THE POLITICAL WILL TO IMPROVE EARLY CHILDHOOD SYSTEMS

The blog assignment for this week concentrates on the political will to improve early childhood systems.  We were asked to share one or more strategies we have discovered as we worked on the assignments during this course, and particularly this past week, that are currently being used by advocates or organizations to influence the political will toward improving early childhood systems in order to foster the well-being of young children and their families.  We were also asked to share our thoughts on what part of this work appeals to us the most and why?

As I have stated before, in a prior class I focused on this current issue and I find it just as relevant at this time.  What I found while researching as well as applying my own experience in the field was that one of the most important focuses in the early childhood field, in my opinion, is the need of a system designed to assess, improve and communicate the level of quality of early and school-age care programs (Neugebauer, 2009, p. 66), as well as finding quality and affordable child care. Individuals have diverse abilities and these abilities account for a substantial portion of the variation across individuals in socioeconomic success. These gaps across children from different socioeconomic groups emerge before their formal education begins (Heckman, 2008, p. 307).

In the last twenty-two plus years, there have been a lot of changes to the licensing processes in the state of Massachusetts as well as what is now being expected from licensed providers. One of the processes for improvement being explored and designed in my area is the quality rating and improvement systems standards (QRIS) (Neugebauer, 2009, p. 66).  To say being involved in this process is frustrating is an understatement.  I have been involved in the QRIS rating system over the last three years as well as the UPK grant since 2009.  During the course of working with the QRIS system I have been called a glorified babysitter who is uneducated and has no knowledge of how to match standards with goals, etc…  Suffice it to say this was not a good experience for the person who made these statements.  I do not throw my educational background in the mix when dealing with different agencies but did so this one time.  It was my pleasure to point out how “uneducated” I definitely was not (both book learning and experience).  This issue made it up to two supervisors over this woman.

Then it is time for the legal and political systems come into play. We need the political system to intervene and assist in passing legislation in order for the quality of the early care our children receive from unrelated individuals to continue growing. We need the legal system in order to pass the new regulations and put them into effect.  It would just be wonderful if those who are making these regulations and passing the legislation had any experience working day-to-day in the early childhood field.  I have offered over the years to open my child care to anyone who would like to come and spend a day or a few days seeing how it is run.  So far there have been no takers on the offer.  In order to make changes, we need to use strategies such as methods of how to use our voices, invest in our work, and join networks.  Of course, this is easier said than done.  It takes many, many voices to advocate for change – but what a difference these voices can make.

The work that appeals to me the most is definitely the advocacy portion.  I love to do research and use my voice in order to make a difference.  Advocating is an ongoing process that keeps evolving as each new situation occurs.  Knowing my nature, this is a challenge I gladly will take on.

References

Heckman, J. J. (2008). Role of income and family influence on child outcomes. Annals of the New York Academy of Sciences, pp. 307-323. doi:10.1196/annals.1425.031

Neugebauer, R. (2009). Quality rating and improvement systems. Exchange (01648527), (188), 66-68.