DOCUMENT RESUME

ED 124 285 PS 008 629

TITLE Family Day Care: A Cooperative Extension PilotProgram. Third Annual Report.'

INSTITUTION State Univ. of New York, Ithaca. Coll. of HumanEcology at Cornell Univ.

SPONS AGENCY Extension Service 100A), Washington, D.C.REPORT NO USDA-CA-12-05-300-;211PUB DATE Jun 75NOTE 185p.

EDRS PRICE MF-$0.83 HC-$10.03 Plus Postage.'DESCRIPTORS Adult Education; *Child Care Workers; Community

Development; Day Care Services; *Early ChildhoodEducation; *Extension Education; *Family Day Care;Interviews; 'Pilot Projects; Preschool Education;*Program Descriptions; Program Evaluation; ProgramPlanning; Questionnaires; Reports; *Training

IDENTIFIERS *New York'

ABSTRACTThis report describes a community-based program of

continuing education and support for family day care providers inNassau County, New York. chapters are: (1) Overview and Summary ofthe Pilot Program, (2) Situation Giving Rise to the Pilot Program,(3) Planning the Pilot Program, (4) Preparation for Implementation(including recruitment, negotiations with Nassau County, preparationof publications, site selection, in-service education), (5)

Development and Conduct of the Program, (6) Evaluation of theProgram, and (7) Recommendations. Appendices, comprising more thanhalf of the document, include budget information, announcements andnewsletters published by the program, and evaluative instrumentsused. (SB)

**********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort *

* to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available *

* via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.,***********************************************************************

a

,COOPERATIVE EXTENSION NEW YORK STATE

Cornell University State University of New York U S Department of Agriculture

New York State College of Human Ecology,a statutory college of the State University,Cornell University, Ithaca, N. Y.

U5 DEPARTMENT OF HEALTHEDUCATION& WELFARENATIONAL INST/TyPtiCi

EDUCATIOPt'" ,,,RAef NT NA N UI pwoE r.A.c , V r I, ff 5,,r() 5 55,,)5,,5

54f. P4 5+ ',5 ,I,,t5% /A, ON Nr jPINI,)%'1.,[1()P %" vr

E ;ALli V Vef PIENY %

jamily Day Carlu.

(N A COOPERATIVE EXTENSION PILOT!ROGRAM<,

cm1-1La.! Third Annual Report

PA

2

L

71747r*FAMILY DAY CARE PROGRAM

ES - USDA

COOPERATIVE AGRCEMENT W12.05-300-211

03

m.11

.o.

FAMILY DAY CARE

A COOPERATIVE EXTENSION' PILOT PROGRAM

Report to Extension Service - USDA

June 1975

An Extension Publication of theNew York State College of Human EcologyA Statutory College of the State UniversityCornell University Ithaca, New York

This program was supported principally from Special Needs funds from the Extension Service USDA,Cooperative Agreement 12-05-300-211, with contributions from other organizations and agencies

.a '

FAMILY DAY CARE: A COOPERATIVE EXTENSION PILOT PROGRAM

CONTENTS..,

IV. (cont'd.)

Foreword - di EFNEP Cooperation 20

Preface v Additional Staff Obtained 21

(..Overview and Summary of the Pilot Program. ,.Legitimization 2 21

Family Day Care 1Invitation to Care Givers 22

II. Situation Giving Rise to the Pilot Program 5 Storefront Opens 22

Cooperative Extension at Cornell 5 Records and Benchmarks 22

National Situation. 1971 6 ,In-Service Education 22

National Need 7 V. Development and Conduct of Program 25

New York State Situation 7 Educational Program et 25

New York Need 8 Storefront Program 1973 25

Where Are the,Children9 8 Certificate Course' 28III. Planning the Pilot Program 11 Storefront Program 1974 29

Review of the Literature as of 1.971 11 Preparation by Staff 35

Exploratory Program Summer 1971 . 12 Preparation by Learner 35

Proposal Development 14 Program Advisory Committee. 36

IV. Preparation for Implementation 17 Linkages to Community Support System 36

Proposal Funded 17 Visible Success 39

Secruitment 17 VI. Evaluation of the Program 43

Negotiation with Nassau County 17 Design of the Study 43

Publications Prepared 18 Findings 46

Orientation of Family Cay Care Specialist 18 Additional Information about

Liaison with ES-USDA 18 "Family Day Care 63

Assessing Nassau County Situation 18 Conclusions 66

Site Selection 19 Vil. Recommendations 68

Storefront Resource Center 20 Appendices 69

ii4

,,,

FOREWORD

The Family Day Care Pilot Program is an exploratory effort of Cooperative Extension thatresulted in the development of a multi-faceted educational program in support of people who providechild care in their homes for other people's children, family day care providers. It is located in a low tomoderate income area of suburban Nassau County on Long Island.

The program objectives are

to design and test an informal continuing education program with family day caremothers,

to insure that the educational program and supportive services are designed to meet theneeds of family day care mothers as they perceive them;

to determine the roles that Cooperative Extension can play as trainer of family day careproviders;

to test the feasibility of Cooperative Extension in the role of broker between the family daycare givers and those whose children need family day care;

to, explore the coordinating and leadership roles Cooperative Extension should play inlinking with agencies responsible for comprehensive child care in a community

Unique features of the program from the perspective of program administrators inCooperative Extension in New York State are.

the development of a way to reach, on an initial and continuing basis, an unknown,isolated audience and extending to them the resources of the College:)

the complementary linking of an educational organization and regulatory agencyCooperative Extension and County Department of Social Services;

the development of a program based on needs of the target audience as the audienceperceives them;

the active participation of concerned, caring family day care parents who love childrenand want to provide the best possible care and learning experiences for the children intheir care;

the statistically significant increase in knowledge in child development and child caringpractices shown by participants in the 16 hour training program;

the building of a pilot effort cf the College into the local extension program withinvolvement of agents, office staff and lay program people;

the dedication and support of the paraprofessional staff who believed in the programgoals for their community;

the cooperation of so many community people who welcomed the family day careproviders to the human services network,

the development of a program that can be replicate'd in whole or in part;

the devetOpment of leadership among family day care providers who have organized aFamily Day Care Mothers Association committed to seeking funding to continue theprogram

Iii

;)

Principle .pupport foj the pilot program was provided by Special Needs Funding ofExtension Sep vice USDA Other support came from the New York State College of Human Ecology,New York State Cooperative Extension, Cornell University, Cornell Institute for Career Education, theState of New York, New York State Department of Social Services, Nassau County. Cqoperative

, Extension Association,' Nassau County, Senior Community Services Project, Nassau CountyDepartment of'Social Services, Day Care Council of Nassau County, Nassau County NeighborhoodYouth Corps,, USDA Summer Lunch Program in the Town of Hempstead, and Adelphi UniversitySchool of Social Work

Many people have been involved iQ.the Family Day Care Pilot Program. Special recognitiongoes to the family da:,' are providers and community people who participated in the program and tothe following persons for their untiring efforts, dedication, vision, and belief in the Land-Grant system.

Barbara Pine, Cooperative Extension Specialist Family Day Care

Barbara Patrick, Supervising Program Aide

Ann Burton, Program Aide

Jessie Middlemast, Nassau County Extension Coordinator

Eleanor Talisman, Nassau County Home Economics Division Leader

Natalie D Crowe, Cooperative Extension Program Coordinator, Human Resources

Beatrice A. Judkins, Program Leader. Home Economics, Extension Service USDA

Dr Lucinda Noble, Associate Director, Cooperative Extension

Dr Helen Y. Nelson, Professor, Community Service Education.

This report covers the first three years of a planned five year pilot program. Funding is beingsought for years four and five to continue and extend the program.

We hope it conveys some of the excitement and asense of the impact on the community ofthis Cooperative Extension program.

David L Call

Director of Extension

6

0

PREFACE

.. ---The Cooperative Extension Pilot Program Family Day Care was begun in 1972 as an effort

by Cooperative Extension personnel and faculty of the College of Human Ecology. It is an indication oftheir commitment to the family and children, specifically, to efforts to learn more about family day careand the roles Cooperative Extension could play in strengthening this most used yet least studied andleast supported form of child care. It was undertaken becapse faculty and administration of the NewYork State College of Hu man Ecology and Cooperative Extension personnel in Nassau County shareda concern for children, for the isolation of people caring for children in their homes and the lack ofeducational and community supports for these child care providers.

This comprghensive report is written for people interested in replicating components or allof this community based continuing education and support program in family day care. It is inchronological sequence to show the growth and development of the program and we have closelyfollowed the Suggested Guidelines for Reporting on Special Needs Pilot Projects prepared by ClaudeBennett, Specialist, Education Methodology and Evaluation, Extension Service-USDA.

We have used the term family day care mother rather extensively throughout this report. Werecognize and warmly acknowledge the important roles played by fathers and other male members ofthe families with whom we worked. We look fgrward to a time when men can be fuliy recognized aschild care providers. Therefore, we have used interchangeably the terms family day care mother,family day care provider, family day care parent, care giver.

We hope we have conveyed some sense of the challenge, the frustrations, the satisfactions,the eagerness of the family day care mothers to learn and share, the joy of the children in discovery,and the interest of the community. And finally, we hope that we have stimulated ideas for support offamily day care in other communities.

Natalie D. Crowe

Barbara A. Pine

Irene vy Stein

1

..

v

vi

8

CHAPTER I.

Overview and Summary of thePilot-Program:Family Day Care

The pilot program in Nassau County, New York, is apilot demonstration undertaken jointly by CooperativeExtension at the New York State College of HumanEcology and the Cooperative Extension Association of1\Qau County It was funded primarily by the Exten-sion Service USDA from May 1972 June 1975 TheInstitute for Occupational Education, Nassau CountySenior Community Service Project, Nassau CountyNeighborhood Youth Corps, the State of New York,and Cornell University provided additional sources of-monetary support. New York State Cooperative Exten-sion, New York State College of Human Ecology,Nassau County USDA summer lunch program, Newrdrk State Department of Social Services, NassauCounty Department of Social Services, Adelphi Un-iversity School of Social Work gave in-kind support

The program is an attempt by Cooperative Extensionto reach family day care providers, totiecome a friendand educator, to provide support to an unknowncliertele, to learn the strengths of family day care, toadapt traditional Extension philosophy of starting withwhat people know and developing program based onneeds as they perceive them; to enter a high riskprogram area wher,e traditional measures (i enumbers of people reached, amounts of materialdistributed) of program impact could not beused andwhere no definitive research base existed, to developtrust and credibility among the target audience, thecommunity, and the human services netwL , k agencieswho were not familiar with Cooperative Extension inthese roles.

The major goals of the program are to strengthen theexisting system of family day care by identifying caregivers, to learn the needs of family day care providersas they perceive them, and to design, with them, acontinuing education program. Another goal is to builda support system for family day care and to link familyday care to the existing human services network in thecounty. The program explores Cooperative Extensionin the rules of 'friend, educator, and leader instrengthening family day care. Implicit goals are thatthe self concept of care givers would improve whenpeople began to value their service and began tounderstand the importance of the roles family day careproviders share with pare its providing warm lovingcare and being the child's teacher. As feelings of selfworth and worth of the job to be done are realized, the

quality of 9 Id care Provided improves. This goalimplies not dilly a concern with routine care, health andsafety, but alsoa concern with the child's development,including the relationship with Ns or her family.

When reference is made to quality child care infamily day care homes' it moans a care giving environ-ment that ensures that the child's physical and psy-chological needs are met, that the child's sense ofbelonging to the family or origin is not weakened by thefamily day care experience, that the child has oppor-tunities to develop relationships of trust and attach-:.ment to a small number of,familiar adults responsiblefor his or her care, that suitable opportunities areavailable for spontaneous, pleasurable learning ex-periences that foster the growth of the child's develop-ing competencies. The best family day care settingapproximates a good natural hOme environment. Thequalities most parents like to see nurtured in their childare the same whether the child is at home or in a familyday care setting.

Another implied goal was the development ofleadership skills among program participants so thatthey and the community leaders would graduallyassume responsibility for the program over the five-year period. By program year-five, the program shouldbe self sustaining, bUilt into the ongoing programs ofNassau County Cooperative Extension, Nass-au Coun-ty Department of Social Services, and the county'shuman service network.

Physical Setting and Program Administration

Located in the middle of Long Island, Nassau Countywas reported in the 1970 census to have a population of1,428,838 people living in a 298-square mile area.

The contiguous villagesof Roosevelt, Uniondale andFreeport, situated in the south central part of thecounty are the target area for the pilot family day careprogram Each village has its own small businessdistrict composed of the usual small stores, branch.banks, and the like. Superhighways cross Long Islandin all directions, the Long Island Railway provides east-west transportation, bus transportation betweenvillages is spotty and roundabout; a car is a necessity

The population of the three villages was 77,459according to the 1970 census. This includes 2036children under the age of 18. Of these, 7,000 were'fiveyears or younger. The nurntfer of black families living inthe three villages is increasing as is the number ofSpanish-speaking residents. The population ofRoosevelt. has changed from predominately white topredominately black in the past 10 to 15 years.

In Roosevelt alone more than cne-fcurth of thepopulation is receiving public assistance, mostly in the

1

category of aid to familig with dependent children.This indicates a high perCentage of one-parent familiesand a need for quality child care to enable parents toseek employment and financial indepebdence. In two-

-3

pirent families, both are apt to work to maintain asuburban lev6I of living. One out o every three workersin the county is a woman. The proportion for the targetarea is probably much higher.-

The first-five months after funding were devoted torecruitment of a Cooperative Extension Specialist-

1, Family Day Care, who would direct the program.Barbara Pine was--a home economist with theWestchester County Department of Social Serviceswho had been developing a training program in FamilyDay Carelor social services case workers. She wasemployed mid-M2y 1972. After an orientation at theCollege, and visits to family day care programs in thenortheast; on June 1 she began to prepare the prograrhin Nassau CoCAy. In December, 1972, Barbara Patrick,who lived in Roosevelt, lsnew the community, anchwhowas studying for an associate degree in earlychildhood education waS employed as program aideAnn Burton, a Youth Development 4-H leader in thecommunity, was added to staff as program aideOctober 19737Gertrude Ruffin, senior citizen aide, wasassigned to the program in October 1972. The frrst teenaide, Kathy Day, was employed in June 1973 andsubsequently, a total of six teen aides worked in (heprogram, three or four at a time.

Three students in the College of 'Human Ecologyhave. participated in program staff for field studyexperience.

A researcn,assistant at the College, Irene Stein, wasemployed in the summer of 1974 to develop evaluativeinstruments, train interviewers, analyze and interpretdata, 'and write .the evaluation report. She workedunder the supervisionof Professor Helen Nelson in theCommunity Service Education Departioent at theCollege.

"'Program Development

After a summer of orientation to the county, exten-sive assessment of need and of community resources,the target area for the pilot program was selected. Tobecome highly visible, yet non-threatening, astorefront on the main street in Roosevelt was rentedand renovated as a family day care resource center. Itwas around the corner from space occupied by theexpanded food and nutrition program and an urbanyouth development 4-H program. The storefront hasthree rooms, one behind the other. The front dooropens on the children's play room and visitor's corner,the loan closet, office, and meeting room are down thelong corridor. The bright purple and blue colors of the

2

I

10

former tenant were retained. Participants in Extensionprograms and agents furnished toys, games, equip-ment for the loan closet, plants for the science cornerand fo;.decuration. Anyone w'h o .:ared for children wasinvited to stop inand,pring the children... and they aid.

From the interaction of family.day care mothers witheach other and with the program staff, an exciting,multi-faceted program has been developed. It in-cludes:

a community based resource center for family daycare providers;

a meeting place for family day care parents toshare ideas and experiences,

a weekly informal- education program plannedwith family day care parents, including workshopsand trips to community resources;

planned activities for children while family daycare providers attend training;

an eight-lesson certificate course offered in

cooperation with the Nassau County Departmentof Social Services, planned with care givers, thepilot program staff and department staff;

cooperation with the Day Care Council of NassauCounty to encourage community support of familyday care;

training in child development for tee; aides mhowork with children in family day care homes;

a monthly newsletter to provide communicationbetween family day care providers and interestedparents;

service" of equipment, toys, hooks to care

an advisory committee of family day careproviders and community leaders to determineprogram direction;

assistance to parents in exploring child cr,eoptions;

service as a matchmaker between parents seekingfamily day care and care givers;

work with many community agencies to en-courage support of family day care,

linking of family day care providers to the existingcommunity human service network.

Between December 1972 when the storefrontresource zenter opened and June 1975, a total of 297different family day care providers have come to thecenter. They have attended weekly educationalsessions, come to borrow equipment from the loancloset or to talk with staff, 105 have completed the

eight-week certificate'course, a total Of 2,879 familyday care providers visited the resource center during-this 30-month period, accompanied by 4,194 children,six teen aides have been trained and have worked in 67family day care homes, making regular visits to thesehomes, four family 6ay care mothers completed acourse for credit ttOition free) at AdelOhi University; anaverage of 250-300 people have visited the resourcecenter monthly, including parents,seeking child care,staff of community agencies and interested people;and three New York State College of Human ecologystudents have participated in the program.

