Opinion: Want a Sustainable Child Care System? Invest in Family Child Care Educators
When I was growing up, I learned quickly what it means to be a caregiver. My brother faced a host of physical and mental health challenges, and I helped him navigate a world that didn't always meet his needs. That experience shaped my life, and ultimately, my work with family child care educators, who show up for children and families every single day.
Caregiving is essential, especially for families with young children. And yet, in our society, caregivers are ignored. This has been true for centuries, and certainly since the 1996 welfare reforms that fundamentally changed eligibility for government assistance imposing time limits and requiring parents (including those with young children) to enter the workforce in order to receive benefits. In the absence of child care, it left thousands of women facing an impossible choice, and spurred me to start All Our Kin, a nonprofit organization that trains, supports and sustains the often invisible family child care workforce.
Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter
These are skilled professionals who operate high-quality early learning programs out of their homes. As small business owners, they are a critical part of the early care and education infrastructure, providing flexible, culturally responsive care, particularly in neighborhoods where options are often limited, and especially for families working nontraditional hours. They fuel local economies and weather long days running their programs, creating jobs, giving parents freedom to work, and building community wealth.
These early learning professionals also play an important role in the lives of the children they serve, not only as core adults in their daily lives, but also as key providers of support when faced with some of the greatest challenges of our time such as public health emergencies, climate disruptions and economic instability. They adapt quickly and creatively to support children and families.
Related
The responsibility of supporting young children and their families through periods of collective stress is longstanding, but it came into sharper view during the height of the pandemic. When larger child care centers were compelled to close, many home-based programs kept their doors open, providing care for the children of essential workers. And they not only remained open, but made the best of a nearly impossible situation to help children and families get through the toughest of days.
They overhauled their health and safety practices, implementing rigorous sanitization routines and reconfiguring small spaces to accommodate distancing protocols, all while maintaining a sense of calm and continuity.
They converted their spaces into remote learning hubs so school-aged children could attend virtual classes while the younger ones continued to receive early learning experiences. They used Zoom, social media platforms and phone calls to stay connected with children and families. And importantly, they developed innovative ways to help young children emotionally process what was happening. Some made tiny masks for dolls and stuffed animals, so children could see their reality reflected in play. Others put up tents in cozy corners, where children could crawl inside and feel safe.
And the innovation didn't end after the pandemic. Home-based child care providers have been responsive to a slew of new realities. They're helping children navigate the climate crisis that is already being felt in many of the communities where they live. Smoke from wildfires, extreme heat, and flooding are making outdoor play unsafe or impossible for days at a time. In response, educators have come up with new ways to keep children active. They lay out mattresses for jumping, create makeshift balance beams on the floor with masking tape, and create obstacle courses in hallways and living rooms. These activities support physical development and release energy, even when children are confined to small spaces.
Rather than shielding children from environmental realities, educators explain what's happening in age-appropriate ways, offering reassurance and building children's ability to cope with change. I've seen the creative ways in which they are integrating climate education into their curriculum: growing vegetables, teaching children to care for plants, and using those lessons to build connections to heritage, health and sustainability.
Related
When immigration enforcement threatens the stability of families, I've seen some providers share resources that can help prepare parents to exercise their rights if they're approached by officials. I've seen others help families create emergency preparedness plans. And one provider recently shared with All Our Kin staff that she had taken custody of two children whose parents were detained.
As economic uncertainty continues, these educators are often the first to hear when a child is hungry, or when a parent is struggling to access medical support — and they're the ones families turn to for help. As policymakers consider cuts to programs including the Supplemental Nutrition Assistance Program (SNAP), Medicaid and Head Start, child care providers are preparing to help families find resources, even as they struggle to pay their own bills and survive without health care or retirement benefits.
This is on top of the day-to-day educational needs of children, which have become more complex in the aftermath of the pandemic. And these early educators continue to seek out and utilize resources to be even bigger champions for the children and families in their programs, including participating in professional development workshops and coaching to better support children who are experiencing developmental delays and working closely with early intervention agencies to identify concerns early so children receive the services they need.
In my work, I see educators' commitment every day. They aren't just bouncing back from crises — they're anticipating challenges, adapting in real time, and developing solutions that serve not just their programs, but their communities. And yet, their contributions are frequently overlooked. In fact, family child care providers are hanging on by a thread.
While expenses that are essential for their businesses rise, like costs for rent, insurance, groceries and utilities, these child care providers are earning less than minimum wage once program costs are taken into account.
