Don't you shrug your should--- okay, yes, shrug your shoulders.

For a split second this morning, I was upset with a teacher.  And then just as quickly as I had gotten upset, I was so over-the-moon pleased with that very same teacher for the very same reason I had originally been upset!  Our DCFS licensing representative came this morning for our annual review.  I went into the classroom just to let the teachers know that she was here and would likely be coming into the classrooms to see them and this teacher just stared at me and shrugged.  I don't know what I was expecting, but realistically, her response is exactly what I want.

Who cares?

It doesn't matter who walks into our center, we are providing the highest-quality care possible.  We don't put on a show to please a visitor.  We do our best for the children and their families. This is so important to me as a director, I cannot express it enough.  If we're only putting on a good show for visitors, we aren't making the children our priority.

I love my team.

When company comes to visit

"This year they're real big on family engagement."  

"Just show 'em what they want to see."

"Where is all the money going that the centers get?"

-classmates

It's alarming to me that this is the culture of early childhood education.  Giving them what they want, putting on a show, doing the dance for the moment.  But what do you do when there's no one around?  Isn't that what matters?  Who cares if you can put on a good show because there's a visitor.  I want to know that there's quality programming being offered after the lights go down and "they" leave the site.  Our center is preparing for a federal review with Head Start this year and not only am I not nervous, I'm prepared.  We run our program according to the (many) Head Start regulations and I don't care who walks into the center, we operate the same way. My teachers know that no matter who walks into that infant room, they need to wash their hands and put on the booties.  Regardless of their pay grade or status.  I've heard my infant teachers ask visitors (including the Program Director and myself) to follow this procedure without missing a beat.  And to me, that's a sign of a high quality program.

A hoarding culture

There's a weird phenomenon that occurs in the field of education; I've seen it in almost every level and in different regions.  Ya'll are some serious scavenging pack rats.  I mean that lovingly, as I too was once a pack rat.  I've learned that not every toilet paper tube needs to be saved and that I can get new crayons, they don't need to be stored up high, out of reach, so as not to be "used."

I am currently in the process of converting a toddler/two classroom into a preschool classroom and have pretty much finished.  There are still some items like manipulatives and puzzles that need to be put into storage so they can be rotated during the program year for new and exciting opportunities.  They are sitting on the tables in the classroom and I plan to store them next week.  A teacher just approached me and asked, "What you gonna do with those puzzles and books that came out of our room?"  She mentioned she's been taking things from the classroom to use.  I'm all for sharing.  Sharing is caring, right?  But when it means that this classroom is being stripped of materials, I'm a little... upset.  Classrooms need to have a certain number of each material to maintain licensing standards.  Sharing typically means asking the other person (in this case, the director -- me) while scavenging means you're swoopin' in and taking materials that are not developmentally appropriate for your children while no one is looking.

Funds are tight.  We will never have Smartboards in our classrooms or be paid millions.  But I promise there will always be new crayons, paper, and markers available -- stop hoarding them.

Sometimes when I watch that show, Hoarders, I think of teachers.  I wonder if there are classrooms that need to go through such a process.  I mean, I hope there are no dead cats or tens years worth of newspapers in your classroom, but something tells me there are probably materials in your room I would find you hovered over while chanting, "My precious."  Am I wrong?

Didn't think so.

xoxo

Motivation from Within

source:  http://pinterest.com/pin/130674826660950571

Too often I feel like my teachers give me the stink eye when I walk into the classroom.  Not because they don't want me in there but more so because they don't know why I'm in there.  What did they do wrong?  I remember this feeling as a teacher.  I knew that when my boss walked into the classroom, I was in trouble.  I carry that with me and work to make myself an everyday presence in the classrooms.  I don't want anything to change just because I'm there.  I want the authentic experience not only so I can identify & correct any issues with standards, but also because I want to catch them doing things well.