Evaluative Research.Z.+"

Building trust with family day care mothers and'credibility in the community were given priority overobtaining bench mark data. Since research activitiescan sometimes cause suspicibn and mistrust in acommunity, it was not until the third certificate coursethat a pre- and post -test, were administered, and thenonly with the understanding and advice of the familyday care...providers on the planning committee In-crease in "knowledge of^cffild development end childcaring practices was ignifrcnt at the .05 level for thisgroup. The evaluativ research design inctuded inter-views but excluded observation in family day carehomes.

In a daily log (see Appendix 6A) staff recorded,Ckhocame to the storefront resource center, whether or nothe or she was a family day care parent,the number ofchildren in the family, number of children accom-panying the care giver, by whom referred, resources atthe center used, length of visit and reason for coming.

A card file ,was established-to keep a list of careproviders, their addresses, how many children theycared for, the ages, and any other information thatwould be helpful in assisting parents seeking childcare.

Research FIndIngsand Lessons Learned

Probably the most important learning was thatCooperative Extensipn could indeed attract an un-known audience and involve them in planning theirown informal continumg education program. What wassuspected in the exploratory program was affirmed.family day care parents are warm, caring people wholove children and want to learn to help children learn.When asked why they were family day care parents,participants in the program responded.

"I feel that family day care rs an essential part of thecommunity I am doing my part in the community as

ay care mother. I enjoy the challenge of being ap fessional mother, and / rove the moment-to-moment experiences. of child care. My love andconcern for children are my basic incentive."

"I am a day care mother because I like helpingchildren. I like the feeling of being useful tosomeonewho needs, help and understanding. It gives me asense of being worth something to someone otherthan my own family."-

"I am a day catemother &cause I enjoy working withchildren. Fa m irYtiay care se'rvicels needed and I canprovide it, eaim a little and still be home with mychildren It lets them know that there are those thatneed and that through sharing they can becomebetter. pebple."

One care giver on completion of the certificate coursesaid, "I always knew what I was doing was important,but people called it just baby-sitting. Now I know it'simportantand I'm taking a college course thissummer." Other family day care parents ask ed.tb speakat subsequent graduptions said.

"As a day care parent and mother of two, the coursehelped me become more aware of the children'sneed for love and care. It spotlighted and reinforcedsome of the things I was already doing "

"Th-: course, helped me to understand four year olds,helped me to develop a meaningful relationship withschool age children and to respond to theirquestions about my pregnancy. I think myknowledge is carried over to the homes of thechildren I learned the needs of children of differentages."

"I thought I was a pretty good family day care parent;now I'm exceptionally good."

There are strengths in family day care that can tienurtured through educational programs, a resourcecenter and a community support system, the quality ofchild care improves as a resu't. Once care givers arehelped to use the human services network, theybecome more confident and use it by thentelves

The extension philosophy of building a prograrrybystartingwith what people know and help-ft them tohelp themselves is transferable to a new audience with

different specific needs It is also transferable tocooperation between Extension and a social servicesdepartment Nassau County, the social servicesdepartment accepted the concept of planning thecertificate course wttkfamily day care mothers. Thereis an educational function for Cooperative Extension incooperation with a service and regulatory agency suchas social services.

An unexpected benefit is the observation tnatdepartment of so'cial services staff seem to place morevalue on their role in family day care and find moresatisfaction as they realize the importance of earlychildhood learning experiences for young children andgroup interaction for family day care providers; and asthe community begins to understand and value thedepartment of social services' role in placing childrenin good learning environmen's with warm, caringproviders.

A nother'outcome was the organization of family day_care providers into the Nassau County Family DayCare Mothers Association. The Association isproviding leadership to the care givers in -NassauCountyAs this report is written, the group plans toincorporate so that. they can request funding tocontinue this [wog, am beyond the pilot stage.

The non-directive, non-threatening, multi-facetedapproach used in this pilob program is replicable inCooperative Extension programming and that of othercommunity agencies'across the nation. In some NewYork State counties, facets of the program are alreadybeing replicated with and without additional funds.

Cocpbrative Extension can be a friend, educator,and a su pport to family day care providers. It can take aleadership role in linking family day care to thecommunity support network. The community can behelped to value family day care. When letters to theeditor of a local newspaper:deplored the closing of aday care center and the assumed poor quality of theremaining alternative which they called "baby-sitting,"participants in the program in March 175 wrote lettersto the.editor of local papers describineamily day careas they provide it. Care givers helped explain thatparents should have optionsfor some children, daycare centers provide the best care and experience, forothers, care in a home situation may best fill the child'sneeds. Family day care mothers wrote about thelearning experiences they lirovide for children in care.The community is more aware of family day care as analternative for families and their children.

Funding is being sought fot program years four andfive The Nassau County Cooperative ExtensionAssociation is committing 50% of one > homeeconomist's time and 25% of one youth development4-H agent's time, plus support t,p continue theprogram This arrangement will free 50% of. theCooperative Extension Specialist's time to extend the

4

a

program to other counties in southeastern Nevi Yorkand to commit 50% of her time to continuatfob, andoutreach throughout Nassau County. In Nassau Coun-ty, she will continue to work closely with the NassauCounty Department of Social Services to replicate theRoosevelt proaram in whole or in partin other com-munities. During yeas five, if funded, the programwould be' offered to other states through theCooperative Extension network.

12.

A

Ni

CHAPTER 2

Situation Giving Rise to thePilot Program

The critical period in child development beginsat about the age of 7 or 8 months" By the age of 3,children should have acquired the ability to un-derstand most of the language they will use inordinary conversation throughout their,"ves. Theyalso have adaptedlheir social styles, including theway they will relate to other children and to adults,such as future teachers. By age 3, the basicshaping of the child is usually accomplished If achild has fallen significantly behind his peers bythen, it's hard to turn him around.

Burton WhiteHarvard Laboratory for Human DevelopmentToday's Child, January 1975

Cooperative Extension at Cornell

The three functions of the land grant university areresident instruction, research, and extension/publicservice. The extension/public service function of theNew York State College of Human Ecology encom-passes all of the educational activities of the facultyand staff that relate college resources to the people ofthe state Major contributions are .made by (a)translating knowledge, including research, that is

useful to the people in the state; (b)' conducting pilotand demonstration programs whose results may be'-corporated into ongoing programs; (c) developinginnovative programs, including teaching materials andtechniques, for the dissemination of knowledge; (d)facilitating and conducting educatiOnal programs andproviding substantive help to Cooperative Extensionagents and other professionals involved in problemsolving; (e) developing liaison with state officials foreducational programming, and (f) assisting publicpolicy and decision makers on a local, state, andnational level by sharing knowledge and counsel

The Cooperative Extension network in New YorkState is recognized as an important part of the landgrant college system There are county extensionassociations in each of the 57 upstate counties andthere is a special arrangement for extension work inNev York City. These associations are one of severalrecognized channels through which the College ofHuman Ecology and the College of Agriculture andLife Sciences work with the people of the stale.

1.3

In October 1970, the director of Cooperative Exten-sion established within Extension Administration abroadly based Human Resources Program Unit com-posed of administrators in home economics, youthdevelopment 4-H, manpower training, and programsfor people of limited resources. Their charge was tofocus on an area described as: "HumanResources... to strengthen the contribution of Exten-sion Administration in this area of program in a mannerthat interdisciplinary efforts are fostered...as well asseeking to focus the resources of the colleges in highpriority problem areas."'

A scope and priorities statement of the HumanResources Program Unit accepted by the director ofCooperative Extension and the dean of the College ofHuman Ecology states "the thrusts of the [HumanResources] program will focus on change in attituderegarding children and families; improving en-vironments in which children develop; improving thequality of human services and their delivery to people;providing education and training opportunities foremployment and income for those concerned withcomprehensive child care; and building of bridges ofunderstanding between the generations, races andcultures."'

The Human Resources Advisory Committee, aninterdisciplinary, intercollege committee of faculty andCooperative Extension agents wrote a position paperstating the conditions necessary for a new programeffort:

Traditionally, most of the educational program flowhas been from the University through county staff tothe family, community or farm business. Problemshave been identified and determined by the facultyand field staff. Studies have resulted in the advocacyof standards or norms for improved and increasedagricultural production, adequate human nutrition,acceptable levels of skill achievement and consumercompetence. These have been prcmoted with thelow-risk assurance that they could be backed byresearch findings. Indeed, if the University could notrely on research results, it has sometimes beenhesitant to comment upon, let alone enter, thepassing scene.

By contrast, the Human Resources PrograM Unitmust focus on the process of helping people identifytheir problems as they perceive them. It sees itselfhelping people muster a variety of resources bypromoting the development of skills to bring aboutchange in the directions which people themselveschoose. This represents a higher risk approach topublic service programming, seemingly incompati-ble with the institutional arrangements (presentcommitment of staff and dollars) w:ihin theCollegesand in county Cooperative Extension Associations.It is} ugh risk because success cannot be measuredby the presently accepted criteria, e g., numbers of

5

people reached, amounts of materials distributed,reinforcement of institutional status, drawing onestablished traditional subject matter expertise, anthe expectations of funding and/or advisory public

dS.3

The Advisory Committee suggested that pilot ordemonstration programs be developed to focus onconcerns for children and that such programs havesignificant commitment of staff and time at the collegeand county level to make a demonstrable difference inthe lives of children and families.

In 1971, the annual Institute of the College of HumanEcology for Community Leaders addressed the sub-ject, "Children Who Cares and How." Over 1200'people whose roles ranged from leaders representingagencies, organizations, parents, care providers,teachers, to legislators discussed issues presented atttie forum Faculty and students present at exhibitsprepared by department faculties and human serviceorganizations reported that people were eager forinformation, ideas, materials and help.

Family day care began to emerge in discussions ofthe Advisory Committee, the Human ResourcesProgram Unit and in discussions at the Institute as themost widely used but least studied form of child care.And, for many families, family day care was identifiedas the (est viable opt:on.

In 1971 three College ofmembers expressed interefamily day care.

Dr. Jane Knitzer, HuStudies, had a primand a joint appointCooperative Exte

'Dr S Morton Altion, brought ainterest in theappointmentresearch.

Human Ecology facultyst in a pilot program in

man Development and Familyary interest in child advocacy

ment in resident instruction andnsion

tman, Community Service Educa-background in social work and an

delivery of services to the poor. Hiswas in resident instruction and

Jennifer Birckmayer, Human Development andFamily Studies part-time Senior ExtensionAssociate in early childhood education, has in-terest in child care programs and education forparenting

Nation

Ththecar

ti

at Situation in 1971

ree significant trends in recent years have turnednation's attention to alternative provisions for

ing for its children Patterns of family living havehanged, more women with young children are workng, there is a growing awareness of the importance of

early childhood learning experiences.

6

The traditional extended farnily of earliergenerations, where many adults shred some of theresponsibilities for child raising, has changed to thenuclear family, often isolated by distance fromrelatives There is an increasing .number of one parentfamilies in which one adult must provide both financialsupport and child care. The earlier family pattern isbeing further modified by the emergence of alternatelife styles with both parents sharing the work andparenting roles.

The role of women in American society is changingrapidly. More women are seeking employment outsideof the home, some because of a desire for personalfulfillment, but most work out of economic necessity.One out of every three mothers of children under sixare in the labor force, four out of 10 have children under18 years of age, many of whom need before and afterschool care' Public policy forces many women withyoung children to seek training and employment.Single-parent female heads of households medianincome is 30% less than the income of an intact familyand usually far below the poverty line.

There is a growing recognition of the importance ofthe early years of a child's life. We know that very earlyexperiences have an important effect on the growthand development of human beings. Beginning ininfancy, chidren are heavily influenced by the environ-ment in which they grow up. Richardson reports thatchildren starting out with similar biological deficitsended up with widely differing risks of mental retarda-tion as a function of conditions of life for the family inwhich they were born and reared.,

Accordingly, the trend is away from providing merelycustodial care. The trend is in the direction of helpingcare givers to provide an environment rich indevelopmental experiences that encourage children tointeract with and be turned on to learning.

Expansion of child care facilities has become a

national political issue. Much emphasis has beenplaced on center-based care 'But only 6% of thechildren under age six whose mothers worked werecared for in day care centers in 1971 It was estimatedthat 310/0 received care in a home setting other thantheir own home.' Additional numbers of childrenwerein family day care whose parents were seeking employ-ment, involved in job training, were in single headedhouseholds, or paid privately for their care. It is verydifficult to obtain accurate data on family day carebecause it covers both publicly subsidized and private-ly paid child care arrangements.

Family day care, the oldest form of child care in oursociety, is growing as the demand for child care grows.The recent publication (1973), Family Day Care'estimates that over 91% of all day care services in theUnited States takes place in private home settingsreferred to as Family Day Care Homes. More public

14

funds are being used to purchase care in family daycare homes because it is a lowel- cost alternativecompared to center care Often, perceived lower costsdo not adequately reflect the total cu ,ts because of thelack of training and support services for family daycare.

Parents often choose family day care because of theindividual attention provided by the care giver, prox-imity of the service to their own homes, flexibility inhours and because siblings can be cared for together ina home setting Frequently, it is the only availablealternative

National Need

The largest group of children in urgent need ofdevelopmental child care are children of em ployedmothers who cannot arrange for satisfactory at-homecare. In 1971, the number of employed mothersexceeded 12 million. Of these, 4 5 million had childrenunder six years of age, for a total of nearly 6 millionchildren There were 24 million children under 14 yearsof age whose mothers were working.

Most mothers seek robs for compelling economicreasons. the male head of household does not earnenough or is incapacitated, the mother is a single headof household. Some work for reasons of emotionalhealth The earnings of muthers make it possible forsome families to avoid the hardships of economicdeprivation

Where are the children of these working mothers')Who is caring for them'? What is the qualify of the care'?No one really knew in 1971

Children comprise 38 percent of this country'scitizens and are among the largest single group amongthe poor As of 1972, 47 percent of the 4 5 million poorin this country were children

Although we purport to be a child-cenedred society,the facts belie the rhetoric twelvecountnes have lowerinfant mortality rates, almost 20 percent of all youngpeople in this country drop out of school before theycomplete high school, and many who graduate arefunctionally illiterate ServiCes to physically andemotionally handicapped children are very limited

As a result of the social and economic disadvantagesof their parents and communitites, too manythousands of children are doomed to failure because ofthe quality of life during their preschool years

New York State Situation

The New York State Department of Social Servicessupervises and sets standards for a wide variety oflocally administered public and private welfare and

1.5

health programs serving men, women, and children ineconomic or social need.

Providing day care for children is an option of eachlocal county department of social services Except forthose children whose parents are required by thedepartment of social services to enter training oremployment, it is not a mandated service

When a county commissioner decides to provide daycare, child care comes under the following rules andregulations of the New York State Department of SocialServices, which also offers guidelines for the im-plementation of state regulations.

"In accordance with the provisions of Chapter 110 ofthe laws of 1971, the Rule of the State Board of SocialWelfare as promulgated under authority granted 'nSection 390 of the Social Services Law will remain ineffect as the Rules and Regulations of the Departmentof Social Services.

"Section 390 of the New York State Social ServicesLaw requires that any person, association, corpora-tion, institution or agency providing day care for threeor more children must have a permit issued by thedepartment or otherwise in accordance with the Rulesnd Regulations of the Department for the protection(id care of children, including health, safety, treat-

ment and training."Under the powers granted by this law, Rule 13,

Family Day Care Homes, was established. Guidelinesfor application of this Rule and issuances of family daycare home permits and certificates have beendeveloped by the Department of Social Services."

According to a report on family day care prepared bystaff in the New York State ,Department of SocialServices, July 31, 1972:

The Department's Day Care Licensing Rules definefamily day care as care provided for three or morechildren away from their own home for less than 24hours per day in a family home which is operated forsuch purposes, for compensation or otherwise, formore than five hours per week. The Department'sRules for licensing family day care were establishedin 1962 and revised in April 1971. These rules apply toall family aay care homes affiliated with socialservices or authorized child care agencies."'"

The U.S. Department' of Health, Education andWelfare formally recognizes family day care as adistinct category of child care and sees it as beingespecially suitable for infants, toddlers and siblinggroups, and for neighborhood based day careprograms including those for children needing afterschool care Federal requirements for family day care

'They do not apply to family day care homes in New York City notaffiliated with New York City Department of Social Services or childtare agerious These ,ulialfiliated homes w Now York City arewgulattsd by the New Yuck City Health Department

7

are set forth in the Fedetal Inter-Agency Day CareRequirements " The New York State Department ofSocial Services Rules and Regulations are in conformi-ty with these 'requirements

New York State Need

According to the New York State Department ofCommerce, the 1970 census reveals that there were274,582 women in the labor force with children undersix years of ageone out of four, and 608,883 womenin the labor force (nearly half) with children six years ofage and under 18 years There was no available data onthe number of children of these women in need ofcare."

