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Concept Paper: Supporting Improvements in Physical Environments for Early Education and Care Programs Serving Infants and Toddlers

Of the $23.9M available through the CCDF ARRA grant, $1.2M must be spent on quality improvements for infant and toddlers; this proposal is to use up to $500,000 of those quality funds to train providers on physical environment enhancements that make quality improvements to their program and then to award small grants, thru an intermediary vendor, to make an improvement in their space.

Benefits of Quality Equipment in Early Education and Care Programs

“The quality of a physical environment can either contribute to children's development and support staff and parent goals or create a permanent impediment to the operation of a high quality program. The design and layout of the physical environment, which includes the building, interior finishes, outdoor spaces, selection of equipment and room arrangement has a profound impact on children's learning and behavior and on teachers' abilities to efficiently do their jobs[1].

Children need age-appropriate physical environments that support and promote child-directed and child-initiated play. The environment must promote and positively support the child's interaction with space, materials and people. Teachers and caregivers also need highly functional, easy-to-use environments. When the environment supports both and is working for children and adults, it is easier for adults to focus on facilitating each child's learning and play1.

Functional details like high quality finishes, appropriate furniture and equipment, adequate numbers of sinks and interior windows/doors –are all details which can better support children and staff needs1.”

The 2007 Cornerstones report on early childhood settings (by the Schott Fellowship, now CAYL, and the Bessie Tartt Wilson Children’s Foundation) highlighted concerns about hygiene and sanitation. It found that:

  • 39% of preschool sites had too little indoor space, poor ventilation, poor lighting, or inadequate activity spaces.
  • 51% of infant-toddler programs lacked appropriate furnishings or made use of furnishings that were in poor repair.
  • Fewer than half the programs had space and materials for active physical play – a key strategy for reducing childhood obesity, and key to EEC requirements for 60 minutes of physical activity each day.

There is a growing body of research on the impact of the environment on children’s learning and on staff commitment and productivity. Other studies have shown that good facilities lead to:

  • Children exhibiting more exploratory behavior, more positive social interactions and more cooperation in classrooms with well-defined activity areas;
  • A positive relationship on children’s later cognitive development when space is available for children to retreat from the larger group for a portion of the day;
  • Reduced conflict and anxiety as space is designed to support children’s development; toddlers need low partitions that allow them to see playmates or teachers. Rooms in which partitions restricted younger children’s view of other children or teachers showed reduced time in positive interactions and increased conflict and anxiety;
  • Better staff engagement with children and more effective interactions and teaching;
  • Reduced teacher fatigue, more patience, better morale and commitment;
  • Longer tenure in the field and more successful recruitment of qualified teachers.

Investing in high quality early learning has proven to be effective in addressing the educational disparities faced by children at risk, but quality is a crucial component and one factor that lacks funding supports is the condition of the facilities housing these programs. In preparing children for academic success the impact of facilities can impact the quality of an appropriate learning environment.

Approximately 3,500 infants and 8,700 toddlers receive EEC financial assistance. EEC proposes to use up to $500,000 of ARRA funding through a competitive bid process to support training for programs serving infants and toddlers that will focus on the significant issues regarding the improvement of space and then will provide small grants to programs to purchase equipment that will increase the quality of the program.

Model for Implementation

EEC proposes to fund a two part model which begins with training and then offers small grants to trained programs to implement an environment improvement project. EEC would seek a vendor, through a competitive bid process, with expertise in this infant toddler environment focused training and providing program-level grants to programs.

Initial selection criteria for a vendor may include:

Will fulfill all ARRA/Fiscal reporting requirements as outlined (job creation/retention (including subcontractors when applicable), funds spent quarterly)

Must have a plan to serve the entire mixed delivery system statewide (center based, Head Start, public school, family child care affiliated with a System and independent family child care providers; profit and non-profit).

Has an established, but flexible, process for training and funding programs within the mixed delivery system statewide, including:

  • An RFP and proposal review process.
  • Providing technical assistance to providers until their project is complete (including site visits).
  • An on-line training component that can be accessed by all early education and care providers.
  • Providing a list of approved vendors for grantees to use when purchasing materials.
  • Having expertise regarding child care facility improvement project management (e.g. aware of the costs of projects, equipment etc, have access to experienced advisors as needed).
  • The ability to provide training between April and June 2010.
  • Ability to implement a Train the Trainers model to realize efficiencies and additional impact in training.
  • Plan for returning equipment if the program closes.
  • Monitoring process for grants.

Can meet timelines for training and funding programs; all funds to be spent by programs by September 2011.

Capacity to offer training in multiple languages, as needed.

Vendors may be prioritized if they are able to negotiate bulk purchasing discounts with approved vendors where possible.

