ERIC Number: ED167280
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Starting Off on the Right Foot: The Case for Putting Early Childhood Education Into the Public Schools.
Declining school enrollment, the surplus of qualified teachers and the existence of unused school buildings are among the reasons given for advocating public school sponsorship of expanded early childhood education and day care. Additionally, the number of women who work and need child care services is growing. The gap between the number of preschoolers now receiving service and the number whose parents may want it may be 6 million children. Present child care centers are largely inadequate in terms of availability, standards, and staff qualifications. There are today 60 or more federal programs that contribute to the funding of early childhood and day care programs. Coordinating efforts of the Office of Child Development are weakened by the absence of local administrative authority to organize funding. Federal spending for day care has increased significantly but in a pattern calculated to reinforce an already segregated system of services: public day care for the poor and private nursery schools or child care centers for the affluent. Though Head Start marks the beginning of a willingness to think about day care in terms of educational programs, the divided thinking which categorizes day care as custodial, and preschool and kindergarten programs as educational, still exists. Day care and preschool education should be combined and made universally available to all children. The public schools should be the prime sponsors of child care programs. (Author/RH)
Descriptors: Day Care, Early Childhood Education, Educational Policy, Federal Aid, Political Issues, Preschool Education, Public Schools, School Districts, School Involvement, School Role
American Federation of Teachers, AFL-CIO, 11 Dupont Circle, N.W., Washington, D.C. 20036 (Item No. 625; single copy, free; additional copies, $0.25)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.