The Social Development and Planning Commissionof New York State in its September 1970 report, EarlyChildhood Services. A Survey of Day Care and NurserySchools in New York State, states. "There are fivemillion children 0-14 years of age :r, New York State.About 100.000 or 2% are cared for in group day carecenters. Less than 9% of these children now cared for ingroup care centers are children of working mothers. "2

According to the Report on Family Day CareProgram by the New York State Department of SocialServices, on June 30, 1972, there was an estimates4,081 certified family day care homes, with a capacityof 13,929 children, being used by local social servicedistricts for publicly subsidized child care. 2,401 ofthese homes were located in New York City; 1,680 inthirty-four upstate New York counties. Twenty-threecounties reported no family day 'care homes fromwhich they purchased services "

ii was impossible to obtain a reading on the numberof family day care homes serving private payingfamilies or on the number of children cared to, in thesearrangements.

The state and local departments of social servicesare the first to admit that they dd not have the staff toimplement the conditions of the law, that their firstresponsibility is to the children of department of socialservices clientele whose care the department sub-sidizes in whole or in part.

A recent study by the Social Administrative Servicesand Systems Association for the Office of EconomicOpportunity found that 50 to 75 tasks are required and185 days involved in the time-consuming ordeal oflicensing a child care home"

The confidentiality practiced by some localdepartments of social services to protect certifiedfamily day care parents often tends to exclude thesecare providers frOm receiving educational materials orinformation about educational programs. Few privateproviders are licensed, so the majority are unknown.

Another confusing condition exists. Localdepartments of social services may certify homes inwhich they subsidize child care. State Department of

8

Social Services area staff licenses homes that care forchildren whose parents pay the care provider(otherwise known as proprietary. homes). In somecounties, certified homes may care for private andsubsidized children, but some departments of socialservices save their certified homes for their ownchildren.

Certification or licensing does not guarantee qualitychild care by a trained care giver The Rules andRegulations specify the qualifications of physicalplant, sanitation, safety precautions, health, dietary,supervision, program admission of children, records,and enforcement In 1971, training for the family daycare mothers was almost non-existent. The knownexceptions in New York State in the early 70's stood outas beacons' The Tompkins County Day Care and ChildDevelopment Council Gathering Place; the HumanServices Curriculum developed by the College ofHuman Ecology and Tompkins Cortland CommunityCollege which several family day care providersattended; and Westchester County 4-C training forfamily day care mothers. .

Despite the rules and regulations of the StateDepartment of Social Services governing in-homecare, the majority of care givers were unlicensed,uncertified and unsupervised Many were ignorant ofthe law; often the department of social services has noway to be in contact with them.

Where Are the Children?

Harold and Margaret Feldman found in their studyfor the U S. Department of Labor on women in ,

rural, urban upstate New York that families prefer theirchildren be cared for (1) in their own homes or (2) intheir own neighborhoods.15

Some of the reasons given for their preference forfamily day care were.

Family day care gives the child more personalattention;

The care giver cares for the child Me way themother wants the child cared for,

It is more convenient in hours gnd location since itis usually in the parents' neighborhood or com-munity;

Flexibility in hours accommodates shift workers,school age children;

Several small children in one family can be cared.

for together,

Care is available if a child is slightly ill or becomesill during the working day (parent need not leavework or call an older child out of school).

16

,,re';1°'

gga.NathwalkaaleA11611.-

References

fit 1 itit. P", 1

fl

1 E.H Smith, Director of Cooperative ExtensionSeptember 1970 letter to Human ServicesProgram Unit

2 Human Resources Program Statement, January1971

3 Position Statement Ad Hoc Human ResourcesAdvisory Committee. March 1971

4 U S Department of Labor Day Care Facts.Women's Bureau, U.S Department of LaborPamphlet 16 (Rev 1973)

5. S A. Richardson. Ecology of malnutrition: non-nutritional factors influencing intellectual andbehavioral development. In Nutrition, the Ner-vous System and Behavior, Scientific Publication#251, Pan American Health Organization,Washington, DC, 1972. Pp. 101-110.

6. Mary Dublin Keyserling. Windows on Day Care.1972. Pp. 11-15.

7. Carol Seefeldt and Laura L. Dittmann, Eds. FamilyDay Care. Number 9 in Day Care Series. U.S.Department of Health, Education and Welfare,Washington, DC 20201. 1973.

8. New York State Department of Social Services.Family Day Care Homes Rules and Regulations ofNew York State Department of Social Services,Guidelines Providing Interpretation of TheseRules and Regulations. 1971.

9. New York State Department of Social ServicesReport on Family Day Care. July 1972.

10. U.S. Department of Health, Education and Welfare.Federal Interagency Day Care Requirements,1968, as approved by U S. Departments of Health,Education and Welfare, OEO and Labor.

11 New York State Department of Commerce.

12 Social Development and Planning Commission.Early Childhood Services: A Survey of Day Careand Nursery Schools in New York State. SocialDevelopment and Planning Commission, 41 StateStreet, Albany, N.Y. 12207 September 1970.

13 New York State Department of Social Services.Report on Family Day Care Homes. 1971,

14. Social Administrative Services and SystemsAssociation/Consulting Services, Inc. A Study ofState Day Care Licensing Requirements 1972.Prepared for OEO by the Social AdministrativeServices and Systems Association/ConsultingServices, Inc.

15 Feldman. Harold and Margaret. A Study of theEffects on the Family Due to Employment of theWelfare Mother. For the Manpower Administra-tion Office of Research and Development, U.S.Department of Labor, 1972 Report availablefromNational Technical Information Sen. ice,Springfield, VA 22151.

9

10

ie

r.

CHAPTER 3

Planning the Pilot Program

Review of Literature as of 1971

Family day care is the oldest form of non-parentalout-of-home child care in our society. It is also the mostwidespread form, and it is growing as the demand forchild care grows. Yet, it has not been systematicallystudied and little was known about family day care as itexisted in 1971

Low and Spindler and Ruderman reported the useof family day care in their publicatiors on child carearrangements of working mothers

A review of the literature found seven programsaddressing needs of family day care mothers

The VVomen s_Education and Industrial Union,' aprivate non-profit service organization, 264 BoylstonStreet, Boston, Massachusetts, under the directionof Juan Hawkes, provides initial sand continuingtraining for family day care mothers whom it recruitsfrom many socioeconomic backgrounds. It serves asa broker, matching needs of children with thetemperament and capabilitiekuf trained family daycare mothers. setting fee scales, and collectingmoneys from parents and paying family day caremothers. It also conducts a parent educationprogram This program is available to families in awide range of incomes

The Day Care Neighbor S'ervice Program ofPortland, Oregon,4 developed by Alice H Collins,ACSW, and Eunice L Watson, ACSVV, makes itpossible to intervene at the neighborhood levelwhere working mothers privately and informally, andwithout benefit of any social agency, makearrangements with neighborhood sitters.

The aim of the service is to help make these privatefamily day care arrangements so that they contributeto the quality and stability of the day care offered Ituses a social work consultant to find the keyindividual in each neighborhood who is alreadyinformally helping neighbors make day carearrangements The social work consultant assiststhese key individuals, called Day Care Neighbors. tobecome active in recruiting more and better day caregiver , to matching users and givers who will becompatible and helpful to the children, and inmaintaining good arrangements. The social workconsultant has contacts with family day caremothers and 50-75 families a year. The service'sfocus is on helping home-centered people a. dy

I :)

performing a neighborhood matchmaking service tocontinue in their chosen role with a higher degree ofsuccess.

The Educational Day Care Consultant Program ofthe University of Michigan' brought together socialworkers, early childhood educators and 24 licensedfamily day care mothers to develop an intensivetraining program. The program elements consistedof in-depth orientation for staff, home visits to eachfamily day care home by educational consultants, 20bi-weekly evehing group meetingsof family day caremothers and graduate student leaders, weekly staff ,meetings, individual weekly conferences bdtweeneducational consultants, social worker, projectdirector.

Tompkins County Day Care and Child Develop-ment Council, Inc.,' located in Ithaca, New York, hastwo goals. the development of a comprehensivenetwork of good day care services offering choicesto parents, and creation of a support system for allchild care providers regardless of income level orprofessional status. June Rogers was employed,using United Fund support, `o interpret to thecommunity what day care is, and what the needs ofworking parents, the child, and the careprovider are,Workshop programs have been held using resourcesof Cornell University, the community, CooperativeExtension, department of social services and thecare providers, themselves A resource center, TheGathering Place, is a storehouse of ideas,references, materials, supplies (at cost) and counsel.The Council acts as a clearinghouse and referral forall opportunities for employment in child careTrained substitute family day care mothers providerespite and support when needed. The family daycare mothers have improved their self image and thecommunity now values and supports family day careas a viable alternative

Community Family Day Care Project of PacificOaks College, Pasadena, California had as itsobjectives.

1 to identify the formal and informal networks ofchild care in a multiracial, low incomeneighborhood in Pasadena;

2 to explore possible methods that might be usedto support existing networks, facilities and peopleconcerned with day care of young children in orderto improve the quality of the service,

3 to investigate alternatives that may be providedin order to expand day care opportunities in aneighborhood

11

a They learned that family day care located in thechild's neighborhood may provide the best all daycare for infants, toddlers, and many preschool agechildren The flexibility and opportunity to match lifestyles appeals to many parents. Ten hour days arecommon for family day care mothers Family dayCare mothers, both licensed and unlicensed, wereorganized into cooperative groups, support systems,in the form of field demonstration assistants inhomes, toy loan. health and welfare referral services,and core courses, were tried

The DARCEE Family Day Care Research' obiec-tive was to train family day care mothers to beeffective educational change agents, thus increasingthe educational potential of children from low in-come homes Based on DARCEE staff observationsin 51 licensed family day care homes, a trainingprogram Was developed and a handbook for familyday care workers prepared

Family Day Care Career Program, New Yurk City,'has as its objective to provide child care for welfaremothers (freeing them to pursue careers) in thehomes of other welfare women trained to be familyday care mothers, called teacher-mowers. 1 heHuman Resources Administration has overallresponsibility with help from the CommunityDevelopment Agency. Department of Social Ser-vices, Manpower Career Development Agency andBoard of Education. New York City.

Operating out of 21 family day care supportcenters, each with a director, application counselor,vocational counselor. day care counselor, thisprogram provides support service to family day caremothers whu care fur more than 3600 children in1000 homes (1970)

The Women's Educational and Industrial Union ofBoston and the Tompkins County Day Care and ChildDevelopment Council, Inc , were the only twoprograms that served families and family day caremothers from several income levels The otherprograms were closely connected to the welfaresystem and contracted with the department of socialservices for child care at a fixed rate Some involvedboth licensed and unlicensed family day care providersbut those closely connected to welfare/social servicesdepartments served only those licensed or certifiedhomes caring for children of welfare recipients

In reviewing Cooperative Extension publications.the University of Arizona Cooperative Extension Ser-vice and School of Home Economics published in 1966A Guide for Family Day Care Mothers. No otherevidence of Cooperative Extension involvement infamily day care unto 1971 was found

12

Exploratory Program - Summer 1971 in NassauCounty

Because increasing numbers of women with youngchildren were entering the work force, and because thepublic's interest in child care was increasing but fundsfor child care centers were very limited, interested'faculty at New York State's College of Human Ecologyfelt that use of family day care would probably continueto increase. A small amount of recruitment moneybecame available for students to work in selectedExtension programs for ten weeks, under supervisionof Cooperative Extension agents and faculty. So, theHuman Resources program unit and three interestedfaculty members proposed that two students explore_the strengths of family day care to gain a clearer pictureof needs as perceived by the family day care mothers.The possible role of Cooperative Extension as a trainerof family day care mothers and as an ally and brokerbetween child care providers and families who needdaycare was also to be explored if possible. TheNassau County Extension staff was interested. Theproposal was funded.

Training at the college and on site was provided byfaculty and county staff for two Cornell seniors, onefrom the Department of Human Development andFamily Studies and one from the Department ofCommunity Service Education. Time was spent on howto establish and build trust and a helping relationship,as well as preparing a trunk full of inexpensive playmaterials to provide activity for the children at familyday care homes The plan was for one student toengage the children while the other student talked withthe care provider Weekly visits by faculty providedcontinuing feedback and support to the two studentsand the Nassau County staff. A member of the Nassau. .

County staff describes one of the difficulties they hadin find'ng day care mothers with whom to work.

"In spite of expressed interest at a conference withthe county Department of Social Services regardingthe proposed program, the Department refused torelease the names of any (we had requested ten)family day care mothers with whom the studentscould work. Whether this was because of confiden-tiality or other reasons, we realized that we weregoing to have to locate the care providers Ourselves.We had recognized that this might be a difficult taskafter visiting with our Expanded Food and NutritionEducation PrograM aides prior to the start of thesummer program. They had expressed genuineinterest in what was to be done, but we could sensefrom them the secrecy and privacy that surroundscurrent community child day care arrangement

"We respected this reticence to admit us to the'underground day care network' but we had no idea

20

how difficult it would be to find family day caremothers with whom we might workAfter many efforts by the Nassau County

Cooperative Extension staff, a small chink was found in,the wall of secrecy and by the end of the summer, the.students had been accepted and built enough trust sothat they had worked with nine care providers.

In terms of the original objectives of the program,although the number of family day care mothersparticipating in the program was small, the experiencereinforced our belief that

Family day care mothers are warm, caring peoplewith many coping skills;

Most family day care mothers are receptive tostudents in a helping role and are open in sharingexperiences with them;

Many problems perceived by care providers infamily day care are in the licensing requirementsand regulations,

There was evidence that Cooperative Extensionmight act in a facilitator role to bring family daycare mothers together to reinforce one another,share ideas, and keep communications flowing inan informal educational program,

The shared problems of matching child careproviders' and consumers' needs and of collectingfees and negotiating with parents suggests afacilitator'broker role is needed,

There may be a need for a handbook or a resourcecenter for family day care mothers but time did notpermit adequate exploration "

We also learned that family day care mothersperceive themseives as 'neighboring, doing theirneighbors a favor when they care for children. They donot perceive themselves as child educators or in abusiness with record keeping and reporting as one ofthe functions. They depend on the neighboringphenomena for support and assistance in situationsranging from crisis to taking children to the store orplayground.

Students reported .that many of the concerns andpractices of family day care mothers revolved aroundthe children themselves how to be more responsiveto needs of the children, and around parents who didnot let the care provider know of changes inarrangements or who were late paying Some concernsregarding licensing were based on assumptions, lackof information about application procedure, lack ofresponse to inquiries when no homes were needed inthat area, reluctance to deal with a public agency. Childcare practices varied. Days beginning at 6 AM andlasting past the dinner hour were the rule, not the

exception. Family members were most supportive.External controls of spanking and isolation were usedwith permission of parents.

By the end of the summer, family day care providerswith whom the students had worked individually met totalk at a workshop. They asked for more such oppor-tunities. When you hear people talking you startthinking a different way." "Things got discussed that Iwouldn't have thought of."

As a recruitment device the experience showed twostudents the reality of moving from theoretical to actualprogram development. It also confirmed the possibilityof designing significant work/study experiences withstudents for academic credit.

During the summer of 1971, attempts were made tocollect data about Nassau County and its people,particularly about working parents and thecare provid-ed for children.

Situated in the middle of Long Island, NassauCounty has a population of 1,428,838* living in a 298square mile area. Three out of five people moving intothe county are classified as non-white. The countyranks second highest per capita income in the statewith half of the county's 401,000 families recording anannual income exceeding $15,000. Twenty-one thou-sand households were at or below the poverty level of$4,400 for a family of four. Over one-third of all womenare in the labor force. Sixty-two rural farm residentswere reported in the 1970 census.

The staff were unable tO find any attempt tosystematically pull together Nassau County data thatmight give a picture of the needs of working parents forchild care, their options, the arrangements made, theextent of use of group care and family day care. Theydid get a list of Head ';;tart and pre-kindergartenprograms, proprietary nursery schools, and Depart-ment of Social Services child care centers, they foundout that the county's Department of Social Servicescertified 55 homes for child care,

Nassau County is considered a wealthy county, butthere are many pockets of poverty and many workingpoor families. Child care became an issue becausepeople assumed it was a service for the poor, actually,Many middle income families need child care as muchas working poor and welfare families.

The master plan for child care in Nassau Countyprojected child care centers for seven areas Threecenters, operated by the Department of Social Ser-vices, were not used to capacity.

The County Executive issued a statement in favor offamily day care and immediately met stiff oppositionfrom many county residents and many professionalsworking in early childhood education The latterexpressed concern that children would receive littlemore than custodial care, their opposition may havereflected their fear of intrusion.