As a child, I was overwhelmed by the twin challenges of caring for my brother and navigating the complexities of accessing support for him. I am in awe of family child care educators, who balance these challenges daily, for multiple children. Policy debates around early care and education often focus on public pre-K or center-based care. Family child care, the often forgotten infrastructure operating out of kitchens and living rooms, is rarely at the center of the conversation.
That's a mistake.
If we want a child care system that is truly responsive, equitable and sustainable, we also need to invest in the people who are already doing the work, with unfailing dedication. In a world defined by ongoing uncertainty, family child care isn't optional. It's fundamental.

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Yahoo
18 hours ago
- Yahoo
Beloved by K-12 Leaders, The Four-Day School Week Fails to Deliver, Study Finds
In recent years, hundreds of school districts across the United States have responded to labor issues and straitened budgets by switching to a four-day weekly schedule. But new research from Missouri suggests that cutting out a day of instruction doesn't yield the benefits proponents hope to achieve. Circulated as a working paper on Monday, the study offers a statistical analysis of the effects of shifting to a shorter week alongside extensive reflections from educators themselves. Most of those teachers, principals, and superintendents spoke favorably about the change, saying they believed it had helped their schools attract and retain teachers in the midst of a tight job market. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter The numbers tell a different story, however: On average, the 178 Missouri districts that adopted a four-day week since 2010 did not improve at either recruiting new teachers or retaining their veterans. Andrew Camp, a scholar at Brown University's Annenberg Institute and one of the paper's authors, said district leaders' enthusiasm for four-day weeks was likely grounded in the sincere belief that they could be the answer to persistent staffing challenges. 'These things spread through word of mouth, they grab hold of people's imaginations, and we end up with this rapid adoption of four-day school weeks,' Camp said. 'But the fact that it was such a small effect — for a lot of these districts, it's one teacher being retained every three years — was really striking.' Related The almost negligible results, and officials' apparent misapprehension about their true magnitude, are particularly salient given both the scale of the four-day phenomenon and the speed with which it has been embraced. Mirroring national trends, the number of districts throughout Missouri operating on a shortened schedule has skyrocketed over the last decade and a half, accounting for one-third of the statewide total last year. Twelve percent of all students, and 13 percent of all teachers, now experience a four-day week (smaller figures proportionally, because they live almost exclusively in rural areas with smaller headcounts). The initial wave of transitions, beginning in the early 2010s, is usually attributed to states' need to contain education costs in the aftermath of the Great Recession. But in the study's 36 interviews with leaders of Missouri schools and districts, along with several teachers, respondents generally agreed the main effect of the scheduling change was to slow turnover and make schools more attractive places to work. This is something that's a potentially risky gamble, and there don't seem to be any benefits as far as teacher retention or recruitment. Andrew Camp, Brown University At least one superintendent credited the four-day week — which requires teachers to work longer days when school is in session, effectively holding instructional hours constant — with a surge in job applications and a sizable drop in workforce churn. Several others claimed that a longer weekend was a vital feature in drawing teachers to far-flung communities that cannot afford to offer top salaries. But after examining state administrative data between the 2008–09 and 2023–24 school years, including figures on teachers' school and district assignments, education levels, and experience, Camp and his co-authors found that four-day districts won only meager advantages. Switching to a truncated schedule resulted in just 0.6 job exits per 100 teachers, an effect that falls below the bar for statistical significance. Camp said the findings were broadly in line with those of prior work on the four-day schedule. While the transition might prove appealing, especially to new teachers, it likely would not address most employees' complaints about salary and working conditions. 'We don't rule out the possibility that there is a short-term, very small bump in teacher retention and recruitment,' he said. 'But what our results from Missouri show is that, over this lengthy period, there's no lasting effect.' It remains to be seen what effect, if any, the new paper will have on the ongoing debate around the often controversial policy. On one hand, it can only be said to be representative of one state's approach. Around the country, different legislatures and districts have permitted distinct versions of the four-day week. Unlike in Missouri, some states do not specify that overall instructional hours stay the same even in a shortened schedule, resulting in less instruction being delivered to students over the course of the school year. In Oregon, where more than 150 districts adopted a four-day week in the years leading up to the pandemic, one long-running study found that students missed out on 3–4 hours of teaching each week, even with the remaining days of instruction lengthened. Math and English scores fell in those classrooms (particularly among middle schoolers, whose sleep schedules could be disrupted by the earlier start times on days when classes were in session). Related A study published last summer echoed those results, revealing significant declines in standardized test scores in six states where large numbers of districts adopted a four-day week. Another paper, focusing on Oklahoma, found no detectable impact on student achievement — though it observed that school expenditures did fall slightly in four-day