Wednesday, December 12, 2012

When I Think of Research...


When I Think of Research...

 

What insights have you gained about research taking this course?  My insight of quantitative research that satisfies these criteria can be categorized as positivist because it is informed by theory and specific procedures that predict, test and confirm hypotheses (Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I., 2010, pg.178). I gain knowledge about validity in qualitative research is a matter of being able to offer as sound a representation of the field of study as the research methods allow. Research is like a puzzle, and all the pieces needed to connect.

In what ways have your ideas change the nature of doing research changed?

I now have a framework to guide me if and when I do research, and gain truths from the results.

 

What lessons about planning, designing, and conducting research in early childhood did you learn? I believe with planning you should see what a difference the research can make, and move to the design which should enable you to use the methods which work the best for your research. The process of designing research begins with a develop question which has original ideas which reinforce the investigation For example Mixed method approach might I believe would benefit my research because using different method can allow for other view points, so it will not be bias. As I conduct research using these methods I would also use methodological triangulation and data triangulation will be used (Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I., pg 163, (2010). Validity in qualitative research is a matter of being able to offer as sound a representation of the field of study as the research methods allow. The framework of research will be a great help to do great research in early childhood.

 

What were some of the challenges you encountered—and in what ways did you meet them?

Some challenges I encountered was my group size for my research so, I had to change my observe dates to make sure the group size was normal. Things can change quickly while doing research.

 

What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

Some perceptions would be to know your issues or subject, so you will be able to do the framework to build your hypothesis. Once refining is done and very clear, design a data to collect questions or interview response. Know how to reach out to your subjects, and gather all of the data information. The information should be free from bias, and then you should analyze to interpret the result or solution. This can enhance any early childhood professional as they consider research. I also look at research in a different light, and I know there is much more for me to learn about research. I also realize research is a needed tool in the early childhood profession so truths can be shared and analyze for all professional to use.

 

I would like to take this time to thank all of my colleagues for all of their comments on my blog, thanks for sharing.

References

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

 

 

Tuesday, December 4, 2012

Research Around the World


Research Around the World

 

            I chose Early Childhood Australia links, and some of the research topics are most popular items: Research in Practice Series: The Early Years Learning Framework: Essential reading for the National Quality Standard, Research in Practice Series: Partnerships—Working together in early childhood settings, Research in Practice Series: The Early Years Learning Framework—Getting started,  Research in Practice Series: Learning and teaching through play—Supporting the Early Years Learning Framework.
 
He standard has been set for high quality care and it’s up to us to make a difference in children, and families lives with the knowledge we gain.
This edition of the Research in Practice Series will help guide educators to link the philosophies of the Early Years Learning Framework to the requirements of the recently released National Quality Standard. The new national standards require educators to show evidence of their practice and philosophies, and has been developed based on the core ideas of the EYLF (Belonging, Being and Becoming). As such, the EYLF is an excellent way to approach the new NQS.
The Early Years Learning Framework: Essential reading for the National Quality Standard outlines each of the seven NQS Quality Areas:
  • Quality Area 1: Educational program and practice
  • Quality Area 2: Children’s health and safety
  • Quality Area 3: Physical environment
  • Quality Area 4: Staffing arrangements
  • Quality Area 5: Relationships with children
  • Quality Area 6: Collaborative partnerships with families and communities
  • Quality Area 7: Leadership and service management

 

There are a lot of media, magazine, publication, journal, and early childhood web watch. Other links are available too, like Kids Matter, mychild.gov.au. The web watch is a new item for me, and it a great tool for information in our field of Early Childhood Professional.

I am happy to see information about inclusion of children with a disability in early childhood education, and care. There is a great deal of information about the field of Early Childhood; Prioritize education, outcomes for children in Child care inquiry, positive engagement with change, and information is up to date. There is opportunity for collaboration with other professional in the field of early childhood.