13

Despite the resistance, the Chairperson of the Boardof Supervisors' Health and Welfare Committee in aspecial to the New York Times, said, "Nassau Countywill expand its family day care program in an effort toprovide services for Thousands of needy children andto remove mothers from relief roles " Citing the"shocking failure" of existing group care centers. hesaid that the expgnding program would result in

economic benefits to the county, "590 a month cost foreach child in family day care as opposed to 5320presently being expended per child in group care, aswell as provide a family-type environment for thechild The spokesperson went on to announce that thedepartment of social services was now screening 500applicants for a "vastly expanded" family day careprog ram.'2

Soon after these announcements, the Department ofSocial Services made public its plan to expand the 55certified day care homes to a projected 500 homes bythe end of the year

Proposal Development

Notification of the opportunity to present a proposalfor special needs funding arrived in early September1971, due in Washington in October. The three facultymembers -and Human Resources program leaderdeveloped A Proposal for Designing an InformalContinuing Education Program with Family Day CareMothers. (See Appendix A.)

The objectives, based on the experience of thesummer exploratory program were.

To design and test an informal continuing educa-tion program with family day Bare mothers,

Tu insure the training Orogram is designed to meetthe needs of family day care mothers as theyperceive them,

To test the feasibility of Cooperative Extension in .the role of trainer of family day care mothers,

To test the feasibility of Cooperatve Extension inthe role of broker between family day care giversand those whose children need family day care,

To test the feasibility of Cooperative Extensionlinking with agencies responsible for comprehen-sive child care in a coordinating and leadershiprole in a community

The proposal suggested identifying as a programsite a target area in Nassau County, possibly one of thepockets of poverty where a high percentage of familieshad two workers and where child care need wasevident

14

An advisory group of care providers with whom tointeract and plan was considered vital. Representativesof local Extension staff, faculty, and local agencieswere also to be part of this advisory group.

Faculty members in the College of Human Ecologymere to serve as a resource and as a sounding board.Faculty and College resources were to be tapped,graduate student research enlisted, field experiencesfoi students developed.

It was proposed that a family day care specialist beemployed to develop a program with the family -daycare advisory committee. The specialist would baseplans on the summer exploratory program, whateverinformation the county Extension staff could offerabout the political milieu: and would capitalize onCooperative Extension standing and linkages in thecounty.

Orientation to the College and to Extension would bethe Human Resources prog ram chairperson's respon-sibility, while the county Extension Home Economicsstaff would provide orientation tO the county.

it was recognized that the primary need wa s toidentify family day care mothers, gain their trust,interact with them to determine needs on which tobuild program, and to identify methods to do this. Wealso identified the need to plan strategies for obtainingsupport of local Extension staff, local agencies, andlocal power structure.

It wasproposed that an instrument be developed toestablish benchmarks, recording how family day caremothers perceive their role, what knowledge they haveof child development, how children learn, and whatthey know about early childhood education. This idealwas discarded, however, in favor of building trust withthe care providers. A plan of recording progressthrough quarterly and annual reportswas recommend-ed. as was regular feedback and interaction with theadvisory committee.

The College of Human Ecology faculty is committedto providing field experience for students wantingexperience testing theory in practice, CooperativeExtension has used field experience in the counties asa recruitment device. Because of theexpenence of thetwo students in the summer exploratory program, theiracceptance by the family day care mothers and theNassau County staff and the corrimunity, the originalprogram was designed to provide for a graduateassistant and for participation by one student inHuman Development and Family Studies and one inCommunity Service Education each semester. Thegraduate assistant was to give on-campus support tothe family day care specialist.

Complementary funding to pay family day caremothers during training (it was assumed they wouldhave to employ a substitute) was sought from local

Emergency Employment Act Funds and from theOffice of Occuaptional Education.

Support at the College was vested in the dean of theCollege of Human Ecology, the chairperson of theDepartment of Human Development and FamilyStudies, the acting chairperson of the Department ofCommunity Service Education, Extension Administra-tion, and three formerly ment;oned faculty members,Altman, Birckmayer and Knitzer.

Dean David C. Knapp of the College of HumanEcology was particularly interested in an inter-disciplinary approach to problems in child care andcommunity support systems for childreh and familiesHe was interested in programs focusing on the inter-face of family and community. In speaking to the NewYork State Home Economics Association in October1971, he said, ". . the family and hdri-ne cannot belooked at in isolation since they account for only part ofhuman development. There is an interaction with othersocial institutions that can become as important as ormore important than the home. Therefore, we must beconcerned with both the quality of what happens in thehome and in other social institutions. If we areconcerned with the quality of human life, the social,technological and business scene are imulved and wemust be prepared to cope with and change theseinstitutions."

.,

Dr. Henry Ricciuti, chairperson of the HumanDevelopment and Family Studies Department in 1971.noted the department's research strength in infantcare, child development and early childhood educa-tion, and tnat theUpstate Regional Head Start TrainingOfficemas located in the department. He diS0 noted theneed for an increase in faculty positions with Extensionresponsibilities. Jane Knitzer, a member of HDFS, hada 60% Extension commitment; Jennifer Birckmayer,40%

The Department of Community Service Educationwas seeking a chairperson and changing from a stronghome economics education emphasis to a broaderfocus including options to prepare students in adulteducation, social work, social planning, health educa-tion and other community service education fields, aswell as teacher preparation. Historically, the Com-munity Service Education Department has had nodesignated Cooperative Extension faculty, but MortonAltman was one of the originators of the program andfree to work or it.

The newly established Institute for Research andDevelopment in Occupational Education, Departmentof Education, New York State College of AgricultureItInd Life Sciences at Cornell University, agreed tosupport family day care mothers during their training,but later changed to supporting a graduate studentassigned to the program.

,.

The Nassau County Cooperative Extehsion staff wasmost supportive because of prior efforts to developlinks with child care programs and because of interestand concern aroused by the summer student program.In 1971 Nassau County had a professional staff of fivefull time and one part time Extension home economistsin the adult home .economics division and elevenparaprofessionals in the EFNEP program. Theagricultural division employed six professionals andthree plant laboratory technicians; and in youthdevelopment 4-H, twelve professionals and tenprogram assistants. Jessie Middlemast, Coordinator ofCooperative Extension in Nassau County and homeeconomics division leader, was willing to provide onsite leadership and liaison.

Planned as a five-year program, the program phasesand projections were:

Exploratory summer 1971 two students studiedhow child care was provided, alternativesavailable to families, the status of familyday care in Nassau County.

Phase I

Phase II

23

Fiscal year 1972-73 Proposal funded,professional employed. Build trust inprogram with family day care mo.hers,community and county.Interact with family day care mothers todetermine needs and begin, with them, todesign training

Fiscal year 1973-74 Build trainingprogram; continue to lc Intify family daycare mothers; identify key family daycare mothers in network; begin to buildtrust and support of parents, explorebroker role.

Phase III - Fiscal year 1974-75 Build andstrengthen community support network;continue training with family day caremothers, define and establish brokerrole, design training with parents; begintraining in community organization anddevelopment.

Phase IV Fiscal year 1975-76 Community beginsto accept broker role and network sup-port responsibility, Cooperative Exten-sion continues training of family day caremothers, parents, and communityleadership.

Phase V Fiscal year 1976-77 Communityaccepts responsibility for total program.Cooperative Extension training help

1 continues as part of regular program.

15

References

1 Seth Low and Pearl Spindler Child CareArrangements of Working Mothers in the U.S.U.S. Children's Bureau. Publication #46-1968,Superintendent of Documents, U.S. GovernmentPrinting Office, 1968

2. Florence A. Ruderman. Child Care and WorkingMothers: A Study of Child Care Arrangements forthe Daytime Care of Children. New.York: ChildWelfare League of America, 1968.

3. Pamphlet describing program and a visit to theprogram The Women's Educational and In-dustrial Union, 264 Boylston Street, Boston, MA02116, 1971.

4. Alice H Collins and Eunice L. Watson. The DayCare Neighbrc Service: handbook for theOrganization and Operation of a New Approachto Family Day Care. - Field Study of theNeighborhobd Family Day Care System, 2856Northwest Savier Portland. OR 97210. 1969.

5. What Day Care Mothers Want- to Know -Guidelines for a Pre-Service or In-Set viceEducational Program for Family Day CareMothers. Educational Day Care ConsultantProgram, R534 School of Education Building,University of Michigan, Ann Arbor, MI 48104 Amimeo report. 1972.

6 Alice Trisdorfer et al. The Birth and Growth of theTompkins County Day Care ald Child Develoo-ment Council, Inc. Duplicating Services, MarthaVan Rensselaer Hall, New Yor.k State College ofHuman Ecology, Ithaca, NY 14853. 1971.

7. June Sale and Yolanda Torres. I'm Not Just aBabysitter. Reprinted by Day Care and ChildDevelopment Council of America, Inc., 1012 -14th Street, NW, Washington, DC 20005. 1971

8. DAR CEE Family Day Care Research,Demonstration and Research Center for EarlyEducation, John F Kennedy Center for Researchon Education and Human Development, GeorgePeabody College for Teachers. Nashville, TN37203 Mimeo papers and handbook, December1971.

16

2 4

9. I'm a-New Woman Now. Family Day Care CareerProgram, New York, NY. U.S. Department ofHealth, Education and Welfare, OE 20184, Officeof Education, Washington, DC 20202. N.d.

10 Cooperative Extension Service of the University ofArizona. A Guide for Family Day Care Mothers.Tucson, Arizona: Cooperative Extension Serviceof the University of Arizona, 1970.

11. Family Day Care - Summer Exploratory Program1971. Unpublished report.

12. Nassau to Expand Day Care Service (Special to theNew York Times, June 5, 1971).

1

CHAPTER 4

Preparation for Implementation

Proposal Funded and Agreement Signed

November 11, 1971:the director's office was advisedthat the proposal would be funded through June 1972at $18,000 and to proceed with development of abudget at that level.

The cooperative agreement was signed and returnedto ES-USDA. February 9, 1972. One reason for delaywas that the Cornell Institute for Career Educationwhich administers the Office of Occupational Educa-tion funds had shifted their priorities and preferred tohave their funds being held in escrow for the program,used to support a graduate student and a publication,than to use them to support family day care mothers intraining A letter from the New York State Director ofCooperative Extension to Administrator Kirby re-questing a shift in budget items which ES-USDA wouldsupport while nut changing the objectives of theprogram, was set- and an affirmative reply receivedJanuary 25, 1972.

Nassau County staff efforts to main EmergencyEmployment Act funds for paraprofessionals con-tinued but without success

Cooperative Extension Specialist - Family Day Care:Recruitment

The pusttioh was described and with the assistance)f staff development officer placed within the ap-

propriate salary scale for the University. Positions incolleges in the metropolitan area with similar degreesof responsibility were reviewed

The position announcement tsee appendix 5a) wascirculated widely among colleges, universities, socialagencies, social planners, Cooperative Extensionagents, and faculty in January 1972 and again inMarch Selected faculty were asked f3r names ofpersons whu might be candidates ur might knowpotential candidates

Intial screening of written applications was done bythe recruitment and staff development officer andHuman Resources program leader Interviews withcandidates were held in New York City and at thecollege in February and March. The position was re-announced in the metropolitan area and a concertedeffort by Nassau County staff produced promising

t

41

candidates. Interviews were held in the Nassau Countyextension office with the Cooperative Extensionrecruitment officer, Human Resources program leaderand Nassau County home economics division leader.

Two candidates were invited to the New York StateCollege of Human Ecology to meet the faculty advisorsto the program, Extension Administration and get a feelfor the University. The employment date was set atMay18 and letter confirming employment mailed April 19.Barbara A. Pine was employed as the new CooperativeExtension Specialist - Family Day Care.

A brief description of her position was to provideoverall leadershipto the family day care program:

liaison with college, county, social services andother agencies, and family day care mothers andother community groups;

develop program in conjunction with family daycare mothers; train, implement, evaluate program;

supervise paraprofessional when employed, ad-minister program, policy, procedures, etc.,

supervise students during field experierIces (20%of her time);

supervise graduate student when assigned toprogram.

Ms. Pine brought to the position a degree in homeeconomics, and experience in teaching and in socialwork. plus course work toward a Masters.of SocialWork degree.

Negotiation with Nassau County

The faculty, Extension Administration and NassauCounty staff were convinced that this pilot programmust be integrated into on-going Extension programsin Nassau County, and that the family day carespecialist should be housed with county staff

To achieve this, the extension representative' whoworked with counties in Southeastern New York as thedirector's representative, the Human Resourcespi Dgram leader, and the home economics divisionleader negotiated a contract with Nassau County toprovide office space in extension headquarters, desks,files, 3,'5 secretary time, rent of equipment, supplies,demonstration materials, and to-pay family day caremothers during training under a contract to be review-ed annually, using mutually agreed upon procurement,billing, and accounting methodS*.

Since Nassau County is 250 miles from the businessand accounting office at the College, this contractpermitted efficient administrative procedures It wassigned by the President of Cooperative Extension

2317

viAssociation. of Nassau County and the AssociateDirector of Cooperative Extension

Publications Prepared

During- the time recruitmentwas going on, JanuaryMay 1071, the graduate student funded by the CornellInstitute for Career Education was assigned thedevelopment of two publications which would behelpful to the pilot program when staffed. The Birth andGrowth of the Tompkins County Day Care' and ChildDevelopment CoWncil, Inc.' describe° a model which,seemed relevant to the pilot program Family Day CareMothgrs What THEY Want in Training Programs'was based on interviews with a small sample oflicensed and unlicensed family day care mothers inTompluns County (site of Cornell University). Fifteenhundred copia of the Tompkins County Day Care andChild Development Council publication and 500copiesof the study of training needs Of family day caremot hers were published and distributed widely. We stillreceive requests for these publications, although thesupply was exhausted in 1973.

The Cornell Institute for L. :rear Education changedits focus to formal occupational education in 1972, thusprecluding support for informal out-of-school educa-tion. The graduate J tudent assistant concept wasdropped until program year three when a Ph Dcandidate, Irene Stein, was employed to design andadminister evaluation schedules in cooperation withProfessor Helen Nelson. a specialist in evaluation, andthe program staff

Orientation for Family Day Care Specialist

Orientation included the usual on campus orienta-tion to faculty, Extension Administration andresources of the university plus visits to the Tompkins,County Gathering Place and to the Women'sEducatior4a1 and Industrial Union family day careprogram in Boston, Massachusetts Rosalind Silver,Senior .Social Services Consultant, Office of SocialServices Program Development, New York StateDepartment of Social Services, who has responsibilityfur the day care licensing, accompanied Barbara A.Pine. the family day care specialist, Jennie Birckinayer,Senior Extension Associate, and Natalie D. Crowe,Human Resources Program Unit chairman, to BostonObserving the training program at the Union, and inthree family day care homes, and consulting with thedirector, Juan Hawkes, and her staff was mustprofitable The opportunity to discuss implications for

18

2U

the pilot program with a member of the New York StateDepartment of Sogial Services was also helpful.

Orientation in Nassau County was provided byJessie Middlemast and her: staff, building on priorliaison with the County Department of Social Services,Day Care Council and other agencies andorganizations.

Liaison with ES -USDA Established

Ms. Beatrice Judkins, ES-USDA liaison with the pilotprogram, came to the College of Human EcologyAnnual Institute for community leaders 1971,"Children: Who Cares and How," and met Barbara A.Pine

Assessing the Nassau County Situation

In June 1972, Barbara A Pine seht a letter to theNassau County Commissioner of Social Services out-lining tne proposed program and requesting a plan-ning meeting with thsdepartment staff responsible forfamily day care. A meeting was arranged with DavidThaler, Assistant Director in Children's Services,' andthe two unit supervisors in family day care. -

By this time, there were 100 certified family day carehomes in Nassau Cot,t,nty supervised by two units offive social caseworkers and a unit supervisor, each.Approximately 150 children were in care in 75 homes.The remaining homes were not being used. Neitherorientation nor in-service training was provided for thefamily day care mothers. The Department of SocialServices staff was interested in planning trainingprograms but felt limited by personnel and financialshortages

During the meeting it was learned that an indepen-dent research project funded by the Office of ChildDevelopment would soon begin to study educationalprogram approaches in family day care. One hundredfamily dal care homes would be needed for the project.

It was impossible to make firm plans for trainingsessions at this meeting because Mr. Thaler felt that theresearch .team should, be consulted first. Theresearches later responded that any training of themothers involved in the study (all of the licensed familyday care mothers) would contaminate the findings.

During this period, consultation anerneetings withMs Middlemast and staff were frequent.

An extensive folder of news articles about local childissues had been collected by Ms. Marilyn Lanctot,Cooperative Ektension agent and was given to Ms.Pine Names in the articles were sources of original

tel

contacts, Ms. Lanctut provided others through herinvolvement with the Day Care Council.'

Eleanor Kirk. Executive Director of the Day CareCouncil, began work shortly before Ms Pine arrivedinNassau County. Other contacts provided a wide sourceof information regarding community child care andwere helpful in identifying family day rare mothers

6.---P rof es s 1 onals involved with child development and

child care were becoming concerned about the exten-sive use of unlicensed farm+y day care arratigements inthe county With the exception of the CooperativeExtension family day car; program, however, therewa2sno organized effort to reach and provide servicesto these family day care moth rs or the parents whoused their care.

.) :

4:4

Site Selection

;

4.

