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What Does Research Say About Regulation of Early Learning?. A Brief Review of Literature Regulatory Technical Assistance Committee Early Learning Council May 18, 2006. Workplan: Review research and seek input from parents, child care providers and licensors
A Brief Review of Literature
Regulatory Technical Assistance Committee
Early Learning Council
May 18, 2006
Parents in Colorado, asked about what they thought licensing should do, talked about:
children and facility safety and
provider qualifications and background checks
Currie and Hotz, 2001
Consistent finding that children have a lower rate of injury in child care centers where the director has a higher level of education.
This requirement also increases the cost of child care
There are many direct causes of accidents and injuries, but the underlying causes are most often related to inadequate supervision and inadequate education and training of the provider
Use data from monitoring, complaint investigation and accident reports will help show areas where existing rules should be strengthened. National data and benchmarks/standards can also be used. Link with expertise in injury prevention, such as Harberview Injury Prevention and Research Center in Seattle
Annual monitoring visits help reduce injuries
Morgan and LeMoine, 2004 Q: Do Licensing Rules Require Child Care Programs to Educate Children? A: Yes!
Witte and Queralt, 2004
Child care licensing developed out of the child welfare system, where children do not have parents to look out for their best interest. Child care licensing systems have not been designed to have a strong role for parents
Mendoza, et al, 2003:
“…[G]ood licensors are teachers of standards; they take the time to explain the intent of regulations and how to achieve compliance. Skilled licensors consult with providers as they monitor; they take advantage of the “teachable moment” to reinforce regulations, especially as they see the provider struggling with an area of non-compliance.” (Koch, page 7)
She also recommends:
Support is not at odds with regulating
“While the degree of technical support varies from state to state…it is generally quite low and is not commonly regarded as an invaluable enforcement tool. As a direct consequence, relations between inspectors and providers tend to be more adversarial than they might otherwise be. Although one can imagine a situation where technical assistance became a substitute for, rather than a supplement to, meaningful regulation, that is not the case. Inspectors who offer technical assistance are actually more likely to perceive a given problem as serious and worthy of remedial action.” (pg 123)
Good standards for regulatory policy come from:
Different enforcement strategies are needed for these three types of providers:
Witte and Queralt:
Proposed from research: Regulation must be comprehensive – covering most out-of-home care. Regulation must consider the impact of rules, not only the safety and quality of child care, but also on the supply and cost of care.
Proposed From Research: Just as regulatory standards are different in the home and center environment, effective strategies for ensuring family child care providers meet regulations may be different than those most appropriate for child care centers
Many of these documents are available at: www.childcareresearch.org