The PreK in Family Child Care Project
The PreK in Family Child Care project examines experiences of and strategies for implementation of public pre-kindergarten (PreK) in family child care (FCC) settings across states and localities in the U.S. The study will use a rapid response approach designed to both disseminate study findings about PreK-FCC implementation strategies and facilitate cross-state learning and sharing about PreK implementation successes and challenges. Focus groups and interviews with PreK site administrators and staff, document review of current PreK initiatives, and a survey of FCC educators who offer PreK will yield a quarterly series of rapid response policy briefs and a web-based depository of implementation tools for PreK administrators seeking to implement a mixed-delivery approach to PreK expansion that includes FCC settings. Long-term goals for the study include increasing the numbers of states and localities that include FCC as part of their mixed delivery child care systems and current/future PreK implementation plans. Expansion of PreK to meaningfully include FCC is a promising strategy for supporting the FCC workforce and for increasing access to and stability of high-quality early care and education for families and children.
Examining how family child care networks help families thrive through equitable access to comprehensive services and supports
Co-Director/Co-PI with Dr. Juliet Bromer; funded by the Robert Wood Johnson Foundation.
This study employs a participatory approach to examine the ways local family child care (FCC) networks and professionals help support the delivery of comprehensive (e.g., health, economic, social) services and supports as a strategy to reduce inequities faced by families and children from structurally marginalized communities. Study activities include the development of a conceptual framework for comprehensive service delivery in FCC, secondary analysis of interviews from the National Study of Family Child Care Networks, and case studies conducted in partnership with networks, FCC educators, and families in four communities. Findings will inform development of community-specific action steps and a toolkit for how FCC networks affiliated with early childhood policy systems can optimize families’ access to the services and supports they need to thrive.
Conceptualizing quality in family child care: Does alignment with government expectations have implications for engagement and retention in the field?
My dissertation research applies critical and institutional theory lenses to consider how regulated family child care educators conceptualize high-quality practice, as well as how misalignment between these visions and state expectations might relate to educators’ decisions to engage in early childhood systems (e.g. licensing, subsidy, and quality rating and improvement systems). I hope that findings from this federally funded work will empower federal, state, and local policymakers to rethink how they define and measure quality in ways that are more culturally responsive to educators’ priorities for children and families.
Recently Completed Collaborations
Multi-state study of family child care decline and supply
Enhancing the quality of infant and toddler care in New York City: Variation across EarlyLearn settings
PIs: Drs. Jeanne Reid, Sharon Lynn Kagan, & Jeanne Brooks-Gunn at the National Center for Children and Families at Teachers College, Columbia University; funded by the Heising-Simons Foundation in partnership with the NYC Early Childhood Research Network.
Promoting quality in programs for infants and toddlers: Comparing the family child care and center-based teaching workforce (article in Children and Youth Services Review)
Building a unified system for universal pre-k in New York City: The implementation of Pre-K for All by setting and auspice
PIs: Drs. Jeanne Reid, Sharon Lynn Kagan, & Jeanne Brooks-Gunn at the National Center for Children and Families at Teachers College, Columbia University; funded by the Foundation for Child Development in partnership with the NYC Early Childhood Research Network.
Building a unified system for Universal Pre-K: The case of New York City (article in Children and Youth Services Review)
The Early Advantage
PI: Dr. Sharon Lynn Kagan at the National Center for Children and Families at Teachers College, Columbia University; funded by the National Center for Education and the Economy.
Chapter 4: Knowledgeable and supported teachers and families
Chapter 5: Informed, individualized, and continuous pedagogy
International curriculum frameworks: Increasing equity and driving systemic change (article in Young Children)