The target area selected for the family day careprogram is the contiguous villages of Roosevelt,Uniondale and Freeport in Nassau County. Totalpopulation in these three villages is 77.459. Thisincludes 27.336 children under age 18 Of these 7000are five years or younger.

In Roosevelt alone more than one-fourth of thepopulation is receiving publit assistance, mostly in thecategory of aid to dependent children. This indicates ahigh percent of one parent families and a need forquality day care provisions that would enable parentsto seek employment and financial independence.While there are no official figures available, the percent

See appendix.4 for a list of agencies and organizations contacted bythe Lundy day (-are spe,T.talist during the first months on the hob Thematurity were visited after d telephune contact to set a date and time

of working mothers in the target area is likely to exceedthe national survey finding that four out of every tenmothers are working.

I n 1972, approximately 450 children in the target areawere being served in half and full-day licensedarrangements which, included Head Start, pre-kindergarten. BOLES living robm school, and licensedfamily day care. Many more children were being caredfor through unlicensed arrangements with neighbors,

, friends, and relatives (It is significant that 34 of the 141licensed family day care homes in Nassau County werein the Roosevelt-Uniondale-Freeport area )

Many unlicensed day care mothers and babysitteraexist independently as providers of child cai e A wall ofsecrecy and suspicion protects them from the potentialthreat posed by licensin5 regulations and the licensingauthority, the welfare department. Without accessthrough the department of social servicQ4,,,to locallycertified family day care homes, but with knowledge ofthe existence of informal child care, an effort had to bemade to overcome some of the ,barriers M order toreach mothers who were providing child day careservices.

And so the idea of a storefront resource center wasconceived. The resource center would provide pro-gram visibility as well as a bass for operations The sitewas to be in Roosevelt where the Cooperative Exten-sion Expanded FQ,od and Nutrition Education Program(EFk/EP) had gained a high degree of communityaccdptance. Cooperative efforts with EFNEP wouldprobably contribute to the success of the family daycare project. A storefront almost adjacent to theEFNEP office in Roosevelt was located. In addition tohousing the family day care program, the facilityprovided space where the EFNEP aides could storedonated clothihg for needy familids in the community,and it housed a classroom for both programs.

OP'

19

Storefront Resource Center *

'A three-room storefront in the downtown shoppingarea of Roosevelt was rented, cleaned and paintedCooperative Extension staff, the home economicsdivision committee, families who participate in Exten-sion programs, EFNEP aides helped with their time andenergy as well as giving toys, books, supplies, andequipment far the loan closet (cribs, strtillersr play-pens, etc.). The horticulturists-added plants for decorand for the science corner.

The vibrant Purple of the walls and shelves used bythe previoj4s tenant were kept because cost of moving'shelves and repainting was prohibitive and alsobecause the community people liked the color. Slueand purple curtains (made from sheets) and a bluecover on the djvan, made an attractive setting. A rugwas addedfor the playroom. The storefront is long andnarrow, with three rooms oq6ng off a)ong corridor.The front door opens on the visit s' corner andchildren's playroom The office, storeroom, meetingroom, and lavatory are one behind the other.

A sign in the storefront wiodo'w iniitesANYONE whotakes care of children to stop in with the children. Thecceery room,' lined with shelves of toys and books,invites the children to play, or see plant:: sproutingfrom seeds or sea snails edging along the side of theirglass. house, or listen to a story. If there's a baby, the

,t

20

. e

senior aide offers to hold, cuddle, and rock. With thechildren happily engaged, the care giver can relax overcoffee on the couch in the corner, visit with staff wholisten to concerns and tell about this.k.inique program.

EFNEP Cooperation

EFNEP aides worked with a few families who caredfor children in their homes. They assisted by makingreferrals and rending their credibility and communityknow-how to the emerging program. Group meetingsof EFNEP program families were scheduled for thestorefront meeting room. The family day care staffwould provide care for the' children and model ac-tivities the care providers could replicate using inex-pensive materials.

The Roosevelt community was the victim of apyromaniac. During October 1972, over 100 fires werereported. The EFNEP aides with support from exten-sion staff and prograrriVarticipants had developed anemergency clothing and equipment service to burned-out families. This operation moved from the over-crowded EFNEP 'office to the storefront storeroom,thereby intoducing the storefront to more communitypeople.

28

.-4.....'-

AIL

1 6

,.-

Additional Staff Obtained

As the storefront idea reached reality, it was ap-parent that additional staff was needed to assist thefamily day care specialist with program implementa-tion and manning the storefront. The family day carespecialist, after consultation with Extension staff inpersonnel, defined the position (see appendix 5b) ofprogram aide, salary level and career ladder, adver-tised4the position in the community, determined thescreening and selection process and employed Bar-bara Patrick on December 7. Ms. Patrick lived inRoosevelt, knew the community, and was respected.She was enrolled in an associate degree program innursery education. Barbara A. Pine provided orienta-tion and in-service training for Ms. Patrick.

Her responsibilities, under the direction of thefamilyday care specialist, include assisting in maintainingand staffing the storefront, in planning the activitiesand classes, in developing materials, planning andsupervising activities for the children, the loan closet,log and card file, and participating in the advisorycommittee meetings.

The Senior Community Service Project, designed toemploy senior citizens part time and funded through

the local Economic Opportunity Commission withNassau County Cooperative Extension the grantee,provided additional assistance. Two aide positionswere assigned to the storefront Barbara A Pinedescribed the positions, interviewed seniors andselected Ms Gertrude Ruffin and Ms. EsmereldaSmith. They made curtains and reproduced learningmaterials from Trash to Treasures" and Montessori ona Limited Budget' under the supervision of BarbaraPatrick.

JLegitimization

Preparation for opening the storefront and es-tablishing its legitimacy in the community took placeduring the fall. Mr. David Thaler gave hissupport to theIdea of the proposed resource storefront when BarbaraA. Pine submitted a description of the program anddiscussed it with him. He committed the department toassist in publicizing the storefront by mailingpromotional flyers to approximately 500 independentb -sitters from whom the department purchased

2)21

child care services for working Aid to DependentChildren recipient parents These care providers werelargely unlicensed.

Invitation

A flyer (see appendix 6a) was designed asking, "AreYou a Baby-Sitter, or Day Care Mother, or a FriendlyNeighbor Who Cares for Children? 261 Nassau Road isa place if you...

need toys, books or games for the kids

would like ideas for those 'rainy days'

could use play pens, cribs, equipment

need a change of pace.

"Activities for the children while you chat with otherwomen.

"Open weekdays 10 - 3:30. The coffee pot is alwayson."

.

The staff arranged with schools to havekindergarteners and Head Start children take the flyershome, supermarkets stuffed them in grocery bags.The/ were posted in laundromats, churches, andlibraries and mailed to known child care providers andagencies.

Storefront Opens

On December 28, 1972, the storefront opened. In themail that day, the Supervisor of Day Care Services,Department of Social Services, provided the programwith the entire list of over 100 certified day care homesin Nassau Countythe first break through the wall ofsecrecybut too late to invite these family day caremothers to the opening.

And people did come: interested community people,Cooperative Extension Board of Directors, staff,EFNEP aideS, parents, child care providers, children,and curious passers-by stopped at the storefrontopening day, and all through the following weeks

The children immediately felt at home in the playcorner, adults visited with staff and toured thestorefront, the guest book was signed and thoseinterested in participating in the program noted for themailing list.

Letters were sent later to all of the certified day caremothers in surrounding communities explaining theprogram and inviting them to visit the Resource Centerwith their children.

22

3 0

Records and Benchmarks

The staff realized that for evaluation purposes, itwougi be desirable to obtain a reading of what eachchild care provider knew in regard to her concept ofherself as.a family day care parent, her knowledge ofchild development and her practices. But,. buildingtrust in a nonthreatening, caring environment wasgiven highest priority and therefore no benchmark datawere obtained.

To determine the effectiveness of the storefrontresource center approach as a way to reach family daycare providers, a record of contacts with staff at thestorefront was kept in a daily log (see appendix 6b).When a family day care mother visited, her name, thenumber of children in the family, the number ofchildren in care and the number accompanying her onthe visit was recorded. The stated reason for visiting,what resources she used and the length of the visit wasnoted.

The log is a valuable indicator of attendancepatterns, meetings, what resources are most oftenuse and which need to be developed further. Inaddition to being an effective aid to on-going programevaluation, the daily log was used in the overallprogram evaluation to determine the relationshipbetween frequency of participation and responses tothe evaluation interview.

Records are kept of all those parents who visit theResource Center seeking assistance in making childcare arrangements. All contacts with the parent ser-vices offered as well as disposition and follow-up arenoted with the completed child care referral form (seeappendix 6c).

In-service training is planned to help staff deal moreeffectively with issues that become apparent throughfrequent contacts with parents and family day careproviders.

In-Service Education

One strength of the family day care pilot program isthe continuing in-service education for staff. Thefamily day care specialist participates in in-serviceeducation for Cooperative Extension staff provided bythe college faculty and by others. She participated in aone-week intensive course in early childhood educa-tion at the Center for Migrant Studies and in an in-service workshop on child development theories andchild care issues in New York State presented byfaculty of the College of Human Ecology, summer1972. (One of the resource people was Rosalind Silver,Senior Consultant, New York State Department ofSocial Services, who had accompanied the three

,

Cornell people to the Women's Educational and In-dustrial Union family day care program in Boston.)

The family day care specialist, Barbara A. Pine,completed two in-service courses during the firstyearsupervision and administration, ten hours, andevaluation, 15 hours. She also .completed, during herfirst three years with Cooperative Extension, fiveevening courses as a part time student at AdelphiUniversity Graduate School of Social Work toward anMSW: Small Group Dynamics, Psycho-SocialDynamics of Human Behavior, Personality Develop-ment, the Dynamics of Human Behavior, and twosemester courses on Issues on Social Welfare.

To further the program goals, Barbara A. Pine plansweekly in-service education with the supervising aide,program aide, senior aide, teen aides, and field place-ment students. Cooperative Extension personnel fromthe College and Nassau County, resource people fromother agencies and organizations also have helped.

References.

1. Trisdorfer, Alice; Crowe, Natalie; and Knitzer, Jane.The Birth and Growth of the Tompkins County DayCare and Child Development Council, Inc. 1972.

2. Trisdorfer, Alice; Crowe, Natalie; and Knitzer, Jane.Family Day Care Mothers: What THEY Want inTraining Programs. 1971. (Out of print.)

3. McCord, Sue. Trash to Treasures. (Undated.)Available from HDFS Secretary, G-27 Martha VanRensselaer, Cornell University, Ithaca, NY 14853,at $1.00.

4. Farrow, Eileen and Hill, Carol. Montessori on aLimited Budget. 1972. Available from Carol Hill,501 Salem Drive, Ithaca, NY 14850.

i3' 23

I

.41111h:11111L"

24 32

dr-

Wif

CHAPTER 5

Development and Conductof the Program

With the storefront resource center providing avisible community base for program operation, manystrategies and methods have been and are being usedin working toward the original program objectives Theresult: a multifaceted program, including weeklyeducational programs planned to focus on a need orconcern identified by the day care parents or theadvisory committee; a certificate training courseoffered in cooperation with the Department of SocialServices; the Teen-Aide program; a referral.and infor-mation service for parents seeking child care; a loancloset where day care parents can obtain equipment,toys and games on a free loan basis, opportunities forcollege students in field experience, a program ad-visory committee and comprehensive staff develop-

A chronological description of the developingprogram from the opening of the Resource Center inDecember 1972 to the present, including methods ofreaching program participants, major activities andprocesses of the project, teaching methods andeducational content as well as mechanisms used forfeedback during the course of development, follows.!Materials too lengthy to include in the text are inappendix 6.

Educational Program

The first objective of the pilot program is to design,with family day care providers, an informal, continuing,out of school, educational program based on needs ascare givers perceive them. Since the storefrontresource center opened in December 1972, continuingprogress has been made toward that goal.

Storefront Program 1973

In the beginning, informal sharing of concerns withstaff by child care givers at the storefront led to smallgroup workshops focused on these topics. gettingacquainted, two workshops on manipulative materialsfor children, and two discussions on family day care ingeneral

Three months after opening, by March 1973, 40 daycare mothers, licensed and unlicensed, had used the

resources at the storefront resource center; manyparticipated in the workshops. At all meetings therewas a natural and open exchange of ideas andinformation Although with few exceptions, the familyday care mothers were strangers, there was noreticence Observation and feedback clearly indicatedthat participants enjoyed meeting with each other andsharing learning experiences. The highlight for thechildren attending workshops was interacting withother children in a group setting and participating innew and different activities planned for them by theprogram staff.

After the first five workshops, a letter with preferencecheck list (see appendix 6d) was sent to all par-ticipants. It was designed for the following reasons:

to stimulate interest in potential programs;

to determine which areas were felt to be mostneeded or most interesting;

to have the family day care mothers begin to seethemselves as having a planning role in activitiesof the resource center.

Based on responses, four workshops were con-ducted on the topics: "business concerns keepingrecords, income taxes and deductions, insurance:""creative activities for children in family day carehomes," "feeding little folks;" and "parent-madematerials for creative learning."

By June 197,3, the program had grown so much thathandwritten invitations to workshops were replaced bymimeo single concept flyers (see appendix 6e) and amunthly calendar (see appendix 6f) of events (all colorkeyed each month) so that family day care motherscould plan ahead.

With the end of the school year, school age childrenstreamed into family day care. When 80 family day careparents showed an interest in summer program, it

33 25

.....

ist;""1111111111111M914

1$ k `I Ay

111 1

Iih

-4474

,..,7!T;

tA 1, 11 I

w...s decided to move outdoors for the regular weeklyproyram. This was an opportunity to begin to link thecare providers and the, children into the communitynetwork. Picnics at the town and county parks, a trip tothe Bronx Zoo, a pool party, a trip to an animal farmwere among the eleven events that took place awayfrom the storefront. The Nassau County Police Depart-ment Community Relatigms Bureau provided bus anddriver free of charge for trips.

As a direct result of the impact of the pilot programon family day care mothers, two family day care caseworkers in the Department of Social Services who hadvisited the storefront, began organizing licensed daycare mothers in another geographical area in thecounty. A group of 22 family day care mothers wasformed. They began to plan summer activities similarto those in the pilot program.

On one occasion, the pilot program family day caremothers accidently met the case workers' family daycare mothers in the park. The two groups Joinedtogether for the picnic and shared the program whichincluded learning to make a terrarium and a tour ofCooperative Extension experimental gardens in thepark. The combined group of 70 children rode the parktrain and played in the park.

A sickle cell anemia information program andscreening, and a health program focused on children'sillnesses were held at the storefront, while a walkingtour of the neighborhood originated there. Childrenlearned that fire fighters are friendly people who arehelpful in explaining how fire engines work. Manychildren tried on the firemen's special boots, coats andhats. The walking tour also included a pet shop and thepost office.

According to New York State rules and regulations,family day care parents mast provide at least one mealand mid-morning and mid-afternoon snacks tochildren in their care. The weekly fee for child careaverages from $20 $25 per child per week for 8-10

26 3 4

hours of daily care. Except for New York City, there isno extra remuneration for food served to children incare. Some children get three meals a day if theirparents work and commuting hours total ten hours.Some school-age children can eat food valued at morethan parents pay for care creating a financial burdento the care giver. With rising food costs, family day careproviders are experiencing difficulty providingnutritious lunches and snacks to the children in theircare within the small wages received.

Application to the local distributor of USDA summerlunch program for free lunches for children in familyday care homes participating in the pilot programresulted in 128 box lunches being delivered to thestorefront five days a week. The lunches went on thebus to weekly activities, were picked up at thestorefront or were delivered by volunteers and staff tofamily day care homes. A total of .4,480 nutritiouslunches were eaten by children in family day care. In1974 this number more than doubled to 270 lunchesgoing to over 40 homes daily a total of 10,680lunches distributed in two months. As a result of linkingthis one group of care providers into an existingprogram, a group of day care parents in anothercommunity formed an association, with the help ofcase workers, and received lunches for children in theircare for summer 1974.

When Bob Glassberg, a senior in Human Develop-ment and Family Studies, arrived in June 1973, student_

involvement in the pilot program became a reality. Hehad planned with Jane Knitzer, Director of Field Study,and the Cooperative Extension Staff DevelopmentOfficer, to get experience that would not only meetprogram goals but would also contribute to hisprofessional goals and meet theCollege requirements.As a field study-site supervisor, Barbara A. Pine metwith Mr. Glassberg weekly to plan and evaluate hisexperience, they also met with his campus supervisorat regular intervals.

As part of the support system to family day care, andas an attempt to give youth an understanding ofchildren and child development, a teen component ofthe family day care program was developed.

In summer 1973, Kathy Day (a Neighborhood YouthCorps employee) was trained by program staff to workwith Cornell student Bob Glassberg in developingoutdoor activities for children in family day care. Up tothis point, family day care parents had been coming tothe storefront, staff had visited very few homes. Trusthad been developed over six months, however, and tenfamily day care mothers welcomed staff, students, andteens.

