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.
Over the last week, ICS collected responses to a survey of child care providers in South Carolina to better understand how the spread of COVID-19 – and the resulting economic impacts – are affecting the child care sector. The child care sector is essential to the health and well-being of millions of South Carolina families and to our economy as a whole.
…go to sleep and wake up at consistent times, set timeframes for meals, and create chunks of time for major activities such as work-related, school-related, physical exercise, connecting with others through technology, and family entertainment and playing...Dress for the social life you desire, not necessarily the more limited social life you have during this period of time. Put on some bright colors—how we dress can impact our mood and feelings about the day.
As of mid-April, 55 million American K-12 students are home from school in response to the COVID-19 pandemic, along with millions more young children who were served in child care settings – part of a global trend which sees 1.5 billion learners out of school. Millions of parents have been figuring out a desperate scramble to make this new arrangement work alongside their own employment and family needs, while some may be feeling most anxious about this ongoing health crisis.
The COVID-19 pandemic represents an unprecedented challenge for each of us as individuals and for the institutions we rely on for education, health, employment, and support. The crisis also serves to highlight the vulnerabilities and inequities inherent in many systems, including the early childhood health and education systems.
We will highlight recommendations from experts, cross-system considerations, and opportunities to learn from other communities on health, education, child care, child welfare, pregnancy, and more. While adjusting to the realities of our new world may feel like “building the plane while flying it,” the fact is that researchers, policymakers, and providers have decades of experience and literature that can help us chart a research-informed course in the coming weeks and months.
Making certain that early childhood development (ECD) centers/employees are deemed to be “essential” in the event of local, national, or state shutdowns (understanding that care for the children of healthcare and other frontline personnel is needed).