Address presented by the Senator from Minnesota at the Annual Conference of the National Association for the Education of Young Children, Minneapolis, Minn., Nov. 6, 1971. (RY)

Examines state financial commitment to child care and early education. Indicates that levels of commitment vary widely, are inadequate to serve many children and families in need, and depend more on state "will" than on state resources. Points out that states give child care and early education a low priority. Suggests that increased…

Notes preschoolers' parallel play as analogous to the complexity of American early childhood service delivery. Describes four relatively independent service systems for typically developing children and two for children with special needs. Suggests that this "parallel" approach results in complicated and overlapping services, and urges…

Research supported by National Institute of Child Health. (DS)

Raises issues for public debate on the quality of child care services. Argues for immediate closure of harmful centers, state licensing laws, expanding present child care services in the public schools, and a comprehensive child development act that puts early childhood education programs into public schools. (AS)

Address presented at the 1970 Conference of the National Association for the Education of Young Children, Boston, Mass., November 21, 1970. (AJ)

Presents revised version of 1987 statement, which emphasized that the provision of high-quality early childhood programs depends upon three basic needs being met: high-quality programming for children, equitable compensation for staff, and affordable services for families or other consumers. (HTH)

Presents the 1997 position of the National Association for the Education of Young Children regarding licensing and public regulation of early childhood programs. Discusses current shortcomings in licensing systems. Delineates 10 principles for effective regulation related to regulation criteria; complementary professional licensing of individuals;…

Discusses a 4-C program which used a traveling workshop to bring in-service training to day care personnel in rural communities. (ST)

Analyzes the basis on which early childhood programs are accredited and deferred and what criteria are frequently not met by accredited and deferred programs. National Academy of Early Childhood Programs decisions for accredited programs and for deferred programs are presented. The programs are then compared. (BB)

To effectively change public policy for children and families (1) the citizenry must have a sense of the immediacy of the problem, (2) a broad-based lobby must be built to support the formulation of policy, and (3) pivotal leverage points within government at which pressure can be directed must be identified. (Author/RH)

Considers the various names applied to the early childhood education field. Discusses the confusion of parents in deciding on a program, and of legislators responding to advocates and considering legislation; maintains that the name confusion may be detrimental for the field. Suggests that a change in nomenclature could alert the public to the…

Comments on interviews with several hundred San Francisco working mothers of varying backgrounds about the problems of child care, including: concern for the child's needs, locating services, learning experiences, safety, nutrition, staff qualities, and parent participation. (BF/JH)

Reports membership and organizational changes in the National Association for the Education of Young Children (NAEYC) over the past two years. Also describes the development of a project to accredit day care centers, an information services department, and recommendations by NAEYC on many early childhood issues. (CB)

Points out that the recent increase in attention given to Head Start, child care, and preschool programs since the beginning of the new presidential administration should be utilized by the early childhood education community to remind decision makers of the need for increased funding for these programs. (MDM)