Abstract
Abstract Early childhood education and care (ECEC) in the US includes a wide range of part-day, full-school-day, and full-work-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the “care” component of ECEC and at other times with stress on “education” or with equal attention to both. Although ECEC scholars and advocates are increasingly convinced of the need to integrate all these program types, categorical funding coupled with diverse societal values continue to support the differences. The result is a fragmented ECEC system, of wide-ranging quality and with skewed access, but with some movement in recent years toward the integration of early childhood education and care.
Highlights
Childhood education and care (ECEC) in the United States (US) includes a wide range of part-day, full-school-day, and fullwork-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the “care” component of Early childhood education and care (ECEC) and at other times with stress on “education” or with equal attention to both
ECEC scholars and advocates are increasingly convinced of the need to integrate all these program types, categorical funding coupled with diverse societal values continue to support the differences
The major federal sources of child care funds include the following: The Child Care and Development Fund (CCDF) provides funding to the states to subsidize the child care expenses of working parents whose family income is less than 85 percent of the state median income, as well as for activities related to the improvement of the overall quality and supply of child care in general
Summary
Childhood education and care (ECEC) in the US includes a wide range of part-day, full-school-day, and fullwork-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the “care” component of ECEC and at other times with stress on “education” or with equal attention to both. Childhood education and care (ECEC) in the U.S includes a wide range of part-day, full-school-day, and full-work-day programs, under educational, social welfare, and commercial auspices, funded and delivered. The result is a fragmented ECEC system, of wide-ranging quality and with skewed access, but with some movement in recent years toward the integration of early childhood education and care. Relative care, occasional baby sitting (child minding) and care provided in a child’s own home are not included in this paper nor are programs only for children with special needs
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