Every month, I work to catch our teachers doing things well.  We had a similar system when I was in middle school and our teachers would find us doing things well and our names would go into a raffle and there was a winner at the assembly.  Winner, winner, chicken dinner.

It's the little things that need the most love & support, in my opinion.  It can be things like remembering to enter attendance by the end of the day, thinking of an amazing rainy day activity, staying late to help a coworker, using great language with children, etc.  I like to catch everyone at least once a month.  Traditionally, I had been using a raffle for semi-fabulous prizes like gift cards to motivate.  I've found that as I've tapered that off (I was using my own limited funds for that project), behaviors still exceed my expectations at times!  I think the reason for this is the motivation has become more intrinsic.  They aren't doing it for me.  They are doing it because it makes them feel good.  So I'm moving towards sending weekly emails to the team highlighting their good work.  I want the team to support each other & I want them to know that their good work isn't going unnoticed.  

Do you think it will be a powerful tool?  Do you think I should still be offering gift cards?  I'm thinking about doing quarterly raffles... thoughts?

The context of language

If a child has always been told to "pee pee toilet," or "flush the potty," their reaction to you saying, "Flush the commode"  is probably not going to be what you'd like it to be.

As someone who works in a child care center thriving with diversity, I am paying very close attention to language and the context in which it is used with small children.  While children absolutely come to "learn," they also come to use with prior knowledge and experiences they are trying to make sense of within the context of school.  Things that 'work' at home or are cute at home are not tolerated at school.

Case in point, the adorable child with ample (and oh so squeezeable) cheeks who has had her cheeks pinched her entire life by family members cannot come to school and squeeze the cheeks of her peers.  They simply won't allow it, even though she may be doing this to show affection and love much like her family members do.  It's kind of a tough thing to learn, that what's okay at home doesn't fly at school.

The verdict from licensing

I got to work Friday and was super anxious about getting a response from our licensing rep, knowing that she holds the power and if she didn't support my quest, it was pretty much time to come up with a solid Plan B.  I am the proud owner of a new purple bruise on my knee as I stood up entirely too quickly and bashed my knee into my desk in a rush to share the good news with my Birth to Three Education Coordinator.  It hurt like hell but was quickly forgotten in the heat of the moment.

Our rep shared her concerns and a forewarning that's not what she would do but that I am allowed to group the children 6 weeks through 2 years however I'd like.  And if I take that route, I need to include a detailed plan and can only have 1:4 teacher:child ratio.  Sometimes, I think people forget that Early Head Start already requires those ratios and my Birth to Three classrooms are capped at an enrollment of 8 already. I'm golden!

I just have to find the right way to share my vision with our Executive Director, Program Director, and the Board of Directors.  I hope that they can see the benefits of the vision and get past any obstacles, as they will only be obstacles for a short period of time while the benefits will last well into the future.

Embracing continuity of care

Maybe the title of this one should be "Embracing continuity of care and getting others on board too."  Because I love it.  I want more of it.  I just need to convince the 'powers that be' that this is a no-brainer decision and we should move forward with my plan.  I've been practicing my case for mixed-age groupings and feel I've spoken with enough colleagues to now be more articulate in the positive outcomes as well as highlighting the challenges and presenting possible solutions.  I'm ready!  Bring it!

