Child care licensing regulations and child care quality in four states |
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| Institution: | 1. Institute for Policy Research, Northwestern University, 2040 Sheridan Rd., Evanston, IL 60208, USA;2. School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA;3. Teachers College, Columbia University, 525 West 120th St., New York, NY 10027, USA;4. Steinhardt School of Education, New York University, 726 Broadway, 5th Floor, New York, NY 10003, USA;5. Ray Marshall Center for the Study of Human Resources, University of Texas at Austin, 3001 Lake Austin Blvd., Suite 3.200, Austin, TX 78703, USA;6. Harvard Graduate School of Education, Harvard University, 13 Appian Way, Cambridge, MA 02138, USA;2. Human Development and Family Sciences, University of Delaware, 217 Alison Hall, Newark, DE 19716, United States |
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| Abstract: | This study analyzed the child care rules and regulations from the four states that had previously been reviewed under the Child Care, Cost & Quality study. Child day care regulations for each of the states were analyzed through rubrics designed by the investigators in the domains of structure, operations, personnel, and context. A separate analysis was done comparing regulations for protecting the child versus regulations for enhancing child development. The four states were in general agreement in setting higher standards for child protection than for the enhancement of development. Such regulations support the image of child care programs being a “safe haven” rather than a “development enhancer.” The limited requirements for child care personnel and for community interaction also encourage that image. These minimum standards departed substantially from professional judgments about what is needed in child care settings. The authors proposed higher personnel standards, greater explicit emphasis on developmental enhancement, and more required interaction with parents and community contact. |
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