees and immigrants, Native American and American Indians, families of children with disabilities, families experiencing poverty or homelessness and families providing foster care) from across the state, see Table 1. Through thematic analysis, we discovered that families desired detailed caregiver communication, caregivers’ patience with children, cultural and racial competence, trusting relationships with caregivers, as well as keen and observant caregivers. Families also identified health and safety, diverse experiences and people, kindergarten readiness, play opportunities, regular routines, consistent caregiving, goal-setting and socialization as what children need to grow and thrive. We identified cost of ECEC services, cultural and language barriers, and lack of knowledge and flexible child care as the main barriers to accessing quality ECEC. The communities relied on informal and formal social networks as well as family, trusted friends, or neighbors as sources of support, see Table 2. Partnering with the community organizations and including research staff from the target communities effectively enhances participation of underrepresented populations in research.

Authors

• Jamlick Peter Ondieki Bosire, University of Nebraska - Lincoln
  Presenting Author

• Kymberly Caddell, University of Nebraska

• Alexandra M. Daro, Buffett Early Childhood Institute

• Kathleen Cranley Gallagher, University of Nebraska