ERIC Number: ED610565
Record Type: Non-Journal
Publication Date: 2020-Mar
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Policymaking Principles for Supporting Child Care and Early Education through the Coronavirus Crisis. Fact Sheet
Center for Law and Social Policy, Inc. (CLASP)
As families and communities grapple with the COVID-19 crisis, child care should be a front-and-center issue. Widespread school and child care closures have created an immediate crisis for workers whose jobs don't allow telework options--whether it's those in the health care industry or people employed in grocery stores or other low-wage professions who must continue working. Federal and state governments must invest significant resources to shore up the child care industry, which has a national economic impact of more than 99 billion annually, and ensure its continuity to support America's workers during and after the current crisis. State agencies should also take what actions they can under current law and with existing resources to address the burgeoning crisis. This fact sheet highlights four principles to help federal and state policymakers respond to the growing child care crisis: (1) the health and safety of children and families, early childhood educators, and the broader community are paramount; (2) child care centers, family child care homes, and the early childhood workforce must be sustained through this crisis so they can survive economically, remain in business, and reopen afterwards; (3) children and families need health, nutrition, educational, and economic supports during this time; and (4) support parents' and caregivers' economic security throughout the crisis.
Descriptors: Educational Policy, Policy Formation, Child Care, Early Childhood Education, COVID-19, Pandemics, Public Policy, State Policy
Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Center for Law and Social Policy (CLASP)
Grant or Contract Numbers: N/A
Author Affiliations: N/A