COVID-19 blog series: Pediatric Health | Housing | Pregnancy | Talking to Kids about coronavirus | Applying for Round Two of PPP | Activities to do with your kids | Stay-at-home Families Navigating through Coronavirus | Families Struggling with Food…
At the VIRTUAL Champions for Young Children 2020, researchers from the Institute for Child Success will present findings on the impacts of COVID-19 on the early childhood sector in South Carolina from surveys with child care providers, pediatricians, educators, and nonprofit leaders.
As a result, without intervention, the existing shortage could potentially be made even worse by COVID-19 negatively impacting a generation of young children, their development, and their families’ economic status.
"It was always a weak industry, and it was very vulnerable," said Jamie Moon, president of the Institute for Child Success, a Greenville-based policy and research organization. "The pandemic has only served to highlight that vulnerability, and it's really a shame because it's such a critical part of having a robust economy."
Throughout the COVID-19 crisis and the resulting economic impacts, ICS has highlighted issues facing children and families in our home state of South Carolina and beyond. As states begin moving toward reopening, following guidance from the Center for Disease Control as well as state and local experts, we want to spotlight how service providers working with families are considering needs and changing operations. Today, we are sharing a post from Tanya Camunas, Executive Director of A Child’s Haven, a provider of therapeutic child care (TCC) and other essential services in Greenville, South Carolina:
Health inequity is one of many issues both highlighted and worsened by the COVID-19 pandemic. More than two months into the worldwide crisis, the impacts have been disproportionately felt across society as people of color and those experiencing poverty are bearing the brunt of the burden.
The attendance rate was relatively similar between rural and non-rural settings for infants and toddlers. However, these numbers differed significantly for older children. For preschoolers, just 26% of those in non-rural counties were still attending versus 38% in in rural counties. For school-age children in non-rural counties, providers were serving just 12% of their capacity for this age range, compared to 41% for rural providers.
Following the release of the survey, ICS sent a list of resources to respondents in the hopes that we may be able to help them navigate some challenges while policymakers develop broader solutions. We are sharing an updated version of this list to assist providers in any states who may be facing similar challenges.
As you know children love to help around the house and what are chores to us, children will do over and over again. Montessori says children learn through repetition. Although in a classroom the equipment is mostly child-sized, this is not necessary in the home.
Coming from South Africa, the story the children begged me to tell time and time again was how I was one day running around our house with my brother and jumping over what we thought was a stick lying in the grass, but in fact it was a puff adder (a venomous viper) lying snoozing in the sun and how our gardener grabbed us out of harm’s way.