Vendors may be prioritized if they are able to leverage funds (e.g. private investment in training development and resources for connecting programs to other resources, utility company subsidizing models, or loans to programs statewide to extend the impact of the EEC ARRA grant funding).

  1. Provide Infant/Toddler trainings focused on environments

Two trainings available in each of EEC’s five regions that offer opportunity for reflection (April - June, 2010).

The second training should also include an extra 3 hours training (offered once in each of EEC’s five regions) to provide a focused module on Financial Management Training that focuses on capital spending, depreciation and capital reserves.

Trainings will include information such as:

  • Images of high-quality indoor and outdoor infant-toddler environments.
  • A discussion of significant issues related to infant-toddler care: group size and ratios, primary caregiver vs. multi-caregiver staffing models, mixed age groups, parent needs and concerns, the scale of space and furnishings, and how space can either support or interfere with the quality of care.
  • How the environment supports children’s healthy development and learning, and how to adapt an environment to support children with special needs.
  • How to ensure good health and safety for children and adults using the space. This will include typical concerns such as child-proofing, sanitation, and avoiding hazards, but also ergonomic considerations for adults working with young children, as well as “green elements” such as indoor air quality, day-lighting, access to nature.
  • How to develop a comfortable and welcoming environment for all users: children, program staff, parents, and others.
  • How to lay out space for both function and convenience: furnishings, feeding, sleeping, diapering and toileting, storage of children’s belongings, staff needs, and other storage.
  • Aesthetic considerations: lighting, color, display, scale, and creating a residential rather than institutional feeling in an infant-toddler program.
  • Strategies for incorporating family and staff culture in the environment.
  • Purchasing equipment.
  • Green or sustainable practices in early education and care.
  1. Providing grants and technical assistance to programs to implement environmental improvements.
  • Center based programs:
  • Grants up to $10,000 per program to purchase equipment focused on equipment to improve the program’s health and safety or curriculum for infants and toddlers. Must have an impact on all infant and toddler classrooms in a program. (See appropriate fund use section for additional constraints)
  • Family Child Care programs:
  • Up to $1,000 per program focused on equipment to improve the program’s health and safety or curriculum for infants and toddlers. (See appropriate fund use section for additional constraints)

Priorities for Initiative

Alignment with ARRA funding

These funds would be invested in ways that do not result in unsustainable continuing commitments after the funding expires, will be closely monitored, and funding will be prioritized toward programs serving subsidized children.

Focus on Improving Programs that Serve Infants and Toddlers

  • Of the $23.9M available through the CCDF ARRA grant, $1.2M must be spent on quality improvements for infant and toddlers.
  • The Birth to School Age Task Force recommended using funds to support the improvement of early education and care facilities that serve infants and toddlers.
  • Equipment will be purchased that focuses on health and safety and curriculum improvements for infants and toddlers.

Quality Rating and Improvement System (QRIS)

  • Programs that receive grant funding would be required to participate in the QRIS pilot to be rated.

Early Education and Care Eligibility

Early Education and Care Programs

  • Must be serving at least one subsidizedinfant or toddler when applying for funding.
  • Must be an existing program in business for 3 years as of January 2010
  • Programs that receive grant funding would be required to participate in the QRIS pilot to be rated.
  • Must be serving over 50% subsidized children in their program, defined as:

a)Children accessing care through EEC contracts or vouchers;

b)Children funded with Head Start dollars;

c)Privately subsidized children from families meeting EEC income eligibility criteria (i.e., total household income at or below 85% of the state median income) with supporting documentation from program; and

d)Children attending preschool programs operated by public schools that:

1. Have a high proportion of children qualifying for free/reduced lunch;

2. Are at risk of or have been determined to be under-performing in accordance with sections 1J and 1K of Chapter 69 of the General Laws; and/or

3. Have been placed in the accountability status of identified for improvement, corrective action, or restructuring pursuant to Massachusetts Department of Secondary and Elementary school regulations, or which have been designated Commonwealth priority schools or Commonwealth Pilot Schools pursuant to said regulations.

  • All programs within the mixed system will be eligible (center based, Head Start, public school, family child care affiliated with a System and independent family child care providers; profit and non-profit).
  • Able to demonstrate they meet the needs of working parents.

Funding

EEC’s licensed capacity is approximately 60,000 children in family child care programs and almost 170,000 children in center based programs. Funds would be proportionately distributed on this basis (approximately 116 Family Child Care Programs would receive $1,000 each and 21 Center Based Programs would receive up to $10,000 each. Due to the nature of the home based setting, family child care programs would be limited to equipment purchases that focus on a curriculum area in their program; center based program grants may be significantly higher due to the nature of the improvements that would be made in that setting.