Mr. Glassberg and Kathy developed traveling backyard activities programs which they demonstrated atfamily day care homes. After learning the ages of thechildren in care at a home, they planned a variety of

creative activities for a two-hour program. Games,story telling, acrobatics, things to make, and musicwere included, for Bob played the guitar and sangConceived as an educational support and also asoffering a respite to family day care mothers, the teenaide program in reality found family day care mothersactively participating or observing intently The teenaide worked 25 hours a week for eight weeks.

Based on the success of the back yard demonstra-tion program, three teens were added to the programstaff in October 1973 (See appendix 5d for positiondescription ) Kathy Day, the high school senior, return-ed as a Neighborhood Youth Corps employee, and PatDouglas, a junior, also in the Neighborhood YouthCorps, was assigned; Mary Yates, a high school seniorin a work study program, was employed by the familyday care program The teen aides worked after school12 hours per week, for 40 weeks, participating in acombination of child development in-service trainingand experience with children in family daS, care homesOn school holidays they work with children who visitthe storefront resource center with their, careproviders Teens were paid $2 00 per hour

During the winter 1973, a local library assisted withthe teen training by providing three days of intensivetraining in story telling, selection of books and flannelboard techniques Other elements in their trainingincluded developing age-appropriate activities forchildren in family day care homes "The teens are adelightful addition to ourstaff and contribute greatly tothe outreach program Mothers and children alikeenjoy their visits with the 'treasure box' of activities,"reported the specialist.

An adult staff person provided leadership for thevisit, but the teen aides were responsible for allactivities and for working with the children After eachvisit the teens wrote evaluations (see appendix 6g forteen home visit reports) to help them plan for subse-quent visits and to note development of the children inthe day care home.

The rapidly growing program created a demand foranother staff member (see appendix 5c for positionannouncement). After extensive recruiting, Ann Bur-ton, a 4-H leader in the community, was hired inOctober 1973 The advisory committee participated inthe final decision and agreed unanimously that Ms.Burton would be "perfect for the job

Ms. J udkins, ES-USDA liaison, visited two family daycare homes in January 1974 to observe teen aidesdemonstrating story telling with a flannel board andstraw painting Not only did the children and family daycare mothers participate but also other members of thefamily from older youth to grandparents (Rooseveltschools are on split sessions, so that older youth areout of school at 1 PM )

Day care parents participated in program planning ina more formal way at a special program planningmeeting in early October 1973. The program activitiesreflect this. They wanted an opportunity to meet withsomeone from the department of social services aboutthe issue of licensing Half of those attending theprogram were unlicensed Group trips were requested;two care givers volunteered to teach the others thingsin which they were skilled crocheting and makingwashable cloth books. Trips to a pumpkin farm gaveeach child an opportunity to select a pumpkin fromthose growing right out in the field to take home. TheFreeport Library planned a special Halloween programfor family day care mothers and children.

Family day care parents planned many Christmasactivities including gifts children can make, inexpen-sive adult gifts and decorations, a trip to ChristmasWonderland, a children's party and a pot-luck holidayparty for family day care mothers.

Leadership was beginning to emerge. One day caremother read in the newspaper of an opportunity forgroups to obtain free tickets to the circus. Throughcombined efforts of day care mothers and staff, 200 daycare mothers, children, parents, and staff had ringsideseats. A group of family day care mothers formed abowling team.

A.-

A communication mechanism was needed as familyday care mothers began talking about their concerns

something to link them to other isolated care giversand to the resource center A newsletter was proposedand because the card file of names and addresses wasconstantly growing, the advisory committee authoriz-ed it.

The first monthly newsletter (see appendix 6h)designed to provide a forum for ideas and information

3 )27

0

sharing among family day care mothers, was publishedin August 1973 The first issue was mailed to 203 peopleincluding all the known licensed family day caremothers in the county and all unlicensed family daycare mothers participating in the pilot program.Recipients had an opportunity to request that they beplaced on the mailing list for the monthly calendar ofevents.

To give substantive content for the newsletter, areference library was assembled for use of professionaland paraprofessional staff. Care, givers were en-couraged to contribute to the newsletter, and toindicate their ideas for content. Pictures were used toshow program participation. By March 1975, themailing list for the newsletter had grown to 498 people.Recipients were encouraged to share the newsletterwith parents who may request to be on the mailing list.The newsletter established another link between thecommunity support system and family day care.

By the end of the first year of operation, thestorefront had become a community place for parents,children, care providers, community people. Familyday care providers who were regularly attendingclasses at the storefront numbered approximately 55with a total participation of 577 over the year.

Family day care mothers encouraged their caseworkers to visit the storefront and by the end ofsummer 1973 more than half of the case workers werestopping by regularly and referring care givers to theprogram.

Two case workers, Florence Faga and Beth Ferrante,had formed the family day care mothers for whom theyhave responsibility into a group which meets regularlyin homes or at the department of social services officebuilding. They sometimes invite speakers. This was thebeginning of a trend toward group work within thefamily day care units at the department of socialservices.

At one such meeting the family day care specialistwas invited to attend when the family day care mothersrequested that a Department of Social Servicesrepresentative of day care be present to answer familyday care mothers' questions One result was theDepartment's willingness to explore the cost of groupliability insurance for family day care homes.

The total number of adult visitors to the pilotprogram in 1973, other than family day care providers,was 863 persons, often accompanied by children.Among these were. staff from a wide variety ofcommunity service agencies, Departments of SocialServices, Cooperative Extension locally and from othercounties, as well as parents seeking child care andinterested community residents

Certificate Course

In 1974 a more structured method of approaching

28

36

the objective of designing, with family day careproviders, an informal, educational training programand of testing Cooperative Extension in the role oftrainer was explored.

"...AIso

v I

la

4&11

In January 1974 Staff Development Officer in thedepartment of social services, Julita Stone, contactedBarbara A. Pine to discuss training for family day caremothers Interest of the Staff Development Officergrew from an awareness of the success of FlorenceFaga and Beth Ferrante's group and the success of thefamily day care pilot program in planning aneducational program with family day care mothers.The department recognized the need for training forthe licensed family day care mothers they supervise.

A training comm ittee of nine family daycare mothersrepresenting geographical areas of the county, twocase workers, one Department of Social Services unitsupervisor, Cooperative Extension family day carespecialist and Department of Social Services StaffDevelopment Officer, was established to plan thecontent of an 8-10 week course for family day caremothers Some family day care mothers on the trainingcommittee were from areas where no groups had beenformed A few proceeded to organize family day caremothers in their areas.

The training committee decided the certificate train-ing course would be eight sessions held once a week;two groups would meet on sequential days one atthe storefront and one at the Department of SocialServices facility; a certificate would be orfered toparticipants who attended six out of eight sessions withan opportunity to attend missed sessions at the othersite; the training would be open to anyone who caredfor children, licensed or unlicensed.

The course (see appendix 7) developed by thetraining committee drew un resources of CooperativeExtension, Department of Social Services and thecommunity. Two sessions focused on What is FamilyDay Care?, one each was held on What to Do in anEmergency, How Children Develop, GuidingChildren's Behavior, Sex Education and the YoungChild, and two workshops considered Activities WhichFoster Growth.

Seventeen care providers enrolled in the course ateach site. Thirty-two completed the course and werepresented with certificates (see appendix 7d) signed.bythe director of Cooperative Extension and the NassauCounty Commissioner of Social Services. The com-missioner presented the certificates and had his staffphotographer take a picture of each presentation. TheHuman Resources Program Leader, representing thedirector, spoke briefly, as did the Nassau CountyCooperative Extension home economics divisionleader. Each family day care mother wore a corsagemade by a family day care mother on the trainingcommittee and was given a small gold lapel pinsymbolic of Nassau County Children's Bureaupresented by the Staff Development Officer. Familyand friends attended the ceremony. Said one graduate,"I used to think what I was doing was important, buteveryone else called it just baby-sitting. Now, I knowits important. When my older daughter is home thissummer I'm going to take a child development courseat the college." Newspapers carried the story withpictures.

By the end of June 1974, 20 more family day caremothers had completed the course and were presentedwith certificates by the Human Resources ProgramLeader in the presence of department of social servicesand Cooperative Extension staff, friends and relatives.In October another group of 23 family day caremothers were graduated.

)-Self respect, a desire to learn and to share, a valuing

of children and the role of a care provider, an un-derstanding of sor.:ial service rules and regulations, aknowledge of how to use the community supportsystems, a feeling of strength in their groups, a love forchildren, and an increased knowledge of children'sdevelopmental needs were shown by the womencompleting the certificate course.

Storefront Resource Center Program 1974

An important but sometimes overlooked method ofcommunicating a new idea, such as a place just forfamily .day care providers, to potential program par-ticipants in the community is visibility. The storefrontresource center is visible. Located on the main street inone shopping area, it is distinguishable from surroun-ding stores by a large sign and a bright purplecurtained window. Even from the sidewalk, theplayroom, brightly decorated with children's artwork,beckons the passer-by. A large bulletin board focuseson family day care. The message is clear this is aplace for children and those who care for them.

The weekly, informal educational program and thestorefront resource center had become firmly es-tablished as part of the new support system to familyday care providers by the beginning of 1974, a yearafter the opening of the storefront.

The programs planned by the family day caremothers and the advisory committee for JanuaryMarch 1974 were attended by 111 family day caremothers and 247 children. Programs included a serieson infant care taught by Anne Willis, CooperativeExtension Specialist; a film on sight and a mini-visionscreening clinic; ways to make toys that teach forinfants and toddlers; two series about getting the mostfrom your food were taught by extension homeeconomists and EFNEP aides; a bus trip to theAmerican Museum of Natural History; involvement ofthe whole family in family day care; and a family daycare mothers' swap shop of toys and children'sclothing.

In an attempt to link parents and family day careparents to on-going extension programs, participantswere invited to hear Dr. Roy Horowitz, a notedpediatrician, speaking on child czre and child abusetothe prospective homemaker-home-health aides intraining. They were also invited to participate in aprogram sponsored by the Day Care Chu ncilof NassauCounty to celebrate the Week of the Young Child A fewparents and child care givers attended and could beheard later sharing what they had learned with othersat the storefront. Parents were alerted to a neworganization, Countywide Parents for Child Care with

k

sponsorship from the Nassau County Day Care Coun-cil which was interested in quality child care. Thebulletin board at the storefront and the newslettercarried notices of community programs, extensionprog rams.

Contribution to the proposed changes in rules andregulations for day care being considered by the NewYork State Department of Social Services was madepossible at a Wednesday morning meeting when theproposals Were explained. Some family day careparents attended the regional hearing Although noone read a statement at the hearing, a group of familyday care parents drafted a letter reflecting theirconcerns to the proposed changes. The letter wassigned by thirteen family day care mothers. Theircontribution was acknowledged by Ms. Silver of theState Department of Social Services.

During Cornell intersession, January 1974, DeborahDodenhciff, a Communication Arts major, was 'assign-ed to the program She developed a draft of a bi-foldflyer describing the family day care program (appendix8); assisted the supervising aide with newsletter for-mat; painted a "family tree" on the wall for thechildren's pictures, wrote radio spots about family daycare that were aired statewide.

ve';iraf1;44 tor

..

v

Lois Moss, a student in Community Service Educa-tion, joined the program summer 1974 for a summerand fall semester field placement. Her specific interestis in an in-depth study of family day care: the providersof care, parents who use it, and the local department ofsocial services who supervises the care arrangements.She is also interested in delivery of human servicesandconcentrated on the ways in whith the CooperativeExtension Family Day Care Program responded toexpressed needs of family day care parents. She alsoanalyzed and charted the program log information,showing frequency and type of interaction of familyday care mothers participating in the program, as partof the program evaluation.

30

Barbara A. Pine worked,closely with each student inplanning, supervising and evaluating. their ex-periences. Students participated in regular staff train-ing as appropriate.

During 1974 in-service training for staff included:visits to a variety of chdd care programs to studyreferral systems, sources of support, degree of parentinvolvement, training and to observe methods of ,

working with parents and children, introduction to anddevelopment of teacher and parent-made materialsthat enhance various aspects of a child's development,attendance at three all-day Exploring Childhood*teacher seminars, participation in several all-daycommunity-based workshops for child care workers.One staff member enrolled in a two day communica-tion workshop offered locally by the College of HumanEcology. Staff in-service training was enhanced byreading and discussing timely articles and books aboutchild development and family life. Whenever possible,paraprofessional staff members participated in thecertificate course and regular Wednesday trainingsessions with family day care parents.

In preparation for a new project, cardboard carpen-try, the family day care spdcialist, supervising aide andthree teen aides attended an all day workshop incardboard carpentry at the Workshop for LearningThings in Cambridge, MA. They realized that three-plycardboard had a great potential for use in day carehomes because it is easy to work with; items can bedisassembled for quick storage; it is lightweight yetdurable and relatively inexpensive and it is a "forgivingmaterial" because errors can be corrected. They madea large ladder house (dowels were used) for climbingon and under, a real pull wagon, a large round table(child height), a book display rack, and an equipmentcarrier for the teens' treasure box. Based on theirexperiences, the staff taught family day care mothersand parents to construct needed equipment of card-board. West Hempstead Extension headquarters hasan excellent shop for wood working, so the firstworkshop was held there, a place new to programparticipants.

Planning for the second summer program wasinitiated in early May. Programs in May and Junefocused on a variety of experiences with paint; storytelling, including choosing story books, reading tochildren, making flannel board stories; and, an-ticipating the influx of school age children at the end ofJune, activities for older children.

Exploring Childhood is the title of a program in Education forParenthood, developed by Education Development Center, Cam-bridge, MA, unu 4r a grant from the Office of Child Development.Department of Health, Education and Welfare It is a comprehen-sive one-year curriculum on child development for boys and girls ingrades 7-12 which combines classroom instruction and practicalexperience working with young children under teacher supervisionin child care situations or kindergartens.

38

By summer 1974 family day care was more firmlylinked with the existing community support networkand to Cooperative Extension programs andrt.3ources. The summer outdoor activities planned byfamily day care parents included a picnic and musicworkshop, picnic and a nature workshop taught byYouth Development 4-H leader, Agnes Saunders; fourspecial performances for family day care of the NassauCounty Parks and Recreation Department mobilepuppet shows; bus trips to Adventureland, Long IslandGame Farm and the Bronx Zoo; storytelling and musicprograms by the Mini-Mobile; a walking tour of theMarine Wetlands guided by Agnes Saunders; trash totreasure workshop; a pool party. and a county-widepicnic for all family day care mothers and childrensponsored by Cooperative Extension and the Depart-ment of Social Services.

Family day care mothe'rs were encouraged by thefamily day care program to buy leisure passes ara costof $1.00 to use county parks and recreation areas. In1973 passes were free to residents of Nassau County.Until the family day care program in 1973, many daycare mothers were unaware of the great resource theparks system offers. Children's arts and craftsprograms are available four days a week during 'thesummer. Mobile units from`the parks department co-sponsored by the library made special trips to theRoosevelt community to present programs for familyday care parents. Many family day care mothers andchildren participated. Local libraries supply travelingstory tellers, several schools provide organized playactivities, some communities have free buses to thebeach family day care mothers were encouraged tolink into these community support systems of whichthey were previously unaware.

Lois Moss, the Cornell student in field placement,helped compile a summer calendar of all Parks andRecreation Department activities including mobile unitneighborhood visits, which was mailed to all knownfamily day care parents in the county.

In the three-month period, July - September 1974,the seventeen events planned by the family day careprogram were attended by a total of 235 adult careproviders and 985 children. Transportation was oftenprovided by the Nassau County Police Departmentwhich furnished the police bus driven by DetectiveGeorgeMells, a welcome friend to family day care., The summer free lunch program served 270 childrenin over'40 day care homes Volunteers were needed toassemble lunches because the supplier distributed thelunches in bulk, but an assembly line made lunchpreparation an efficient operations.

The teen aide program element developed not onlyas an educat.onal support for family day care but alsowas an experience in education for parenthood. Thepilot program of the Office of Chad Development,

3D

4

Exploring Childhood, was being tested in training bothteens and family day care givers. ,

The Exploring Childhood curriculum is an excitingmultimedia approach to learning about child develop-ment. Using a combination of personal experiencesand remembrances of growing up, group decision, roleplaying, films, and recordings plus actual field ex-perience working with children in family day carehomes, the teens learn'about children, human develop-ment, and families as well as increasing their own selfawareness and gaining knowledge and parentingskills. They expressed enthusiasm for this combinationof learning and field experience. Future plans are tofurther adapt the Exploring Childhood materials foruse in parenting education with adults.

In June 1974, 22 teens from the local community.applied and were interviewed for the one opening obring the teen staff total to fou'r to form two teams oftwo each. Craig Carr was employed. During the winter,the teens had worked with children in 20 different'family day care hombs, returning for second and thirdvisits in many cases.

Space limitations of the storefront prohibit expan-sion of this aspect of the program. There simply is notspace for more teens to participate in on-going trainingand to plan activities and develop and assemblematerials.

