Lessons From an Urban School Readiness Initiative: Including Family, Friend, and Neighbor Care Providers

Abstract

ABSTRACTResearch Findings: Using a structured qualitative case study method, this study examined one urban school readiness initiative's efforts to identify and engage family, friend, and neighbor (FFN) care providers to promote school readiness in underserved and immigrant communities. Interviews and focus groups were conducted with 23 FFN providers, 14 parent leaders, and 35 community partners in five urban neighborhoods. Results show that 1) a community-organizing approach was the primary method of engaging FFN providers, 2) FFN providers self-reported positive impacts of their engagement for both themselves and the children in their care, and 3) the inclusion of FFN providers elicited many strong feelings among partners about potential benefits and liabilities of supporting FFN care, which in some cases acted as a barrier to successful engagement of FFN providers. Practice and policy: Results highlight key strategies and potential benefits of engaging FFN providers in comprehensive school readiness systems. The tensions that arose regarding the engagement of FFN providers point to the importance of addressing misconceptions of FFN care and its value to children, families, and communities in order to ensure a shared commitment and understanding of the value and possible benefits of such a strategy.