Kid Considerations: The "Underground Economy" of Child Care and Why We Should All Care About Quality

Kid Considerations:

The “Underground Economy” of Child Care and Why We Should All Care About Quality

Early childhood education and care has always been, in a sense, the “canary in the coal mine” when it comes to local, state, and national economies. When parents are unemployed, they don’t need supervisory care, and they can’t afford preschool. When parents are under-employed (i.e., part time or in low-wage jobs), they may need the care, they may want the educational experience, but they can’t fit it into their budget. And when state legislators (as happened in Ohio recently), reduce support for child care subsidy programs by reducing compensation rates to providers and lowering the maximum income levels for families to qualify for assistance, it becomes even more challenging for high quality care programs to thrive.

I’m sure everyone agrees that high quality is an important aspect of early education and care settings, but there is not universal agreement about how to define that. Some folks believe that teachers must have degrees and/or certifications, while others would argue that pieces of paper and letters after your name mostly reflect that you managed to pay for higher education (but doesn’t guarantee how competent you actually are—you can graduate with a low “C” average, after all). Some suggest that large quantities of high-tech toys in a high-tech building with pretty furniture indicates a high level of quality, but others value smaller spaces that exude warmth and charm and have a modest (though ample) number of simpler, age appropriate materials. Some assert that quality depends on intentional instruction of basic skills that prepare children for kindergarten, whereas others emphasize learning through play with no specific instruction at all (and many will integrate both into a balanced approach).

Over the years, I have become convinced that quality is not dependent solely on philosophy, curriculum approach, credentials, or furniture, but can be boiled down to two primary criteria that can apply to private center based programs, publicly funded programs, and home care providers:

1. A physical environment that is safe and appropriately equipped and furnished.

2. Teachers/Caregivers who consider themselves to be professionals engaged in a career.

It’s that second point (and the way it influences the first point) that is the focus of this post. “Educarers” (i.e., caregivers who educate) who recognize the seriousness of their work and its importance in the growth of young children will understand that there is always more to learn about the field, and will actively pursue ongoing professional development, and will apply what they learn to their interactions with children and the safety of their surroundings. The problem is that, in a depressed economy, we see a substantial increase in licensed programs cutting corners, as well as a proliferation of home care providers (mostly unlicensed) who see child care as an unskilled job that anyone can do just to make some money. It is these types of providers that proliferate and thrive in an “underground economy” of poorly regulated care situations. There are certainly a far greater number of dedicated professionals (both center and home based) than there are sub-standard programs and home care “child hoarders,” but the “face” of early childhood care and education that is presented in the media is dominated by the horror stories, and no child should ever have to spend so much time with adults who don’t care about quality.

Complicating efforts to improve quality and encourage providers to follow basic safety rules is an overburdened regulatory system that is underfunded, understaffed, and overburdened. In these circumstances, the “underground economy” does not have to operate in the shadows, because the only time they come under scrutiny or are subject to sanction is when someone complains to the regulatory agencies (or when a tragedy happens). This quote from an online discussion group typifies the attitude that contributes to this problem:

“At least in [city name removed], no.... one.... cares. I know that's bad to say, but literally, EVERYONE seems to be confused about the official, correct rules. Person after person after person has some different spin on what they think the ratios are supposed to be, and NO ONE follows up to enforce it. Now I don't mean go crazy and be a kid hoarder, and please don't think I'm some ridiculous person either, but I just mean if you're out of ratio here or there, it's really not a big deal.”

It is a big deal. Or should be. The ratios in the licensing laws in Ohio (where this post originated) are clearly stated. And there are definitely people, including professionals, licensing specialists, and parents, who do care. However, many parents either don’t know when a provider is violating the law, or choose to look the other way because the underground provider charges less than the licensed provider or center based program, and the parent’s options are limited. Meanwhile, home care providers and programs that “play by the rules” and are committed to maintaining high standards of quality wind up struggling to fill spaces, because it is hard to compete in such a context.

So, what can we do to allow for a variety of options, while maintaining quality care and education for all young children? Here are some suggestions:

• If you are a parent looking for care for your child, make sure that the provider you choose takes the job seriously. There are obvious signs, such as the TV on all the time, or a dirty or dangerous environment, but also look for the subtle signs: Is the space the children use shared by other family members while the children are present? Is there a sufficient number of toys and learning materials readily available? Can you see children’s artwork on the walls? Is the provider certified in first aid? Ask the provider if she takes advantage of professional development opportunities to learn more about child development.
• Become familiar with the regulatory laws in your state and locality. For example, in Ohio, if a provider has 6 or fewer children (including her own) in her home, she does not have to be licensed unless she wants to accept the state subsidy (but she also can not have more than 3 children under the age of 2 in that group). If a provider is caring for more than 6 children (including her own) in her own home, she is required to be licensed as a Type A Home Care Provider AND to have another adult helping any time there are more than 6 in attendance. If she is caring for children in a rented or borrowed space, or has more than 12 children on the premises at one time, she MUST be licensed as a Child Care Center. If you know of a provider who is in violation of these ratios, contact the licensing agency (in Ohio, it is the nearest regional office of the Ohio Department of Job and Family Services). If they have a report, they can investigate.
• If your home care provider offers high quality care, but is in violation of ratios or other regulations, encourage her take responsibility for her commitment as a dedicated professional and get licensed. If she declines, place your child with a provider who is willing to “talk the talk AND walk the walk.”
• Contact your local, state, and national representatives and encourage them to prioritize funding for early education and care that is appropriately (not overly) regulated and accessible to all families.
• If you are a home care provider, demonstrate your commitment to quality by pursuing ongoing professional development and operating within the law.
• If you are employed in a center-based program, make sure your program owner/administrator facilitates high-quality practices that go beyond minimum standards for safety and learning. If not, suggest changes that can be made, or contact your licensing agency.

Young children deserve the best that we can give them, and we all have to accept responsibility for ensuring that all early education and care situations are safe, loving, and professional.