References

http://www.earlychildhoodaustralia.org.au/

Saturday, November 24, 2012

RESEARCH THAT BENEFITS CHILDREN AND FAMILIES


RESEARCH THAT BENEFITS CHILDREN AND FAMILIES

OPTION1

I have to share Special Needs; this is a special subject due to my experiences with the laws and policies which enable one of my children to be mainstreamed into the classroom due to his special need. Once we understood our child’s diagnosis and the effects it will have on his education, we were able to seat down with the doctors, teachers, and school aids. An IEP (Individualized Education Program) was developed for my child which enable us to support his needs. Organizing skills enable my son to tailor his school work to meet his unique needs. He is now a very successful individual for his age of 23. He struggled in the beginning because we didn’t know what was wrong, as a very young toddler only I could understand what he was trying to say. He had made up his own language, and would be very fussy because others could not understand him. The doctor’s told us his brain was thinking too fast, so he would be a visual learning. We as a team support his learning abilities to meet his needs throughout his school years. By the time he was in eighth grade his skill for organizing became a great blessing to him. As a high schooler, he excelled, and was on the basketball team throughout his four years, and received honors.

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards (IDEA, n.d.)

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology, transition services and other specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Program (IEP), which is specifically tailored to the unique needs of each student (IDEA, n.d.)

IDEA also grants increased parental participation and protection for students.
Research Based Strategies for Special Needs Students - Graphic Organizers

January2008

            Are you looking for a way to help students improve their learning potential? You may want to consider using graphic organizers. Graphic organizers are a visual representation of knowledge that structures information by arranging important aspects of a concept or topic into a pattern using labels (Bromley, et al., 1998). They can be used in a variety of ways to help students organize information, stay focused on the content material, reinforce previously learned material and help relate new concepts to ones previously learned. More specifically, the visual representations help students by:

• Representing abstract ideas in more concrete forms,

• Depicting the relationships among facts and concepts,

• Organizing ideas, and

• Storing and recalling information (Billmeyer & Barton, 1998).

Many variables can impact on the determination of which type of graphic organizer will work best for a specific population. Grade level, learning styles, level of disability, curriculum and principle to be learned can make one type of graphic organizer more feasible than another. Typical graphic organizer styles include:

• Hierarchical organizers - present main ideas and supporting details in rank order,

• Comparative organizers - depict similarities among key concepts,

• Sequential organizers - illustrate a series of steps of place events in a chronological order,

• Diagrams - depict actual objects and systems in the real world of science and social studies (Marchand-Matella, et al., 1998),

• Cyclical organizers - depict a series of events that have no beginning or end,

• Conceptual organizers, include a main concept with supporting facts, evidence, or characteristics (Bromley, et al., 1998)

For example, if you want to show a series of items, you would probably choose a sequential framework or cycle diagram. If you want to show a comparison, you’d probably choose parallel lists or a Venn diagram, etc. Regardless of the style you decide to use, research (Baxendell, 2003) has identified three factors (the 3 C’s) for successful implementation of graphic organizers in the classroom. The factors you should always incorporate are being:

Consistent

o Create a standard set of graphic organizers

o Establish a routine for implementing them in a classroom

Coherent

o Provide clear labels for the relationship between concepts in graphic organizers

o Limit the number of ideas covered

o Minimize distractions

Creative

o Use during all stages of lesson design

o Incorporate during homework and test review

o Add illustrations

o Implement with cooperative groups and pairs

For additional information, there are many online resources available for those interested in incorporating graphic organizers into their “tool kit.” Below is a list of some of those resources.

• Education Place - http://www.eduplace.com

• The Graphic Organizer - http://www.graphic.org

• Teach-nology - http://teachers.teach-nology.co

• Education World - http://www.educationworld.com/a_lesson/03/lp322-04.shtml

• NCREL - North Central Regional Educational Laboratory - http://www.ncrel.org, search for “graphic organizers”

 

This series is based on a presentation by Charles A. Hughes, Ph.D. and Marisa A. Macy, Ph.D. of Penn State University, who find these to be research-based best practices. The findings of this study are under review and have not been released by the Institute of Education Sciences (IES). The information provided here is not endorsed by IES.

©PSEA,

References


 


 


www.help4adhd.org/education/rights/idea

Other supporting web sites

IDEA & U.S. Dept of Education
Federal site for information about the Individuals with Disabilities Education Act (IDEA).

