ERIC Number: ED316313
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
Early Childhood Services: A National Challenge. A Program Paper of the Ford Foundation.
Ford Foundation, New York, NY.
This program paper discusses the growing need for early childhood services, describes public and private efforts to address the issue, and outlines related plans of the Ford Foundation in 1989. After describing changes in the work force and benefits of child care programs, contents focus on: (1) programs parents now use; (2) present funding patterns; (3) the quality of services; (4) the supply of services, regarding the schools, private-public partnerships, family support services, and resource and referral agencies; (5) past support of the Ford Foundation; and (6) proposed Ford Foundation funding. The foundation's funding plan consists of three main components, which will be implemented over a 3- to 5-year period. The first entails support for research, policy analysis, and information dissemination to assist policy and program development at the national, state, and local levels. The second funds the design, immplementation, and evaluation of demonstration projects aimed at increasing the supply of family day care for infants and toddlers. The third involves support for the development, implementation, and evaluation of training to enhance the quality of all types of programs. Each component is discussed. A total of 35 references are cited, and 41 Ford Foundation grants for early childhood programs from 1983 through 1988 are listed, by grantee, title (including duration and starting date), and amount. (RH)
Descriptors: Community Information Services, Community Services, Early Childhood Education, Educational Quality, Family Programs, Financial Support, Philanthropic Foundations, Public Schools, Referral, School Business Relationship, Social Support Groups
Ford Foundation, Office of Communications, 320 East 43 Street, New York, NY 10017 (free of charge).
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Ford Foundation, New York, NY.