• More family-focused
• Mixed-age groupings would better allow us to support the child in the context of his/her family. When children gather within social experiences, they are not segregated by age and forbidden to socialize with other age groups.  It is our responsibility to prepare children and help build a strong social-emotional foundation in partnership with the family.
• Parents and teachers would have up to three years to build a reciprocal relationship before transitioning to our preschool program; the Birth to Three staff would still be nearby and the relationship could continue into the preschool years.
• Better assessment data
• I didn't even think of this at first, but think about how much more valid the assessment data would be for the children who stay with one consistent and reliable assessor for the first three years.  The teacher would have years of prior knowledge to refer to when assessing children's progress.
• Parents and teachers would have a stronger relationship and when completing the Ages and Stages Questionnaires together, they would be better equipped to respond to the questions and reflect on the child's growth over time.  This safe relationship would also allow an easier referral process if there were concerns about the child's development.  
• Better for the children
• We would essentially be minimizing transitions to the bare minimum.  Children could be in the same room until age 3 and then transition to preschool.  As they prepare for kindergarten, they transition into their new school and we celebrate.  Awesome, right?
• The alternative to this would be to have one infant (6 weeks to 15 months) and one toddler/two (15 months to three years) classroom as well as our preschool room.  This would mean a possible 4 transitions (into the center, into the toddler room, into the preschool, and into kindergarten).  Less is more when it comes to transitions for tiny humans.
• If we use this scenario, I could loop the teachers with the children so they at least have a familiar face. The only concern with that is turnover.  We have had pretty low turnover at this location (KNOCK ON WOOD) but if the teacher leaves, I'm sending children into a new room with a new teacher and no familiar teacher to support the transition.  I know there are ways to make it work if it's the only option, but right now, it's not the most attractive possibility.
• Better for our staff
• Teachers get very attached to the children they work with and this would afford them three years with their babies before they transition to the preschool classroom.  I suspect I would see a boost in morale as those relationships with children are often the highlight of teachers' days at the center.  This could further work to reduce teacher turnover as they wouldn't  have to learn a whole new group of children but rather could watch their relationships blossom.
• Typically, when I ask teachers about the best part of their job, they say something along the lines of "When the babies get excited to see me come into the classroom."

Honestly, when we look at all of the amazing benefits, the challenges seem more manageable but also totally worth it!  Professional development for our teachers?  Of course!  Pile it on!  We want to make sure our teams are ready, knowledgeable, and excited about working with children for the first three years.  Seems like a pretty smart investment.

Now let's see what our friend at licensing says... I'm hoping for good news.

A dance with licensing

The center I work with is licensed by DCFS and we meet and exceed the regulations.  I have a phenomenal relationship with our licensing representative who I work with very closely when brainstorming changes.  That being said, today I sent an email that may or may not have stressed that relationship.

The more time I spend in this field, the more I recognize the presence of those who quote standards and regulations that are within their comfort zones, not necessarily what's considered best practice or developmentally appropriate.  Some things still make people uncomfortable.  As an advocate for tiny humans and their families, I'm an avid reader and researcher.  I've invested many hours reading materials about attachment and primary care-giving   I strongly believe in mixed-age groupings where the teachers have the professional development and knowledge to support children over the span of their first three years of life.

I have three classrooms in my very small, close-knit center and I'd really like to change our program model from only birth to three to include a preschool classroom.  Ideally, our two remaining birth to three classrooms would be birth to three.  I want children to come into the center and stay with their primary caregivers until they transition to preschool and stay with that preschool group until transitioning to kindergarten.  Dreamy, right?  So glad we agree.

I had a conversation with my licensing representative and she shared that I cannot mix infants, toddlers, and two-year-olds in the same classroom because it's not safe.  "Just think about how big some of your two-year-olds are and then imagine them with infants."  I did.  I pictured it.  And it made perfect sense to me that they be together.  Families do not consist of children all the same age, unless you've been blessed with multiples.  We don't keep children from younger siblings or cousins.  Granted, teachers will require a bit more support with helping children to respect those younger children and planning for such a vast age grouping can be tricky.  But that's why we have an Infant Toddler Specialist.

Imagine my surprise while reading the standards for child care (dude, I read everything) and finding the following:

"Children may be combined in any of the following ways:

                    1)      infants, toddlers, and two-year-olds may be combined; and/or

                    2)      Two-year-old children through five-year-old children may be mixed in any combination; and/or

                    3)      Four-year-old through six-year-old children may be mixed; and/or

                    4)      Children of all ages may be mixed during the first hour and last hour of programs that operate

                           10 or more hours per day.” 

