Decades of research confirm that quality early childhood education (ECE) lays the critical foundation for children's development, growth, wellbeing, and future success. Yet access to quality ECE remains challenging for many families, especially for those earning below the poverty line. At the same time, the ECE sector itself remains entrenched with poverty-level compensation for a workforce made up predominantly of women of color. Any real conversations about racial equity in early childhood education must address the undervaluing of labor through poverty wages and the hard truth that labor performed by predominantly women of color essentially subsidizes the current system of early care and support for children and families. 

With support from the Vanguard Strong Start for Kids Program™, NFF (Nonprofit Finance Fund) sought to elevate the voices of ECE leaders who serve and/or represent communities traditionally excluded from ECE policy and system-level discussion. NFF interviewed 22 leaders in the Philadelphia ECE field, focusing specifically on individuals who identify and/or serve Asian, Latinx, or Indigenous communities. The project’s goals were to advance systems-level conversations related to racial equity and surface recommendations for making this work more equitable. 

This listening process highlighted key gaps between the field's current quality standard system and the realities of serving Asian, Latinx, and Indigenous children and families. 

"There are a lot of people who work in the field who are primarily women of color. But they don’t get to be at the table where you can give their feedback or thoughts, or [be able to] advocate for people."

Key Themes and Challenges: 

The ECE workforce is comprised of women of color who often live in the same community as the families they serve and share similar lived experiences, from racial and cultural identities to economic standing. ECE providers understand the distinct needs of the families they serve, such as preferred language/language access, cultural values, cost, hours, and location. They provide wraparound services (whether funded or not) that go far beyond childcare, including:   

• Language support for non-English speaking families. Beyond just translation, ECE providers bring cultural competence and ECE expertise to language access.  
• Trauma-informed supports for immigrant families who are transitioning from injustices and violence experienced in their native country.  
• Additionally, providers offer family engagement support, and other services such as help connecting with public resources and benefits.  

Women of color make up the vast majority of the ECE workforce, yet they have little representation or involvement in leadership roles and/or system discussions about fieldwide policies and funding. This is especially true for providers operating outside of the high-quality center paradigm, such as those offering in-home care. 

The lack of women of color in positions of power with a “seat at the table” where sector-wide conversations are happening contributes to a disconnect between the working definition of “high-quality” ECE and the cultural values and needs of Latinx, Asian, and other immigrant and ethnic communities. To be considered high-quality, ECE providers must meet specific policies and standards (known in the field as quality standards or ratings). Yet, these quality standards are Euro-centric and sometimes conflict with the values and needs of families of color. 

• For example, undocumented families fear for their personal safety when required to disclose immigration status or other information as part of registration processes for daycare centers. Some ECE providers intentionally avoid pursuing quality standards and related ratings in order to provide much needed ECE services to undocumented families. “There has to be a way we can help families with daycare without asking a lot of questions.” 
• Other families prefer home-based environments over centers because they have found providers that share common values and cultural backgrounds. “A lot of Black and brown families use [family providers] for childcare because there is a trust and cultural factor that is important …" 

Families increasingly need access to care outside of center-based ECE programs, especially those who work non-traditional hours, can’t afford the higher price point of center-based care, and/or prioritize settings that they trust and perceive as aligning with their cultural values.  

Funding opportunities and technical assistance are geared toward ECE programs that: 1) are center based, 2) actively pursue quality standards, and 3) hold a 501c or nonprofit legal status. Left behind are those who lack the resources or interest in pursuing quality standards as well as those operating more as small business owners than organizations. “These are really small business owners struggling with the day to day, often not paying themselves.” 

"I wish [those who set policy and quality standards] knew the culture, norms, family structure before writing any standards for them. Right now, it’s FOR them, not BY them."

Recommendations: 

Revisit the definition and requirements for “high-quality” ECE with providers that identify as people of color and include them in decision-making. 

• Ensure that the definition of “high-quality” is inclusive of cultural values. 
• Put the social/emotional well-being of children and families at the same level of importance as academic/educational program elements.  

Provide planning grants at the start of new projects to engage providers and community members in the creation of more equitable opportunities.  

• Compensate them for their time and expertise. 

Research and engage with non-center providers and caregivers.  

• Prioritize repairing their trust in participating in ECE systems. 

Provide support specifically for small business owners, such as technical assistance, funding, and fiscal sponsorship/incubation opportunities.  

Provide language access support throughout the system to ensure that all providers and families can participate, share ideas, and contribute to the broader ECE community.  

"When we talk about ECE, we need to be more creative and include these mom and pop informal centers and help them find more capital to become better. They know the language, know the community, and they can do so much. We can build them up. They are in – and know – their community."

Early childhood education is essential for creating economic mobility and setting families up to thrive. It’s time for those leading and funding ECE work to listen and respond to urgent calls for change from the people who are delivering this work – predominantly women of color. They deserve (or need) fair access to resources – including living wages – so that the ECE system can help break entrenched cycles of poverty rather than perpetuating them. 

Read more about NFF's work in early childhood care and education in the following reports:

• Los Angeles Early Care and Education Provider Financial Analysis
• Overcoming Financial Barriers to Expanding High-Quality Early Care & Education in Southeastern Pennsylvania