User's Guide to the 2004 IDEA Reauthorization
The Consortium for Citizens with Disabilities (CCD) has prepared an analysis of recent IDEA changes. This is a long (63 pg) and technical document designed for use by public policy professionals. Parents and educators should scan the table of contents for sections of greatest interest. (in PDF)

Families and Advocates Partnership for Education
The Families and Advocates Partnership for Education project is part of the IDEA Partnership and strives to improve the educational outcomes of children with disabilities. It facilitates communication between families and advocates and focuses on IDEA.

IDEA Partnership
IDEA Partnership funded by the US Department of Education Office of Special Education Programs (OSEP), informs families and educators about IDEA and strategies to improve educational outcomes for students with disabilities.

A Guide to the Individualized Education Plan (IEP)
Department of Education guidance assisting educators, parents, and state and local educational agencies in implementing the requirements of Part B of the IDEA regarding IEPs for children with disabilities, including preschool-aged children.

 

Saturday, November 17, 2012

Personal Research Journey


My Personal Research Journey

 

I have chosen the topic of Early Childhood Professional Training; this is what I love to do, so I believe I should start at the beginning. The professionals for Early Childhood need to be ready to support all children, and families in their programs. We hire people right out of High school, and with degree’s, but we always train them before they enter into the classrooms to interact with children. My desire is to stay on top of my game, as I enter into the next faze of a position with the Air Force Child Development programs in Oklahoma. I am excited about my personal research on this topic, as I function as the Family Day Care Coordinator for the installation. I also desire to provide the staff with upcoming training around the world to support their skills.

Often when you have a passion for something you generally pursue it, and I too desire to develop more in training in my profession for many reasons. Colleagues feel free to share any insights you may have on this subject.

My personal experience with his simulation has open my eyes to receive new and improve ideas about Early Childhood Professional Training. It’s like a guide because something’s need to be taught, and some will be regular training skills. CPR, keeping children safe, regular fire drills, and family style dinning are just a few of the training which will be done before you enter the classroom.

 

Saturday, November 10, 2012

Building Research Competency

Excited about the new researches, and resouces I will be recieving information from this class, and other professional in the field of Early Childhood. Looking forward to recieving, and using the information I gain in the research for Early Childhood professional training, development of all children, child abuse, and anything dealing with new ideas, and programs for Early Childhood program. I will be moving to the Air Force side of my professional in Early Childhood field and I will need all the help I can. Grateful for the opportunity to make a differences in the military families.

Saturday, October 27, 2012

International Learning Community


International Learning Community

 

This has been a very interesting 8 weeks, and I would like to take the time to thank my entire International Early Childhood connection groups, and colleagues for all that they do, and share. Three consequences of learning about my international Early Childhood professional have been motivating, challenging, and have made me more aware of things occurring in my profession around the world. We should also take time out and gain knowledge of what going on with other ECE professional across the world to learn about things which are working in their countries. My goal for the upcoming year is to continue to reach out to contact other ECE professional around the world. Again I want to thank all who have shared their love for what they do for children, and families, and staff.

Take the attitude of a student, never be too big to ask questions, never know too much to learn something new.

Og Mandino

References


 

www.randomterrain.com/favorite-quotes-teaching-and-learning.html

 

Saturday, October 20, 2012

Getting to Know Your International Contact Part 3


Getting to Know Your International Contact Part 3

UNESCO advocates for Early Childhood Care and Education (ECCE) programmers that attend to health, nutrition, security and learning and which provide for children’s holistic development UNESCO, (n.d.). It is good to know that others in the field of Early Childhood are on the same track dealing with issues, and trends. It organized the first World Conference on ECCE in September 2010, which culminated in the adoption of a global action agenda for ECCE called Moscow Framework for Action and Cooperation: Harnessing the Wealth of Nations. As a follow-up to the World Conference, UNESCO works in partnership with Member States, partners and other stakeholders to encourage timely and effective implementation of the Moscow Framework so that all young children develop their potential to the fullest UNESCO, (n.d.). Other professional are concern about the field of ECE, and have supported conferences so information is passed to others.