Programs

  • Center based: up to $10,000 per program topurchase equipment focused on equipment to improve the program’s health and safety or curriculum for infants and toddlers.
  • Family Child Care program: up to $1,000 to purchase equipment focused on equipment to improve the program’s health and safety or curriculum for infants and toddlers.
  • One year commitment to stay in business

Full repayment of the entire grant amount is required if the child care facility ceases to provide child care within one year from the date the grant is made. If the program closes beyond the first year, every effort should be made to return the equipment for redistribution. (Vendor will provide a return schedule; e.g. 100% if closed before one year, etc.).

  • Grants will also be considered based on the applicant’s ability to expend funds within given time constraints. Grants funds cannot be used for purchases and/or debt incurred prior to the date of project approval.

Fund Use

  • Grants will be awarded to programs for health and safety and curriculum improvements and would enable an early education and care facility to maintain compliance with EEC’s new child care regulations (within constraints of eligible fund use; e.g. no consumables). The acceptable use of grant funds will be clearly delineated. Below is an outline of potential fund uses.

Grant funds can be used to:

  • Purchase developmentally-appropriate health and safety improvements or program equipment for child care facilities and materials focused on improving environments (to align with QRIS environment/materials section); e.g.:
  • Lighting
  • Equipment to increase indoor air quality (air exchange system)
  • Furnishings (non- off gassing varnishes)
  • Rug (non-off gassing)
  • Materials from the QRIS checklist (non-consumables only)
  • Paint
  • Chairs (e.g. for toddlers, without head entrapment potential)
  • curriculum area materials (e.g. dramatic play)
  • fall zone materials (loose fill)
  • book shelves
  • Purchase materials focused on compliance with common health and safety licensing citations, top citations from the past 15 months include:
  • Keep all equipment/materials etc. clean and in a safe, workable condition.
  • Keep toxic substances/hazardous objects in a secured place and out of the reach of children.
  • Keep outdoor play area free from hazards including but not limited to: a busy street, poisonous plants, water hazards, debris, broken glass, and dangerous machinery and tools, or location on a porch. Any such hazard shall be fenced by a sturdy, permanently installed barrier which is at least four feet high or otherwise protected or removed, as appropriate
  • Floors of rooms used by children shall be clean, un-slippery, smooth and free from cracks, splinters and sharp or protruding objects and other safety hazards.
  • Group Centers: ensure that the physical facilities are safe, clean, comfortable, and free from hazards.
  • Only use equipment/materials etc. which are appropriate to the needs and developmental level of the child.
  • Ceilings and walls shall be maintained in good repairs and shall be clean and free from sharp or protruding objects and other safety hazards.
  • The licensee shall monitor the environment daily to immediately remove or repair any hazard which may cause injury.
  • The ground area and fall zones under swings, slides, and climbing structures shall be covered with an adequate depth of an impact absorbing equipment.
  • All electrical outlets, within the reach of children, shall be made inaccessible by use of a safety device or covering that bars access to the receptacle openings. If the covering is a shock stop, it shall be of adequate size to prevent a choking hazard.

Grant funds cannot be used for:

  • Construction
  • Labor
  • Refinancing projects
  • Travel expenses
  • Debt incurred prior to the date of project approval
  • Political or religious purposes
  • Organizations without proper licensing
  • Consumables

Outcomes and Measures

To measure the increased quality of these improvements, EEC could:

  • Measure decreases in licensing citations.
  • Progress on QRIS in environment’s section.
  • Vendor to provide expertise regarding additional outcome measures.

Preliminary Outline of Budget

  1. Training

3 hour environments trainings x 10 (two in each of the 5 regions)$80,000

Includes: staffing, materials (translation of materials into 3 languages), 1 translator per training

Half-day financial training x 5 (one in each region)$14,000

Includes: staffing, materials, translation

Total Training………………………………………………………………………………………………………. $94,000

  1. Grants

Staffing$80,000

~116 Family Child Care Programs ($1,000 each)$116,000

~21 Center Based Programs (up to $10,000 each)$210,000

Total Grants……………………………………………………………………………………………………..$398,000

TOTAL FUNDING……………………………………………………………………………………………….$500,000

Project Duration

Estimated timeline

April – June 2010 Environment Training

June 2010- September 2011Fiscal Training Component

June 2010- September 2010Programs Apply for Grants

September 2010 – October 2010 Grants Distributed to Programs

October 2010 – September 2011Programs Implement Improvements

On-going monitoring and evaluation as required.

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  1. As reported by Stoeckilin and White (Designing Quality Child Care Facilities): Greenman, Jim, "So You Want to Build a Building? Dancing with Architects and Other Developmental Experiences--Part 3: Designing the Building", Living in the Real World, Child Care Information Exchange 1/92, Vol. 83, Pages 47-50; and Greenman, Jim, "Why Did It Turn Out This Way? How Buildings Go Wrong", Living in the Real World, Child Care Information Exchange, 3/92, Vol. 84, Pages 49-51.