Fall 1974, the family day care mothers programplanning meeting took advantage of fine fall weatherby scheduling picnics at Cow Meadow Park and LidoBeach to further explore the nature treasures. The,October calendar notes the beginning of the thirdseries of certificate classes, the Roosevelt Library storyhours for preschool children and after school moviesfor school children, the Wednesday classes for day

31

..,

Care parents at the resource center, includingworkshops on cooking with children, getting involvedin nature activities, a discussion on parents' feelings.and an exciting guided tour of the model farm part ofthe State Universi at Farmingdale.

410

32 40

4

Voiv

1g-

-.

-6-;

V-

.

4,1

r

4

Family day care mothers' interest in sex educationfor young Children and sex stereotyping were ad-dressed by Cooperative Extension agent, Judi Elkin,who had worked with the program increasingly during1974. It is interesting to note the growing sophistica-tion of family day care mothers as shown by theirconcerns in 1974. The resource library was expandedto include books that day care parents could borrow.Training programs had sparked interest in knowingmore about child development.

ovi,:.:73:..,..,

4%.,;;;._

Programs for 1975 include a vision screening clinicwith materials and instruction for home screening ofpreschool children; a return trip to the Museum ofNatural History, a child development specialist ex-plaining the various aspects of perceptual develop-ment and what family day care mothers can do at hometo stimulate this development; a follow-up workshopwhere participants have an opportunity to make gamesand toys that fodus on perceptual development; anofficer from the Nassau County Police Departmentdiscussing how parents can help protect children fromchild molesters; and a workshop on meeting the

34

O

nutritional needs of preschool children. In February webegan the fourth series of certificate training.

All programs at the storefront are based on needsand concerns of the family day care parents whoidentify needs and help plan the programs. Activeparticipation is the way family day care mothers preferto learn Demonstrations, workshops, discussions,trips, verbal interaction and sharing are most used andmost successful at the storefront classes.

Some family day care mothers like to teach eachother. Programs are planned to capitalize on thiswillingness to share. Much unplanned learning occursin informal interaction among family day care mothers.In the beginning, several meetings were needed just toprovide informal interaction as family day care mothersopened up to each other and the staff.

r.

Classes and workshops at the storefront are limitedby the size of the classroom and playroom. Ten peoplecan sit and work comfortably around the tables in theconference room, a maximum of twenty children canbe cared for in the playroom.

Much individual learning occurs in conferences withstaff at the storefront, or in family day .care homes.Students.and teen aides report care providers eager tolearn, to participate.

The most structured program is the certificatecourse planned by family day care mothers, the pilotprogram staff, and Department of Social SerVices staff.Instructors soon learned the preferred action patternfor learning from reaction and evaluations. Changeswere made in instructors based on the evaluations.

Modeling of attitudes and behaviors in child care bystaff and other day care parents is often an importantand effective way in which family day care parentslearn alternate methods of dealing with children. Thereis no competition built into this pilot program. Motiva-tion of participants to learn is very high..

42

Preparation by Staff

Preparation for workshops at the storefront resourcecenter begins with in-service training for program staffThis insures sound, substantive content andmethodology. If a resource person is to conduct theprogram, the family day care specialist works closelywith the individual to identify the audience, theirconcerns and expectations, objectives of theworkshop, they arrange for audio-visual equipmentand materials needed, and mechanisms for obtainingfeedback

For every program, the staff publicizes it on thecalendar and by flyer, obtains the materials andreferences, sets the stage. They prepare enrollmentforms and tally them. In some cases, they may provideor arrange for transportation The College fleet in-surance policy covers program participantstransported to the program. Written permission slipsfrom parents are obtained for all trips. A record ofattendance is kept in the log and individual card file ofprogram participants.

'

4444;

4

mia1

1111.

large name tag is prepared for every child and affixed tohis/her back; arrangements are made for identifyingoutdoor clothing and help given to small children.Extra supplies of disposable diapers, clothing, milk,juice and crackers are available.

The shelves in the playroom are carefully planned toshow new ideas for play materials, nature and scienceactivities, and books to the children and their caregivers.

The coffee pot is always on at the storefront a

hospitality "must." Sometimes staff, sometimes familyday care mothers, sometimes EFNEP aides, or homeeconomists in nutrition and food programs provide anew snack.

The staff plan a program of activities and a snack forchildren who accompany family day care parents toclass. Care givers stop by to view these experiences A

Preparation by Learner

The family day care mother learner who participatesin the program has extensive planning to do, also Shemust obtain permission of the parents of the children to

35

take them to the storefront and written permission fortrips. If the family day care home is within walkingdistance, children are instructed in safe walkingprocedures If the family day care mother drives, or twomothers share car transportation, the children areinstructed in safe behavior in a car. If she drives, theremust be gas in the car, arrangements made for use ofthe family car; a ride found for the other workers in thefamily.

The care provider must note that each child'sclothing is marked for easy identification, as well asany toys for sharing Supplies of bottles, diapers andthe like for infants and toddlers must be taken along.The children's and sometimes the family's noon mealmust be planned and perhaps preparation begunbefore leavng for the family day care program. Thechildren need to know where they are going and whatthey may expect.

During the program, the care giver needs to beavailable to the child who needs to know she's stillthere but in a different room; the child who may need tobe held and reassured Sometimes just a walk down thecorridor and a look in the meeting room is all that'sneeded.

Kindergarten and first grade children may need to betaken to or picked up from school during the morning(Roosevelt is on split sessions), or arrangements madewith the school bus driver for pick up or delivery to thestorefront.

Coping skills of family day care mothers varymoreparticipate in summer, spring and fall program s than inwinter.

Family day care mothers need to know what ac-tivities children participated in at the storefront so thatit can be replicated and reinforced. Periodically, theygive feedback to staff about the program, how they useinformation with children in their care, about nextsteps, needs and concerns

Program Advisory Committee

The program advisory committee was conceived asone way of insuring that the program was meeting theneed of participants and of promoting communitysupport and understanding During the first two yearsof program operation its membership was informallycomposed of seven interested family day care mothers,a parent using family day care and a communityresident employed as an assistant to the director in theNew York City Family Day Care Careers Program whohad had experience working with advisory groups. Thecommittee met infrequently but did play a role inprogram planning, interviewing and selection of theprogram aide, and choosing representatives to accom-

36

4 4

pany the program specialist when there was an invita-tion to present the program to various groups.

The family day care mothers who were originalmembers of the committee began to participate lessregularly in weekly programs as socialization amongthem increased and they began to plan activitiestogether. The committee and staff felt there was a needto include more recent program participants anddevelop mechanisms allowing for greater representa-tion of the family day care proved rs in the community.

The committee agreed that t e program specialistwould send a letter to all of the d y care parents on themailing list living in Roosevelt, niondale and Freeportinviting them to join the a visory group. Fifteenpersons responded includin several original com-mittee participants and the irst of regular monthlymeetings was held in Jan ary 1975. The membersclearly are more prepared to assume a leadership roleat this point in the development of the program. Plansare to develop a set of guidelines for the operation ofthe committee, membership, and functions. Work hasalready begun on a local directory of day careproviders to be compiled and distributed by thecommittee.

Linkages to Community Support System

An objective of the pilot program is "to explore thecoordinating and leadership roles Cooperative Exten-sion should play in linking with agencies responsiblefor comprehensive child care in the community."

During the exploratory program, summer 1971, andduring the first six months of the pilot program, it wasestablished that very little was known about family daycare providers; that the majority of them were isolated,did not know each other, and were not linked into thenetwork of human services in Nassau County.

Department of Social Services

Responsibility for child care and child protectiveservices in Nassau County rests with the countyDepartment of Social Services. Program linkage withthe department has progressed from polite interest butlittle beyond verbal support when the program began,to active continuing cooperation.

Some of the ingredients in this success story include.keeping the Department of Social Services com-missioner and 5 informed during every phase ofprogram develops 'lent, maintaining a non-threateningapproach, respecting the policy of confidentiality

regarding names of family day care mothers, includingDepartment of Social Services staff in all programannouncements, capitalizing on interest of caseworkers at each step as they began to replicateprogram, being receptive to the family day caremothers' suggestion that the pilot program staff andDepartment of Social Services staff cooperate indeveloping a training program, being willing to listen tothe Department of Social Services' frustrations in abureaucracy, helping Department of Social Servicesstaff who had no background in early childhoodeducation learn along with the family day caremothers Case workers increased their understandingof family day care mothers' need for feelings of selfworth and respect, need to communicate with otherfamily day care mothers, learned to share skills,concerns, and resources, and have begun to develop acooperative rather than an autocratic relationship withday care mothers In Nassau County, the Departmentunderstands the disadvantages of economic segrega-tion when family day care homes are limited toaccepting only children of Department of Social Ser-vices clients and endeavors to keep licensed homesopen to all children needing care

Libraries

After a visit to the storefront, soon after it opened, thelocal librarian offered to plan regular story hours forday care mothers at the library and gave the family daycare program specialist teacher privileges at thelibrary. The staff was allowed to borrow up to 50 booksfor a four-month period to be loaned to family daycare

mothers. Special story hours for family day care arescheduled regularly now. Several family day caremothers who were unaware of the library's manyresources now have library cards.

The growth of the family day care mothers' use of thelibrary over two years is evidenced by the number of

4.5

times the library has participated in Wednesday mor-ning classes, by listing of library story hours and afterschool movies on the monthly program calendar ofevents and a notice encouraging family day caremothers to obtain the traveling story teller's summercalendar.

Day Care Council of Nassau County

The Day Care Council, Inc. is a voluntary, non-profit,membership corporation specifically and exclusivelyconcerned with expanding and improving day care forchildren in Nassau County. A broadly representativegroup of professionals and lay people, it was formed tocoordinate, assist, strengthen and promote day careservices. Its emphasis is on the all-day care of childrenof working mothers, of children who cannot be caredfor adequately at home, and of children who will derivespecial benefits from day time programs It strives forintegration of appropriate educatiorfal, social services,health and recreational programs which serve the bestinterests of children and help to strengthen family life.

Its membership is drawn largely from professionalsand paraprofessionals in group care programs.Through or,c council there are opportunities for com-munication between group care workers and those infamily day care. There is beginning recognition offamily day care as a viable option for families. In 19'4,the State Day Care Council became a co-sponsor withCooperative Extension and the New York State Depart-ment of Social Services of a statewide family day careconference. Ms. Eleanor Kirk, the chairperson of theState Day Care Council is also the executive director ofthe Nassau County Day Care Council. Ms. Kirk and Ms.Barbara A. Pine were on the planning committee for thestatewide conference.

Ms. Barbara A. Pine, family day care specialist,joined the Nassau County Day Care Council when shearrived in the county. She was asked to serve on thestaff development committee whose pu rpose is to planor locate low cost or tuition free college level creditcourses for professionals and paraprofessionals inchild care. Family day care mothers were recognizedas child care providers, and four were accepted atAdelphi University in tuition free courses for child careworkers. They completed the credit courses satisfac-torily, and shared their learning with other family daycare mothers and paraprofessional staff at thestorefrort.

The Resource Center for Early Childhood

The Resource Center for Early Childhood offerseducational programs and consultant services to pre-

37

umNENI

kindergarten school districts in Nassau County Thiscenter's staff plans training in their facility and using amobile training van in the community Family day careprogram staff are invited to all programs.

Nassau County Parks and Recreation Department

The summer family day care program has en-couraged family day care mothers to obtain LeisurePasses and to use the network of parks and recreationopportunities Schedules of programs at the parks andthe outreach program of the mobile units are madeavailable to family day care mothers after they haveparticipated in these activities as part of the family daycare program Previously isolated family day caremothers never ventured to the parks with theirday carechildren; the programs were unknown to them. Now,they and the children participate regularly.

Early Childhood Education Council of Nassau County

The Early Childhood Education Council of NassauCounty, an affiliate of the National Association for theEducation of Young Children, is a non-profit organiza-tion whose members reprf sent a broad range of earlychildhood programs in Nassau County from privatenursery schools to public day care programs. Thecouncil's goals are to stimulate and support earlychildhood educational programs and to promotecooperation between all who work with young childrenin dealing with common issues. The ;al-ay day careprogram specialist serves as a board member of thisorganization representing (for the first time) family daycare. Since the creation of this board position, thecouncil members have been able to learn more aboutfamily day care and the needs of family day careproviders. With increasing understanding and com-munication some of the gaps between group programsand family day care are beginning slowly to close.Family day care parents were invited to attend theannual ECEC conference at a reduced rate of admis-sion.

Police Department

Since the Nassau County Police Department hasmade a bus and driver available free of charge to thefamily day care program, the image of the police in theeyes of children and family day care mothers has

38

improved. The driver participates in the program and isa helpful friend. The department has also provided aspeaker addressing tne subject of child molesters foraweekly meeting.

Public Health

Public health nurses who visited the storefront whenit opened, offered to teach. Family day care mothershave asked for several classes on children's illnesses,which have been held. Family day care mothers nowfeel comfortable about seeking a public health nursewith whom to talk about health questions. They havealso become more familiar with services available atthe Health Department Clinic. The family day careprogram has provided care providers with a list ofemergency telephone numbers and emergencyprocedures.

Mother-Child Home Program

This home visitor program, developed from thesuccessful Verbal Interaction Research Project,teaches parents and children to interact with toysgivento the parent During 1974 the program was introducedin family day care homes in one area of the county.Staff alerted family day care mothers iv Roosevelt tothe program, the kinds of toys used, ari3 provided thepilot program with surplus toys.

Neighborhood Youth Corps

Youth aides supported by Neighborhood YouthCorps funds have worked in the pilot program sincesummer 1978 when the first teen aide was trained todemonstrate in family day care home backyards. Sincefall 1973, two teen aides have been supported byNeighborhood Youth Corps and assigned to the familyday care program.

Distributive Education Program

A work,'study program of the Roosevelt high schoolidentified a teen interested in working with the familyday care program fall 1973 The pilot program employs,trains, and supervises the teen aide.

46

Senior Community Service Project

A senior aide supported by the Nassau CountySenior Community Service Project funded by theNational Council of the Aging has been assigned to thepilot program since October 1972. Two were originallyassigned, but one resigned for health reasons

Family Day Care Careers Program, New York City

During a visit to the New York City Family Day CareCareers Program, we disccvered that an assistant tothe director of the program lives in Roosevelt. She is anactive participant in the Roosevelt community andagreed to serve on the family day care programadvisory committee.

11 -K

-AL 4111Z '

AL

10111,--

Fire Department

WEI

F

44110'

Visits to the firemen housed near the storefront havehelped dispel the children's fear of firemen originatingduring the time a pyromaniac was setting many fires inthe community.

Cooperative Extension Programs

From the beginning, Expanded Food and NutritionEducation Programs have been closely associated withthe family day care program. EFNEP families meet forclasses at the EFNEP office next door, children whoaccompany them are cared for by the family day carestaff at the resource center The Extension home

(

economists and aides have presented workshops forfamily day care mothers and teen aides. Some familyday care mothers attend EFNEP classes. The emergen-cy and loan closets are available to EFNEP families.Some older children in family day care attend EFNEPafter school classes. Resource people from the centerhelp with the EFNEP classes for pregnant school agegirls, i.e., teaching classes on infant care and makingdevelopmental toys for infants and toddlers.

Youth Development 4-H staff have opened the worldof nature study to family day care mothers whoparticipate in the summer program. A few family daycare mothers are Yout'i Development 4-H club leadersand attend classes at the Roosevelt office around thecorner. The Youth Development 4-H staff with.HumanResources program responsibilities are participatingin a five-lesson in-service series, Exploring Childhood,presented by Education Development Center, for thefamily day care program.

Home economists in the adult Cooperative Exten-sion program have taught classes in human sexuality,children's clothing, nutrition, and discipline for familyday care mothers Because family day care mothersusually have a ten hour work day, participation intraditional Extension program activities is limited toevenings or Saturday.

Interest in gardening and horticulture programs ofthe agriculture department has been growing sincefamily day care mothers saw the Cooperative Exten-sion demonstration gardens in Eisenhower Park, andthe growing plants at the storefront.

Cooperative Extension family day care staff attendmeetings about child care issues in the community.Contact and sharing of information is maintained withthe staff of local child care agencies and those involvedin nearby Suffolk and Westchester counties and in NewYork City through regular newsletter exchange and bystaff exchange visits.

The family day care specialist frequently attends thehome economics division staff meetings to insureprogram linkages.

Visible Success

The family day care resource center has givenvisibility, in-an organized way, to family day care inNassau County. The success is shown by the con-tinued and growing participation of family day caremothers in the program, and the continued andgrowing support of the community support system.The sharing of names of family day care motherslicensed by the Department of Social Services, Depart-ment of Social Services staff participation in thestorefront programs, their replication of parts of theprogram, and their cooperation in the development of

the certificate training course a re other indicators ofsuccess.

It is encouraging to note that many of the elements inthe pilot program,are identified in legislation proposedby State Senate Deputy Majority Leader, William T.Conklin, and Assemblyman Richard Gottfried in a 1974bill to improve the quality and availability of child careservices throughout the state. Among the ten points inthe proposed legislation is the requirement for localdistricts.

