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 its workforce, which is primarily women of color. We must address the undervaluing of labor through poverty wages in the early childcare education sector, and the hard truth that labor performed by ECE staff 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. The project’s goals were to advance systems-level conversations related to fair compensation and working conditions and to surface recommendations to make this a reality. 

This listening process highlighted key gaps between the field's current quality standard system and the realities of serving children and families in often-marginalized communities. 

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 cultural identities to economic standing. ECE providers understand the distinct needs of the families they serve, such as cultural values, cost, hours, and location. They provide wraparound services (whether funded or not) that go far beyond childcare for the families of the children at their centers.   

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. 

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 from diverse communities 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. 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