The IIEP Office in Buenos Aires recently launched a new website in the framework of the SITEAL* initiative: SIPI (Sistema de Información sobre la Primera Infancia) systematizes information on actions aiming at fulfilling the rights of early childhood in Latin America and evaluates the degree of fulfillment. This system provides updated information on the regulations and policies in 19 countries of the region and offers statistical indicators. All information can be accessed by country or by group of rights. There is training, support to Sector planning, and capacity development strategies. I’m glad to be part of a field which stretches around the world with concern about children development. The also do research on : Challenges and emerging trends, Equity, access and quality, cost and financing, governance, and managenment, and they also highlight: ETICO, HIV, and AIDS. I do believe that’s going a step above.

References


 

Saturday, October 13, 2012

INSIGHT OF EQUITY & EXCELLENCE


INSIGHT OF EQUITY & EXCELLENCE

This week I enjoyed Julie Bartkus about the motivation of teachers, and building learning intro

everyday activities. We must seek teachers who are willing to do a great job, and desire to high a

high quality program for children. One idea is the teacher must be motivated to work with

children and families in early childhood. We are dealing with equality and excellence in early

childhood programs. As the families support their children, and connect with their families about

the importance of math, reading, geography, and reasoning. As early childhood professional we

have to prepare all the children for the next level of develop. What else can we do to take

children to their next developmental level?

References

 

Julie@MotivateTeachers.com

Saturday, October 6, 2012

GLOBAL CHILDREN’S INITIATIVE


GLOBAL CHILDREN’S INITIATIVE

Resources available across Harvard University’s graduate schools

and affiliated hospitals, the Center generates, translates, and applies knowledge in the service of improving life outcomes for children in the United States and throughout the world. Specifically, the Center is committed to:

 

Building a unified science of health, learning, and behavior to explain the early roots of lifelong impairments;

Leading the design, implementation, and evaluation of innovative program and practice models

that reduce preventable disparities in well-being;

Catalyzing the implementation of effective, science-based public policies through strategic relationships and knowledge transfer; and

Preparing future and current leaders to build and leverage knowledge that promotes the healthy development of children and families and brings high returns to all of society Harvard University Global, (2010).

Some of these issues have been due to their country insights of where their Early Childhood programs are or need to be.

Three areas guided by these strategic objectives, the Global Children’s Initiative are;

·         Early childhood development;

·         Child mental health; and

·         Children in crisis and conflict situations

SOURCES

Other sources of Center acknowledges the important contributions made to the development of the Global Children's Initiative by the Mother Child Education Foundation (AÇEV) of Turkey, which served as Founding Partner for the initial planning of the Center's global agenda.  There are others around the world who are willing to help this global team.

Zambian Early Childhood Development Project

To address this knowledge gap, the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia, and the Center on the Developing Child at Harvard University launched the Zambian Early Childhood Development Project (ZECDP) in 2009, a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children’s development in Zambia

Applying the Science of Early Childhood in Brazil

As part of its Global Children’s Initiative, the Center is launching Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, the project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

These are all new insights for me, to see other counties putting children first and putting programs in place for their development, and health.

References

Center on the Developing Child at Harvard University. (2010). Global children's initiative. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/

 

Saturday, September 29, 2012

EMAIL INFORMATION


Email Information

 

This week from Early Childhood Focus, Jasmine Smith of usa.childcareaware.org shared; Crib safety mandates may mean higher fees or dropped programs for local child care centers (Smith, J., 2012) Information on new policies, or new mandates are greatly appreciated because we need to stay current of specific information for infants safety. (Smith, J., 2012). 

Jasmine also shares the Impact of the Economy on Child Care, by Bryan Horwath. Day care service, or a lack thereof, is a big issue in western North Dakota and the town of Richardton has not been immune to those challenges (Horwath, B, 2012). The world is changing and we have to have systems in place for our children no matter what is happening in it. We must think about our children future at all cost, and some of our economists, neuroscientists, politicians believe we should invest in all of our children. How can we support children in other areas?

References

Jasmine.smith@usa.childcareware.org Retrieved September 29, 2012

Saturday, September 22, 2012

How Can You Help Others in Need


This was a lot of information to take in from World Forum Foundation, and National Association of Child Care Resource & Referral Agencies. I wanted to share both because it’s good to have world information and home trends, and issues information about poverty. I’ve learned poverty is everywhere, and some places are worst then others. People all around the world are willing to help others in need, and that where we all should be willing to support the cause of anyone in need. How do you feel about helping those who are in poverty?