I'm not one to fight with those who have the power to shut down my program so I sent a sweet-as-pie email asking for more clarification about this section of the standards and whether this meant that I could indeed group them together as I had hoped.  Response is pending.

So I suppose the main point of my presentation here is that if it's permissible by the standards, I'm doing it.  I'm moving forward and blazing some kind of trail because it's what's best for our children.  I want to eliminate transition as much as possible and create a solid foundation for our children and families.  Sure, it means I'll be spending copious amounts of time offering professional development and technical assistance to teachers, but THAT'S MY JOB anyway.

C'est la vie!

Invest in your staff

The only thing worse than training staff and having them leave is not training and having them stay.

-Henry Ford

Oh my goodness, how true is this quote?!  I always open the Exchange Everyday emails in the morning to find a nugget of inspiration and today was no exception.  There it was, staring back at me, the truth of why I do what I do!  I love children, don't get me wrong, but I think my true passion is working with other teachers to help them see themselves as teachers rather than glorified babysitters.  

No one pours themselves into schooling to obtain a degree in early childhood to be called a babysitter.  How demeaning!  No one would ever think to undermine the qualifications or credibility of a doctor or lawyer, so why do they do it with teachers?!  

Many of our funding agencies require us to send teachers to x-number of professional development workshops during the program year to meet the requirements.  I like to call these little chunks "drive-by-trainings."  These are the stupid make & take workshops where there is no real application or synthesis of information; you show up, you make something that's developmentally inappropriate and you go back to your program.  Maybe you got a handout.  It's probably in your car, under the seat, or wadded up in the door.  The likelihood of you saving that handout are slim (to none) and if you do, it's in a folder... somewhere.   Have you looked at in since the workshop?  Do I even need to ask this question?

I value professional development for what it's meant to be.  Development.  I want teachers to go to workshops and come back feeling empowered and excited.  I see this occasionally, but I truly believe it only happens when teachers are responsible for their own development, meaning they reflect on what they're doing in the classroom and what they'd like to strengthen.  Together, we identify workshops and conferences that might support the goal and then -- this is the kicker -- they go.

Yesterday, I did some reflecting (!!) on reflective supervision and what that should look like and one of the roadblocks that gets some of us directors is coverage.  "Well, I don't have coverage, so you can't go to that workshop you were supposed to attend."  This. Kills. Me.  I work really hard to plan ahead and block off those times so that this professional development time is protected and actually occurs.  We've been fortunate this year (knock on wood) and we've found some great workshops and we're trying a new system.

When you return from your professional development, you share.  Mind-blowing, I know.  But when teachers are asked to share what they've learned at the workshops, I can see the light bulbs above their heads turn on. This is a step that we're continuing to develop but so far, it's been fun!  After all, the best way to learn something is to teach it!

Vacat--- Staycation!

I am really fortunate, the agency I work for allows me to take up to 21 days of PTO (Paid Time Off) each fiscal year.  That's a lot of days when you allow your brain to translate from calendar weeks to work weeks -- that's 4 glorious weeks of time away; although sometimes it's for less than fun reasons, like a migraine or the flu.  Either way, that time is accruing each pay period.

Let's get to the gritty of it, shall we?  Phone call from accounting is telling me I have 200 hours to use by June 30.  This, my friends, is 25 days.  Which would be fine if I weren't "one of those people" who tends to live at my site.  I'm beyond uncomfortable leaving my site for 25 days.  That's an entire month and super unrealistic.  But no one said you had to take it all at once, right?  Normally, you'd be correct.  But I sure did get that suggestion.  Followed by, take the time and go to Puerto Rico or something.  Go somewhere fun.  This from accounting.  Who deposits my checks each pay period.  Do you know something I don't?  Because I'm surely not makin' it far with that check.