districts. It doesn't save a lot of money, it doesn't seem to do good things for students, and we don't have evidence showing that it improves student attendance. Emily Morton, NWEA Notably, the Missouri Department of Elementary and Secondary Education released state data indicating that implementation of four-day weeks was associated with only minor drops in test performance during the 2019–20 school year, though they disappeared in later years. Negative findings do not appear to have dimmed the public's enthusiasm for the idea. In 2023, a poll from the education advocacy group EdChoice showed that 60 percent of parents supported the possibility of their children's school moving to a four-day schedule; just 27 percent of respondents were opposed. Emily Morton, a researcher at the assessment group NWEA who has conducted several studies of the effects of the four-day week, said the Missouri paper was yet more evidence that the policy, whatever its attractiveness to parents and schools, did not offer much measurable upside. 'Whether or not the four-day week is a good thing, it doesn't seem to meet this particular need,' Morton said. 'It doesn't save a lot of money, it doesn't seem to do good things for students, and we don't have evidence showing that it improves student attendance. My sense, after studying this for a few years, is that communities just really like it.' Still, with the continuing spread of shortened weeks, more and more states and districts will have to at least give careful thought to their possible impact. Jon Turner is a former district superintendent in Missouri and a professor at Missouri State University. While not an avowed advocate of the four-day schedule, he has traveled to multiple states to advise school districts considering making a switch. Lately his peregrinations have brought him to Indiana and Pennsylvania, where — as in most states east of the Mississippi River — the practice is still comparatively rare. No school district makes this decision lightly, and no one sees the four-day week as a solution. Jon Turner, Missouri State University Turner said that local K–12 leaders he had met with took the question seriously, often weighing the evidence of achievement losses against their falling student enrollments and challenges in hiring new staff. Many feel the lifestyle flexibility offered by the change is one of the few perks they can offer to teachers who can easily move across district or state lines for better pay. Particularly in regions where neighboring communities have already shifted from five- to four-day weeks, he added, holdout districts may find themselves at a competitive disadvantage. 'No school district makes this decision lightly, and no one sees the four-day week as a solution,' Turner said. 'It's a symptom of challenges that schools are facing.' Related The rapid spread of the trend has nevertheless met some resistance — including in Missouri, where the state legislature recently passed a law requiring larger communities to gain the consent of voters before implementing a shorter school week. In neighboring Arkansas, lawmakers are considering legislation that would establish a minimum school year of 178 days of in-person instruction. Camp said the results of his study offer forewarning to the education community. In light of the existing evidence around diminished instruction, he concluded, state and local authorities shouldn't make cavalier decisions with their instructional time. 'This is something that's a potentially risky gamble, and there don't seem to be any benefits as far as teacher retention or recruitment. So I do think this should make everyone very cautious about adopting the four-day school week.'
Yahoo
2 days ago
- Yahoo
Opinion: Want a Sustainable Child Care System? Invest in Family Child Care Educators
When I was growing up, I learned quickly what it means to be a caregiver. My brother faced a host of physical and mental health challenges, and I helped him navigate a world that didn't always meet his needs. That experience shaped my life, and ultimately, my work with family child care educators, who show up for children and families every single day. Caregiving is essential, especially for families with young children. And yet, in our society, caregivers are ignored. This has been true for centuries, and certainly since the 1996 welfare reforms that fundamentally changed eligibility for government assistance imposing time limits and requiring parents (including those with young children) to enter the workforce in order to receive benefits. In the absence of child care, it left thousands of women facing an impossible choice, and spurred me to start All Our Kin, a nonprofit organization that trains, supports and sustains the often invisible family child care workforce. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter These are skilled professionals who operate high-quality early learning programs out of their homes. As small business owners, they are a critical part of the early care and education infrastructure, providing flexible, culturally responsive care, particularly in neighborhoods where options are often limited, and especially for families working nontraditional hours. They fuel local economies and weather long days running their programs, creating jobs, giving parents freedom to work, and building community wealth. These early learning professionals also play an important role in the lives of the children they serve, not only as core adults in their daily lives, but also as key providers of support when faced with some of the greatest challenges of our time such as public health emergencies, climate disruptions and economic instability. They adapt quickly and creatively to support children and families. Related The responsibility of supporting young children and their families through periods of collective stress is longstanding, but it came into sharper view during the height of the pandemic. When larger child care centers were compelled to close, many home-based programs kept their doors open, providing care for the children of essential workers. And they not only remained open, but made the best of a nearly impossible situation to help children and families get through the toughest of days. They overhauled their health and safety