 

Improving Health and Nutrition of Under-Threes

Window of Opportunity for Enriched Childhood

by Joseph M. Hunt

THEMES

1.    Health and Nutrition for mother and infant should be priorities for all developing countries but rarely are.

2.    Empowered women raise tall, bright, healthy children. Women’s rights and children’s rights are interwoven and non- negotiable.

3.    Investing in early childhood is the investment bargain of the decade.

4.    Community- based programs that integrate food, health and psychosocial care are the most successful.

5.    Lifelong learning and earning are the outcome.

6.    Human and Economic Development are two sides of the same coin.

7.    Child Development IS Sustainable Development.

Malnourished children are the scars of global poverty global poverty

·  150 million underweight

·  177 million stunted

·  Nearly 3 billion people suffer from iodine, iron and vitamin A deficiencies

* Most are poor children and their mothers

·  11 million children under five die each year

·  Poor Health and Nutrition is the Main Cause

·  Malnourished Survivors bear the brunt

o poor cognitive and learning skills

o low achievement in school

o low wages

o low investment in Quality of their Children

o disability (mental and physical)

o shortened life

o life- long susceptibility to illness (double risk of hypertension, heart disease and diabetes

Asia is the “Big Show” for Improving Children’s Prospects

·  Three- quarters of the underweight, stunted and micronutrient deficient people live in Asia, the majority children

o 72 million children born yearly

o 26 million (36%) underweight

o 6 million die before age 5

o malnutrition underlies 3 million deaths

·  Half of young women and preschoolers are anemic

o 65,000 maternal deaths each year

o school dropouts

·  30 million kids (ages 6 -11) not enrolled in school

·  150 million (ages 5- 14) working, half full- time

·  1 billion people (400m children) need iodized salt to avoid iodine deficiency, which robs children of 13 IQ points

Turning the Spiral of Malnutrition dull Minds and Poverty…..
To a Virtuous Cycle of Learning and Earning! The Key is Enriching Early Childhood


International Development Goals by 2015

1.    Eliminating most of infant, child, and maternal deaths.

2.    Reduction of extreme poverty by half.

3.    Universal primary school enrolment

Improved maternal and child nutrition is essential to accomplish these goals. Why?

·  One fifth of maternal deaths (65,000 in low- income Asia each year) are caused by iron deficiency anemia

·  54% of under- five child deaths in Asia (2.8 million each year) are caused by moderate and severe underweight condition.

·  Low birth weight infants (from short, undernourished mothers) are ten times more likely to die in their first year than normal birth weights.

·  Stunted children enter school later and are more likely to drop out

·  Malnutrition reinforces poverty, low mental competence, achievement, and earnings, and depresses economic growth by at least 5% of GDP.

The “Education for All” Evaluation (1990 — 2000)
Universal Primary School Enrollment could not be reached because of preschoolers’ poor “readiness for learning.”
Primary dropout and retention rates have not improved enough.
Poor nutrition dulls learning capacity.


The Life-Cycle Perspective

·  There is new evidence on importance of:

·  Nutrition of girls Fetal development Nutrition of next generation of girls

o Fetal development Adult chronic disease (a linking of the two burdens)

·  This gives us an expanded view of:

o Productivity impacts of improved nutrition

o Opportunities for action


 

World Forum Foundation. "A foundation whose mission is to promote an on-going global exchange of ideas on the delivery of quality services for young children in diverse settings." http://www.worldforumfoundation.org/wf/about.php

 

 

 

 

 

TEMPORARY ASSISTANCE FOR NEEDY

FAMILIES AND CHILDREN IN POVERTY

BACKGROUND

 

In 1996, Congress created the Temporary Assistance for Needy Families (TANF) program to provide

states with funds to assist families earning low incomes and their children through a variety of services

or activities, including monthly cash aid payments and child care assistance. TANF replaced the Aid

to Families with Dependent Children (AFDC) program, which had provided cash welfare to families

earning low incomes, and the Job Opportunities and Basic Skills (JOBS) program, which provided these

families with job training and job search help. While caseloads under TANF have dropped by 60

percent since 1996, only about 40 percent of income-eligible families receive TANF. About 80 percent

of eligible families benefited from TANF’s predecessor, AFDC.1

Nearly 60 percent of the TANF caseload decline reflects fewer eligible families receiving assistance, not

a decline in families who are eligible for TANF. TANF does not lift families out of poverty. In 2008,

with the exception of Alaska, all states set benefit levels for TANF at less than half the federal poverty

line (and about 20 states had benefits below 25 percent of the poverty line). Even when combining