I blocked off several "mini vacation" periods on the calendar and while it is challenging to prepare the site and the staff for them, I'm certain that they can handle the actuality of the situation.  I don't doubt them for a moment.  It's the prep work that pushes me slowly into maddness.  For example, I had to go to the grocery store and purchase 3 weeks of baby food and formula for the infant room because I'm the only one who does that task (since it almost always involves using my own funds & waiting for reimbursement).  To do that, I had to put together the infant menus first and so on and so forth.  I got it all done.

It's done.  I am for the most part, ready to peace right on out of that building for the next 2 weeks. I have to check in on one of those days to meet with a coworker and facilitate an amazing staff meeting -- OMG.  This staff meeting is going to be amazeballs.  We're going to view a video I got from Reggio Emilia, Italy that focuses on the infant-toddler centers and I am SO FREAKING EXCITED.  So much to plan though to make sure it goes smoothly... but I'll have all of this time at home to get it done!  (See, always working!)

I think we all know that there's no real way to turn off that portion of your brain unless you really are fortunate enough to escape to a locale with a beach, blue water, and umbrella drinks.  I intend to leave that portion of my brain on and to start cooking the things that have been marinating in my brain for the past year that I've been in the position of Site Director and prepare myself to really be the agent of change. And I'll be working on my NAEYC Program Portfolios because if I don't, they will haunt me in my sleep.



Just another day in the life of an exhausted Site Director!  I just know that when we finally achieve the honor of accreditation at our site, it will be my 3rd accomplished site (100% baby!) and my 1st infant-toddler accreditation.  Maybe I should be a NAEYC consultant and help other programs accomplish this honor as well.  HEY!  There's an idea!

Let's put that in the tank for marination!

Get ready to hear lots more from me as I begin my 2 weeks stay-cation here in blustery Chicago effective 5pm tonight!!

XOXO

Settling

I've been giving a lot of thought to the idea of "settling" in relationships...

We tend to think of settling as a romantic thought... but why settle for less than our children deserve?
Find your voice.

So last night, I posted on my Facebook page:  What if we stop settling for "good enough?" To me, that's simply not enough. Strive to be the best, be the change, be the difference.

Today I'm reminded of the Sugarland song with lyrics:

I ain't settling for just getting by

I've had enough so so for the rest of my life

Tired of shooting too low, so raise the bar high

Just enough ain't enough this time

I ain't settling for anything less than everything

I've been thinking about my relationship within the context of my early childhood center and the community that grows around me.  We serve a variety of income-levels at our site and I'm (surprisingly) a very passionate person about the quality of the services we provide.  
I don't think it's acceptable to offer a sub-par service to a family simply because they make less money.  Every family has a story and every child is an individual who deserves the best start in education possible.  No two stories are alike.

By no means am I a perfect director.  I know there are things I need to continue to develop to be the best support system I can be to my team.  I also recognize that there are some areas in which I am strong and can help others.  I am offended when others don't want what's best for our young children.  These children are the future (did you start singing that song? I did) and we are responsible for ensuring they are the kind of adults who can lead and help others.  They are a part of our community!

I have high standards and most times, people can reach or exceed them.  I refuse to lower my standards for child care because others have lost their light.  I can help you fan your fire or you can step out of the field.  The early childhood field needs more people with energy and excitement for this group -- not those who have been beaten down and dejected by the system.

I strive to be the best.  I don't always hit the mark, but I know my families and staff appreciate the changes being made around them to improve the quality of our program.  Some may say I'm too passionate.  

I simply have a fire that's been fanned over the years.  
Children are my passion and I strive to ensure they are well prepared for the world they are a part of.

I have chosen to find my voice and use it to support the lives of young children and their families.

Keeping Momentum

Let me tell you-- it is not easy in a system where burnout and turnover are high to keep your motivations high and/or focused.  It sometimes seems as though the squeaky wheel will get the oil and the rest, who are kind of getting by independently, will just kind of be left in limbo.