practices, implementing rigorous sanitization routines and reconfiguring small spaces to accommodate distancing protocols, all while maintaining a sense of calm and continuity. They converted their spaces into remote learning hubs so school-aged children could attend virtual classes while the younger ones continued to receive early learning experiences. They used Zoom, social media platforms and phone calls to stay connected with children and families. And importantly, they developed innovative ways to help young children emotionally process what was happening. Some made tiny masks for dolls and stuffed animals, so children could see their reality reflected in play. Others put up tents in cozy corners, where children could crawl inside and feel safe. And the innovation didn't end after the pandemic. Home-based child care providers have been responsive to a slew of new realities. They're helping children navigate the climate crisis that is already being felt in many of the communities where they live. Smoke from wildfires, extreme heat, and flooding are making outdoor play unsafe or impossible for days at a time. In response, educators have come up with new ways to keep children active. They lay out mattresses for jumping, create makeshift balance beams on the floor with masking tape, and create obstacle courses in hallways and living rooms. These activities support physical development and release energy, even when children are confined to small spaces. Rather than shielding children from environmental realities, educators explain what's happening in age-appropriate ways, offering reassurance and building children's ability to cope with change. I've seen the creative ways in which they are integrating climate education into their curriculum: growing vegetables, teaching children to care for plants, and using those lessons to build connections to heritage, health and sustainability. Related When immigration enforcement threatens the stability of families, I've seen some providers share resources that can help prepare parents to exercise their rights if they're approached by officials. I've seen others help families create emergency preparedness plans. And one provider recently shared with All Our Kin staff that she had taken custody of two children whose parents were detained. As economic uncertainty continues, these educators are often the first to hear when a child is hungry, or when a parent is struggling to access medical support — and they're the ones families turn to for help. As policymakers consider cuts to programs including the Supplemental Nutrition Assistance Program (SNAP), Medicaid and Head Start, child care providers are preparing to help families find resources, even as they struggle to pay their own bills and survive without health care or retirement benefits. This is on top of the day-to-day educational needs of children, which have become more complex in the aftermath of the pandemic. And these early educators continue to seek out and utilize resources to be even bigger champions for the children and families in their programs, including participating in professional development workshops and coaching to better support children who are experiencing developmental delays and working closely with early intervention agencies to identify concerns early so children receive the services they need. In my work, I see educators' commitment every day. They aren't just bouncing back from crises — they're anticipating challenges, adapting in real time, and developing solutions that serve not just their programs, but their communities. And yet, their contributions are frequently overlooked. In fact, family child care providers are hanging on by a thread. While expenses that are essential for their businesses rise, like costs for rent, insurance, groceries and utilities, these child care providers are earning less than minimum wage once program costs are taken into account. As a child, I was overwhelmed by the twin challenges of caring for my brother and navigating the complexities of accessing support for him. I am in awe of family child care educators, who balance these challenges daily, for multiple children. Policy debates around early care and education often focus on public pre-K or center-based care. Family child care, the often forgotten infrastructure operating out of kitchens and living rooms, is rarely at the center of the conversation. That's a mistake. If we want a child care system that is truly responsive, equitable and sustainable, we also need to invest in the people who are already doing the work, with unfailing dedication. In a world defined by ongoing uncertainty, family child care isn't optional. It's fundamental.
Yahoo
4 days ago
- Yahoo
Eulogy For A Wyoming School: Students, Staff Say Farewell to Laramie Lab School
This article was originally published in Wyofile. LARAMIE—The Lab School is a family affair for Corelle Lotzer. Not only did Lotzer enroll her daughter and son in the school, but she taught math here for over a decade. Her daughter, who thrived years ago as a student in the K-8 atmosphere, returned as an adult to work as a paraprofessional — just down the hall from her mom. Because Lotzer took a year off to take care of an aging aunt, she lost tenure. So when the closure of the 138-year-old school became official this winter, she did not receive a contract with the district to continue working at one of its other schools. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter Lotzer, who was raised in Laramie, instead accepted a position at Cheyenne East High School. In early May, she was still trying to figure out the logistics involved with working in Cheyenne while her other, younger kids continue their education in Laramie. 'It's been tough,' Lotzer said in a second-story room in the Lab School. The shrieks and laughter of children at recess drifted in from an open window. 'I would have rather stayed in Albany County.' Lotzer is one of 11 Lab School teachers without tenure, Principal Brooke Fergon said. 