TANF and food stamps (renamed the Supplemental Nutrition Assistance Program or SNAP), all but

three states (Alaska, Hawaii and California) have benefits below 75 percent of the poverty line.2

 

2012 Federal Poverty Guidelines3

People in

Family

Poverty

Line Alaska Hawaii

1 $11,170 $13,970 $12,860

2 $15,130 $18,920 $17,410

3 $19,090 $23,870 $21,960

4 $23,050 $28,820 $26,510

5 $27,010 $33,770 $31,060

6 $30,970 $38,720 $35,610

7 $34,930 $43,670 $40,160

8 $38,890 $48,620 $44,710

Note: For families with more people in the 48 contiguous states, add $3,960 for each additional person. For

families in Alaska, add $4,950 for each additional person. For families in Hawaii, add $4,550 for each

additional person.

Families with young children continue to disproportionately experience poverty.

• About one-quarter (24.5 percent) of all children younger than age 5 lived in poverty in 2009.

1 US Department of Health and Human Services, Assistant Secretary for Planning and Evaluation. (2008). Indicators of Welfare Dependence:

Annual Report to Congress 2008. Retrieved February 24, 2011, from, http://aspe.hhs.gov/hsp/indicators08/index.shtml#hardcopy.

2 Center on Budget & Policy Priorities.(2008). TANF Benefits Are Low and Have Not Kept Pace with Inflation. Retrieved February 24, 2011, from

http://www.cbpp.org/11-24-08tanf.pdf.

3 US Department of Health and Human Services, Assistant Secretary for Planning and Evaluation. (2011). Federal Register, Vol. 76, No. 13,

January 20, 2011, pp. 3637-3638 Retrieved February 13, 2012. http://aspe.hhs.gov/poverty/12poverty.shtml

160

 

The National Association of Child Care Resource & Referral Agencies 2012

2009 Poverty Rate and Number of People Living in Poverty4

Age Group 2009 People in Poverty 2009 Percentage of People

Under 5 years 5.2 million 24.5 %

5-17 years 10.2 million 19.2 %

Under 18 years 15.5 million 20.7 %

18-64 years 24.7 million 12.9 %

Over 65 years 3.4 million 8.9%

 

US Total 43.6 million 14.3 %

• For African American children under age 5, 41.7 percent were living in poverty -- three out of

every five (60.2 percent) African American children under age 5 living with their mother alone

were living in poverty.5

• For Hispanic children under age 5, 34.5 percent were living in poverty – more than half of

Hispanic children under age 5 (56.1 percent) living with their mother alone were living in

poverty.6

 

Single-parent households are particularly vulnerable to poverty.

• For children under age 6 in households headed by a single mother, more than half (54.3 percent)

lived in poverty in 2009 – four times the rate of children in married couple families (13.4

percent).7

• About 90 percent of adult TANF recipients are women, and 40 percent of TANF recipient

children are younger than age 6.8

Source: United States Department of Labor, Bureau of Labor Statistics. (2012). THE EMPLOYMENT SITUATION -

- JANUARY 2012. Retrieved February 13, 2012 from, http://www.bls.gov/news.release/pdf/empsit.pdf.

4 US Census Bureau. (2010). Current Population Survey, Annual Social and Economic (ASEC) Supplement, 2009 Poverty Table of Contents. Retrieved

February 25, 2011, from http://www.census.gov/hhes/www/cpstables/032010/pov/toc.htm.

5 Ibid

6 Ibid

7 Ibid

8 U.S. Department of Health and Human Services, Administration for Children and Families, Office of Family Assistance. (June 2009).

Temporary Assistance for Needy Families (TANF) Eighth Annual Report to Congress. Retrieved February 13, 2012 from,


National Association of Child Care Resource & Referral Agencies
http://www.naccrra.org/
(Newsletter:
http://capwiz.com/naccrra/mlm/signup/ )