Those of you who know me know that I love a challenge.  I also need to be busy.  Like crazy busy.  It forces time management while pushing negative stagnant thoughts & attitudes right out of my brain.  For example, I planned our wedding while working full time and going to grad school.  And loved it.  Sure, it was kind of a haze at times, but that's because I procrastinated like crazy when it came to deadlines.  I work well under pressure.

Did you just hear the opening beats to Under Pressure?  If we were together, I'd sing it to you.

My point, though very much buried under that rant, is that sometimes I just need someone to recharge my batteries and remind me why I do the work I do!  Most times, I can be that person.  I can usually see that I'm sliding and I have a few quick fixes:

1. Get into the classroom.  When I spend time with the children at our site, my batteries are quickly charged and my fire is fanned.  I usually leave the classrooms feeling inspired and ready to take on the afternoon.  Those tiny humans are the reason I have a job & they deserve the best educare experience possible.  (Isn't that a great word!? I'm smitten.)

2. Find a colleague -- coworker or not.  I have a few people whom I can share my lack of motivation with and others will just see it as I'm lazy or not doing my job.  While those are perfectly acceptable conclusions, they're just that.  I am so thankful for my network of support.  Coffee dates have honestly kept me from quitting and working at a coffee shop on numerous occasions.

I am incredibly fortunate to supervise a small site. I offer 24 Early Head Start slots for children birth to three. I have a great teaching staff who (for the most part) get the children they serve; they understand why their work is important and they strive to be the best.

Child care is a rough business to be in, much less to manage.  No one goes into this career with visions of money or glory; I think, for the most part, people do it to be the change they wish to see.  And if they're doing it for reasons like money, they really need to move along because those are the people who are causing the burnout.

I pour myself into my work; I spent most of my waking hours thinking about work either consciously or subconsciously.  My kids, families, and teachers are always on my mind and I refuse to give them anything less than I would expect from a director.  I wont ask them to do things I wouldn't do myself.  Giving so much of myself occasionally leads to exhaustion and I step back and recharge.

And then I move forward.  No matter what.
(Baby steps count)

Why Slip Slowly?

Why slip slowly into madness when you can simply jump in head first?!

Things can be crazy; both in a good, productive way and in a not-so-great-feeling way.  We have bursts in time when things seem to be convoluted and nonsensical.  We kind of stop what we're doing, look around and (usually in an exaggerated tone) let out a great big "Seriously?!"

Seriously.

This is happening.

What are you going to do about it?

Are you going to do something about it or are you planning on waiting for someone else to solve the problem?  Have you given a voice to the problem?  Or are you letting it interrupt your good work?

We work hard to provide the best experience possible to our children & their families so I try to give a voice to the issue, address it head on and then solve it.

The saying going around our workplace now is that we have a "quality train" and "either you're on it with us or you can get off at the next stop."

I want to continue to do amazing work and that means I hold people to that same standard -- for them.  Start where you are and get better, do more, love more, be the best you can possibly be.  If you aren't willing to learn and grow, I don't really trust you to help our children learn & grow.  Be fabulous and resist the negativity that others try to bring into your life -- professionally & personally.  Haters gonna hate! ;)

seriously?  i am in love with imgfave.com

Top 20 Supplies for Art Exploration

1. Crayons
2. Charcoal 
3. Oil pastels
4. Watercolors
5. Playdough
6. Clay
7. Wire
8. Paper Mache
9. Construction paper
10. Scissors
11. Pipe cleaners
12. Acrylic paint
13. Sharpies
14. Transparencies
15. Light projector
16. Fabrics
17. Glue
18. Markers
19. Paint chips (samples)
20. Ribbon

Routines for Children Ages 0-100

I depend on a smooth morning routine to make the rest of the day manageable.  This means waking up on time (possibly before my alarm), having time to plan an outfit (let's face it, I'm no fashionista), time for coffee, and a cushion of travel time so that I arrive to the center refreshed and excited.

