The PKFCC project examines strategies for implementation of public pre-kindergarten (PreK) in family child care (FCC) settings across states and localities in the U.S.
The study will use a rapid response approach designed to both disseminate study findings about PreK-FCC implementation strategies and facilitate cross-state learning and sharing about PreK implementation successes and challenges.
Focus groups and interviews with PreK site administrators and staff, document review of current PreK initiatives, and a survey of FCC professionals who offer PreK will yield a quarterly series of rapid response policy briefs and a web-based depository of implementation tools for PreK administrators seeking to implement a mixed-delivery approach to PreK expansion that includes FCC settings.
Long-term goals for the study include increasing the numbers of states and localities that include FCC as part of their mixed delivery child care systems and current/future PreK implementation plans. Expansion of PreK to meaningfully include FCC is a promising strategy for supporting the FCC workforce and for increasing equitable access to and stability of high-quality early care and education for families and children.
Including family child care (FCC) educators in mixed-delivery PreK systems is essential to achieving equity for children, families, educators, and communities. Intentionally (re)designing PreK systems to be more inclusive, equitable, and just can pave the way for transformative change across early care and education systems that can result in enhanced outcomes for young children and families. In this document, we offer a set of guiding principles and a parallel conceptual framework that together highlight: (1) the potential strengths and assets that FCC programs can contribute to enhancing PreK children’s developmental outcomes; and (2) the areas of PreK implementation that need to be intentionally designed to successfully engage and support FCC educators as a key component of a mixed-delivery PreK system.
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