'That's probably been the most difficult challenge, that our tenured teachers have been placed in other schools throughout the district, and our teachers who do not have tenure … were not initially placed in positions.' It's not the only pain point involved in closing a school that predates the state of Wyoming itself. Many people fought to keep the Lab School open, and the past year has been a rollercoaster of emotions for school staff, students and their families as hopes have been raised and dashed, Fergon said. The school, which sits on the University of Wyoming campus, started as an educational learning site for college students studying to be teachers. It's beloved for its experiential and outdoor-based approach to learning and emphasis on inclusivity. But the school's future was thrown in doubt last summer as the university and Albany County School District 1 hit a stalemate over a lease agreement. School advocates pleaded to keep it open by some means and floated ideas that didn't stick. The Lab School no longer served its former functions, university and district officials said, and issues from maintenance costs for the 75-year-old building to district-wide enrollment trends factored into closure talks. The final Hail Mary came during the Wyoming Legislature. A bipartisan bill sponsored by Laramie Democrat Chris Rothfuss would have required UW and a coordinating district to operate a K-8 public lab school. The bill passed out of the Senate, but House lawmakers killed it in February, and that was pretty much that for the Lab School. In the last year, Fergon said, 'I think we've really been sitting in a place of uncertainty, just with all of the different avenues that could have kept the school going, and so that did feel kind of like a final door closing.' And for her staff, she said, 'even though we're not happy to say goodbye to the school, and we didn't want to see the school close, I think that having some certainty and a path forward … feels better than just sitting in limbo.' With the school year ending Thursday, Lab School students will be saying goodbye to their classrooms and dispersing to other schools in the district. Some teachers will too, but others are starting new jobs or moving out of Laramie entirely. The school community spent the last couple of months bidding farewell, some with regret about how it ended. 'We love the school,' said Lindsey Rettler, a parent with two elementary students in Lab. Rettler was experiencing a mixture of emotions, she said in May. 'Surprise, a little bit of shock, really, really sad, super disappointed and honestly, quite betrayed by those who are supposed to be leading people based on what's best for the people.' The school was established in 1887 as the Preparatory School to serve secondary education students from counties without access to high school. In 1913, it transitioned to the Training Preparatory School, used as a learning laboratory by UW's College of Education. In 1999, the private school partnered with the Albany County School District to become a district public school. The Lab School then operated as a 'school of choice,' meaning any district family could enter a lottery to enroll their kids. College of Education students continued to train in its classrooms, but they also did so in classrooms across the district, state and beyond. Historically, UW and the school district operated with a memorandum of understanding laying out terms of tenancy. Efforts to renew that MOU, however, failed to produce an updated agreement. Instead, the university announced last summer it was pursuing an extension only for the 2024-'25 school year, meaning the school would have to find a new home if it was to continue beyond that. Among the major sticking points: whether the district or UW should pay for things like major maintenance in the aging building. UW also cited the fact that the school 'no longer serves a significant role for teacher training in UW's College of Education,' along with security challenges regarding having a school-district-operated facility located on university grounds; the Lab School's incongruence with the state's public funding model and the fact that the school district 'has excess capacity in its existing facilities to accommodate current Lab School students.' The Albany County School District Board of Trustees voted in December to close the Lab School after considering options to move it into another district building. Trustees expressed heartache but also a fiduciary obligation before making the decision. Concerned residents bemoaned the decision, and Albany County state lawmakers took notice. Sen. Rothfuss' bill was the product of that concern. The bill brought together strange bedfellows, with co-sponsors ranging from Freedom Caucus-aligned lawmakers like Ocean Andrew to Laramie Democrat Karlee Provenza. Both serve in the Wyoming House of Representatives. The issue raised questions about the state's role in local education and what constitutes a situation so exceptional that lawmakers should meddle. Lab School supporters argued its unique role as a teaching laboratory and its century-plus of education history made it a place worth saving. 'This legislation is not about saving a school,' Rep. Andrew, R-Laramie, said on the House floor on Feb. 28. 'It is about protecting a legacy and educating future generations of Wyoming teachers.' True local control reflects the wishes of the people in the community, he continued, 'and in this case, the overwhelming support for keeping the Lab School open has been ignored. The people of Wyoming, the parents and the students have spoken, and they have been met with indifference by those in power.' But others said the state should not interfere in a matter of local concern. 'This really feels like we're being asked to micromanage a local school,' said Rep. Art Washut, R-Casper. 'I don't think this is the proper role of the state legislature.' The body ultimately killed the measure on a 24-32 vote. With that, school staff began the work of transition, making plans with its 145 students to help them figure out transfer schools and options, Fergon said.. The school counselor even brought in a 'transition curriculum' to help students navigate and cope with the stress of such significant change. There was also a staff of roughly 20 teachers along with employees like janitors and paraprofessionals. Many say they are sad to leave a school community that felt like family. Some, like Fergon, are continuing to work in the district. She will be an assistant principal at another high school.