Find me on a morning when I forgot to set the coffee maker the night before...
I'll be locked in my office sulking.

Find me on a morning when my alarm didn't go off because I set it for PM instead of AM...
I'll be locked in my office with wet hair & probably a scowl, particularly if it's winter or if I have a meeting that day.

Thankfully, I'm an adult.  I am responsible for my own destiny with regards to morning routines and can take steps to ensure I transition well in the morning.  I make coffee the night before, immediately after walking in the door.  I practically triple-check the coffee maker to ensure I've done this correctly.  I may have an issue with caffeine. 

Children do not have this same luxury.  Children are subject to the routines (or lack thereof) adults provide.  When children can predict the happenings of their day, they are better equipped to handle the day.  It's important that children be in school every day.  Two things there, yes, I call it school because all though we are providing child care, we're also teaching -- and yes, I know that sometimes parents have the urge to keep their children home because they have a day off or they want to spend time with their children.  That's cool.  All I ask is that parents give their child some semblance of a normal day.  Come to school in the morning, maybe stay for lunch, possibly for rest time, and then go about your adventures.

This is particularly true in the first months after a transition.  We're working to ensure that children trust the routines of their day.  If parents keep children home every other day, it creates an uneasy vibe.  Children didn't expect to come to school and as a result, drop off time sucked for the parents, teachers, and especially for the child.  We strive for consistency.  We're also working to support attachments within our center.  When children know what to expect, they are more confident and better able to focus on learning new things as they feel safe and secure in their environment and schedule.  This is true for all ages, up to and including adults.

That being said, let me give a quick word about when routines must be broken or changed.  Listen, we're busy people and things happen and somethings, we have to take the bus instead of drive or we have to shower at night instead of the morning.  The best way to prepare young children (and yourselves) for this type of situation is to talk about it.  Acknowledge that it's difficult and something unusual or new.  Let children know what's coming next, especially if it's something out of the norm.

Please respect the routines of children ... and recognize the routines that you depend on as adults and how you feel when someone or something goofs up your daily routines.  Does your day seem to take a turn?  Do you feel stressed?

The Gap

There's a gap in early childhood that we work diligently to close.  Children who come to us from lower income homes are often at a disadvantage and programs like Head Start and Early Head Start strive to ensure that those children are offered a high quality preschool experience in an effort to close that gap.

But like any gap, there are children falling through the cracks.  The system, at times, seems designed not only to keep families from succeeding but to keep them at the status quo, at least until their youngest enter the public school system and are being educated for 8 hours of the day at no cost.  It's heartbreaking as a child care provider to see families working hard to be successful and attempt to break through what can really only be described as a glass ceiling...

Here's a quick example for ya --
I work with some amazing parents.  This particular family has 2 children and they are a family of 4.  They qualify for child care assistance and Early Head Start.  While their co-payment is manageable, it's still pretty high. This mother works hard and was recently offered a promotion.  Sadly, instead of quickly saying yes, she had to deliberate as to whether she could afford it.  What?  Afford a promotion you ask?  Indeed, because if she accepts the promotion, her child care co-payment will go up and she won't be able to afford the new cost child care & would likely, in the end, have to resign or reduce her hours to stay home with the girls.

The cost of child care isn't going down.  Sadly, many children will be forced out of the high-quality programs and into private programming (where there are no standards of quality unless they are aware of and actively involved in early childhood organizations) or staying at home with grandmas and grandpas.  Not to say there aren't great home providers, though they tend to be the exception rather than the rule. I'm left wondering and worrying about the children who may no longer qualify for child care and are left in the gap.

How do we reach into the gap and ensure that ALL children have a high quality preschool experience so they are ready for kindergarten?  With all of this focus on "school readiness," we need to ensure that our tiny humans in the gap aren't forgotten.  But how?  And who will support this mission?