1) to improve family day care through training of daycare mothers :n nutrition, early childhood educa-tion and child development and, where ap-propriate, bilingual education,

2) to provide adequate supervision and provision ofday care support services, including alternativepersonnel in emergency situations', grouppurchase of food and insurance, toys and othersupplies and equipment,

3) to provide educational services to the children,including professional personnel, educationaltoys, books, and educational career mobility forthe family day care mother,

4) to provide payment to family day care mothers forexpenses for health, safety, education, trainingand pre-operating expenses necessary to fulfillthe requirements of the program.

With group care of children'curtailed by lack offederal funds and limited state funds, the attention ofpeople in the State Department of Social Services withmandated responsibility to provide and license childcare, has been turning to family day care Liaison withthe New York State Department of Social Services wasestablished early in the development of the pilotprogram when Rosalind Silver, Senior Consultant,Child Care, of the Department of Social Services,accompanied Natalie D. Crowe, Jennifer Birckmayerand Barbara A Pine on a visit to the family day careprogram of the Women's Educational and IndustrialUnion in Boston As a result of continuing communica-tion, Barbara A. Pine and a family day care mother areconsultants with a group of representatives from familyserving agencies, parents and family day care mothers,to the State Department of Social Services in reviewingand rewriting the state regulations on licensing forfamily day care The acting director of the WorkIncentive (WIN) program in the Department of SocialServices is expanding family day care for children ofparents enrolled in WIN programs Barbara A Pine isconsultant tc the Nassau County WIN program, one offour pilot programs in the state

40

The first conference of Cooperative Extension facul-ty and the entire Department of Social Services familymaintenance and family service staff took place inspring 1974 The objective was to identify potnts ofcontact and cooperation that exist, note problems,suggest places where cooperation and coordinationmight be beneficial to both, and to make recommen-dations to the Director of Cooperative Extension andthe Commissioner of Social Services A memorandumof agreement at the state level would remove barriers toproviding educational programs to family day caremothers. However, change in administration in stategovernment has delayed this.

At the New York State College of Human Ecology,there has been an increase in staff with Extensionresponsibilities. An early childhood team composed ofAnne Willis, responsible for infant learning and infantcare; Jennifer Birckmayer, responsible for earlychildhood education, effective parenting and childcare programs; Robert Bookman, responsible for fami-ly day care, child development and training techni-ques; and team leader, Moncrieff Cochran, responsiblefor community support network programming (4C's,day care councils, Community Child CareCooperative, etc.) has been formed. Three members ofthis team are members of the group reviewing andrewriting the rules and regulations for licensing childcare with the staff of the State Department of SocialServices.

Jennifer Birckmayer was named by former State.Commissioner Lavine to his state advisory committeeon child care. She reviewed the proposed rules andregulations for child care. Anne Willis and JenniferBirckmayer have published guidelines for care ofinfants and children in migrant education programs inNew York State. The guidelines, accepted by the NewYork State Departments of Education, Bureau ofMigrant Education, and the State Department of SocialServices, apply to family day care as well as group care.

Robert Bookman received funding from the Collegeof Human Ecology public service/continuing educa-tion committee for a statewide conference on familyday care sponsored by the New York State AdvisoryCommittee on Day Care Service, New York StateAssociation of Child Day Care Councils and New YorkState Cooperative Extension. It was held October 18and 19, 1974 The conference goals as defined by thesteering committee of which Barbara A. Pine was amember were.

43

to share information about family day careproviders, departments of social services, publicand voluntary agencies and institutions;

to facilitate communication between family daycare providers,

to provide practical ideas and materials for use infamily day care homes,

to support cooperation and coordination amongall providers and agencies concerned with childcare at the local and regional level

The 183 conference participants consisted of 75family day care mothers (7 from the pilot program), 55state and local Department of Social Services per-sonnel. 25 Cooperative Extension agents, 20 Day CareCouncil representatives, 4 representatives of state andfederal agencies and 4 university faculty members. Sixof the eight workshops on practical child cannaconcerns were presented by Cooperative Extensionagents or faculty.

The conference and follow-up are under theleadership of Robert Bookman, Extension Associate.Human Development and Family Studies One tangiblespin-off is the oiyanization of a statewide associationof family day care providers built on new or strengthen-ed county organizations. Communication between thethree sponsoring groups and family day care providershas improved, a support network is being built.

Barbara A Pine and two case workers from NassauCounty Department of Social Services participated inin-service education on family day care for off campusstaff held at the College in the fall and spring 1973-74.She was invited to participate in a community serviceeducation course, to speak to the College AHEAchapter about the pilot program. The director ofCooperative Extension invited Ms Pine and a familyday care mother to report to his State AdvisoryCommittee The dean of the College of Human Ecologyinvited her to speak to theCollege advisory committee.

The basic approach of the pilot program, involvingand working with family day care mothers in thedevelopment of a program to meet needs as theyperceive them, has influenced the approach at the statelevel, the College, and in the counties. Family day caremothers are involved as full participants in revising theState rules and regulation

Students in the interdisciplinary courses on familyday care and in a course designing play equipment atthe College work closely with family day care mother'sin their homes, they learn the care givers' needs andplan materials or equipment to meet these needs

Faculty preparing teaching materials on feeding ofpreschool children include family day care providersas well as group care providers.

The students in the field study experience interactwith family day care mothers before planning backyard play activities and before writing radio programsand a brochure

County staff in New York State have accepted theprinciple of planning with family day care mothers

when replicating parts of the pilot program.

Two counties have obtained special funding toprovide training and support to family day care.Orange county with revenue sharing money andSchuyler county with Appalachian Regional Commis-sion money. The Schuyler county program directorhas opened a Storefront Child Care Corner in MontourFalls, formed an association of family day care motherswho have been attracted to the Corner, begun to planprograms with them, enrolled them and other caregivers in group child care as well as interestedkindergarten teachers in credit courses at nearbycolleges. Schuyler county is in rural upstate New Yorkpopulation 16,737 in 1970. The Orange countyprogram resulted from the Extension homeeconomist's leadership in the Day Care Council whichrequested revenue sharing money for training caregivers Tne director and the home economist visitedthe pilot program and are in the beginning phase ofreplication. In both counties, the communities arebecoming aware of the value of family day care, thoseproviding the care are improving self concept andlearning the importanceof their role in helping childrenlearn, as well as therti giving loving care. OrangeCounty, population 221,657, is a suburban area about80 miles north of New York City,

At this writing, five counties have establishedresource centers for child care givers and invited theirparticipation in developing programs Broome,Orleans, Monroe, Schuyler, Chenango.

An increasing number of Extension agents areaccepting leadership roles in coordinating communitygroups of providers and consumers interested inchildren, their care, and the support network forparents and children.

Extension staff have participated in planning andteaching programs for family day care mothers inBroome, Suffolk, Onondaga, 01-lean's and Westchestercounties.

The Oswego County home economist in YouthDevelopment 4-H is exploring ways to replicate thetraining of teen-aides with family day care mothers inincorporating this concept in the summer youthprogram.

Interest in family day care has increased amongcounty associations and Cooperative Extension staffsince the beginning of the pilot program. Countyassociations are beginning to define positions toinclude responsibilities in child development, earlychildhood education, and effective parenting, the staffdevelopment groups are recruiting new staff withcompetencies to develop programs with family daycare mothers: associations are committing more stafftime to this program area In Nassau county, aconsumer education position was redefined to provide

4 ,)41

staff with competency in child development, earlychildhood education, and education for parenthood.By filling this position, linkage between the pilotprogram and the ongoing Extension program is easier.Niagara and Onondaga countiescnow also have staffwith almost 100% time commitment to this programarea. In other counties, staff time commitment hasbeen increased.

iINIMMIla-- ANN!

44

42

t

I..

50

CHAPTER 6 The objectives of the program are restated below:

The Evaluation of the Program

The evaluation of the Nassau County Pilot Day CareProgram is presented in accordance with the multi-level approach of Claude Bennett, Extension ServiceU.S. Department of Agriculture' This approach con-ceives of a program as composed of facets operatingon a hierarchy of levels. The levels are:

A. Inputs made

B Activities performed

C. People involved

D. Reactions

E. Knowledge, attitude, skill change (KASA)

F Practice change

G. Results achieved

The theoretical notions underlying and connectingthese levels are illustrated by the following questions.To what extent was the intended program actuallycarned out? Will program clientele improve theirrelevant knowledge, attitudes or skills? Will this im-provement be transferred to change in the behavior ofthe clientele or in the structure of the community'? Willthere be long-term benefits as a result of changes inclientele behavior Jr community structure?

Evaluation at tie lower levels of the hierarchy(inputs, activities performed. people involved)considers the extent to which the conceptualizedprogram was put into operation. The level of reactionsconsiders the extent to which program developmentreflected clientele reaction.

The higher levels of the hierarchy consider theimpact of the program. Evaluation on these levels isconcerned with the immediate and longer range goaisof the program.

This study is concerned first with evaluation at thelower levels of the hierarchy, because this is a sine quanon for evaluation at the higher levels. We have alsoevaluated the reactions to the program. In addition, wehave tned to evaluate on the higher levels ofknowledge, attitude and skills change, and on practicechange.

1 To design and test an informal continuing educa-tion program with family day care mothers.

2. To insure that the educational program andsupportive services are designed to meet theneeds of family day care mothersas they perceivethem.

3. To determine the roles that Cooperative Exten-sion can play as trainer of family day careproviders.

4. To test the feasibility of Cooperative Extension inthe role of broker between family day careproviders and those whose children need familyday care.

5. To explore the coordinating and leadership rolesthat Cooperative Extension can play in linkingwith agencies responsible for comprehensive

...;child care in-a community.

These goals will be related to the evaluationmeasurements as they are pertinent; the evaluation didnot address itself to the "broker" goal of CooperativeExtension. To date, program staff is still engaged in theexploratory and early developmental stages necessaryto underpin a solid broker system.

The terms, "family day care mother," "family daycare provider," "care provider," and "day care mother,"will be used interchangeably and refer to people whocare for other people's children in their homes

The evaluation is in three sections. Section I presentsand discusses the sources of the data on which theevaluation was based Section II presents and dis-cusses the findings in the framework of Bennett'shierarchical model.' Section III presents additionalinformation about family day care. The final sectionpresents the conclusions of the evaluator.

SECTION 1 - SOURCES OF DATA

1. Design of the StudyData for evaluation at the various levels of the

hierarchy will be obtained from the following sources.

A. Program Records

Program records provided the necessary data forevaluation at the levels of inputs and activities per-formed.

5i 43

B. The Log

A detailed log was kept at the storefront. Everycontact made by a day care provider, licensed orunlicensed, in person or by telephone, was recorded.This log provided data for analyzing the extent to whichthe program components were used. A sample of thelog can be seen in appendix 6b.

C. The Evaluation Questionnaire

An evaluation questionnaire was distributed to par-ticipants at the conclusion of the certificate trainingcourse This questionnaire asked the day care providerfor her reactions to the course in general and inparticular, and for suggestions for future courses. Asample can be seen in appendix 10a.

D. The Knowledge Test

A pretest was administered to participants in thecertificate training course at the start of the firstsession and at the end of the last session to measurethe learning that had taken place. A copy of the test ispresented in appendix 10b.

E. The Interview

An interview was developed to collect descriptivedata about family day care providers, their child carebehavior as they report it, their self-esteem as day caremothers, their attitudes towards day care as a career,the extent of their satisfaction with day care as a career,their perception of themselves as part of a day carenetwork, as well as various reactions to other programcomponents It was hypothesized that as a result ofparticipation in the program, there would be animprovement in all of these dimensions.

Because of the inherent problem of building trustbetween program practitioners and clientele in a newprogram of this kind, it was judged undesirable toobtain measures on the day care mothers as theybecame known to the program. Consequently, thereare no benchmark data to serve as a basis formeasuring improvement of program participants.

This limitation was dealt with by stratifying thesample according to the degree of participation in theprogram. The hypothesis, then, would be that if theprogram were effective, the greater the participation inthe program, the higher the scores should be on thevarious measures.

Should this hypothesis-be confirmed, there would besome evidence supporting the effectiveness of theprogram. Skeptics could still argue, however, that the"best" day care mothers are those who usually par-ticipate most in such programs, and that the relativepositions of the day care mothers on the measures

44

52

reflect the relative position that obtained prior to theprogram That is, it could be argued that the programhad no effect. °

For this reason, it was decided to interview acomparison group of family day care mothers. The firstthought was to use a comparison group of day caremothers in Nassau County who lived a distance fromthe resource center and who had not participated in theprogram. Unfortunately, the day care mothers whowould have been available, were already receiving oneprogram component, the newsletter. The possiblespread of effect ruled this group out, and; it wasdecided to interview a comparison group of day caremothers outside of Nassau County.

Westchester County was chosen as a source for acomparable grOup of day care mothers. Both Nassauand Westchester counties are suburban; both receivecontinuing migration from New York City; and bothhave large populations of day care mothers.

The Westchester County Department of Social Ser-vices was cooperative and furnished us with their list oflicensed day care mothers. Because we had accessonly to this group cf care providers, all members of theWestchester sample are licensed. This contrasts withthe Nassau group which is composed of both licensedand unlicensed clay care mothers.

To provide statistical control during the analysis forinitial differences between program and comparisongroups, data on all variables deemed relevant wascollected. Unfortunately, there always remains thepossibility that all important variables differentiatingthe two groups have not been taken into account.

Incorporating a comparison group into the designwould enable us to (1) consider differences betweenthe two groups, (2) relate differences between the twogroups to the point along the participation continuumof the program group where these differences begin,(3) relate differences between the two groups that holdeven for the lowest level of program participation to aconsideration of the Hawthorne effect. That is to say,we can consider whether there was an effect fromessentially just knowing there existed a program forday care mothers.

In spite of the limitationsqn this design, it was felt thatthe dual approach of comparing the Nassau andWestchester samples of day care mothers in addition toanalyzing the responses of the Nassau group as afunction of degree of participation in the programwould provide a reasonable though by no meansdefect-free design for hypothesis testing

2. Sample Selection for the InterviewAnalysis of the storefront log foi the period of

January 1973 through October 10, 1974, revealed a

total of 177 family day card mothers who participated inthe pilot program. This Vital does not include the 96parents who also participated during this period sincewe are making no attempt to assess program impact onparer-its.

The Westchester County Department of Social Ser-vices agreed to furnisn their list of the names of 114family day care mothers who lived in the southern halfof the county.* The Westchester sample was chosenfrom this list.

A statistician was consulted in order to help deter-mine the appropriate sample size fc: or purposesGiven the statistical comparisons we wanted to make,the desired precisions of our estimates, and the timeand resources at our disposal, it was decided to select asample of 64 day care mothers from Nassau and 48frOTh Westchester Counties.

The Nassau group was divided into six strata accor-ding to the degree of participation in the program Eachcontact witti the program was given a weight of one,except for telephone calls, single referral contacts, anduse of the storefront playroom by children whileattending EFNEP meetings (not a part of the family daycare program). These contacts were given half a pointeach.

On the basis of this breakdown, the population of 177day care mothers was divided into six strata fromlowest degree of participation to highest as follows.

Group A N = 66B N = 28C N = 19D N = 22E N = 27F N = 15

The statistician then suggested the following stratifiedsample be drawn so as to have the necessary popula-tion representativeness for each stratum:

Group A N = 1553. N = 11C N= 9D N= 10E N = 11F N= 8

The population in each stratum of the pilot programgroup was randomized, and telephone contacts weremade. The desired sample sizes were easily obtainedfor every group except for Group B, where it waspossible to obtain only seven of the desired eleveninterviews. One extra interview was conducted in

This section of Westchester County is most similar to NqssauCounty in population density. ethnic make-up, etc

Group A, toringing, the actual total of program groupinterviews io 61.

In group A, the group with only minimal contact withthe program, 66 contacts were initiated in order toobtain the desired sample of 15. Actually, 16 wereinterviewed in this group. There were two refusals.Nine women were no longer family day care mothers;32 could not be located, four were not at home; twowere involved in program-connected jobs, and one waserroneously listed as a day care mother rather than a'parent.

Of the 25 day care mothers in group B, only sevenwere interviewed. There was one refusal to participateThree women were no longer day care mothers, 11'could not be reached, one was ill and could not ,"participate at the desired time, one could not _speakEnglish, and one woman was 'not yet a daycare mother..

A sample of nine was desired for group C..Sevefiteencalls were made. There were no refusals. Onetelephone number was incorrect, six women were nolonger day care mothers, one mother was not at home.

Eighteen calls were made to obtain the sample of tenneeded for group D. There were no refusals. Onetelephone number was incorrect; six women were nolonger day care mothers; and one mother was not athome.

Fourteen calls were made to obtain the 11 mothersneeded for group E. There were no refusals. Twotelephone numbers were incorrect and one day care*mother was not at home.

To obtain the desired sample of eight in programgroup F, nine daycare mothers had to be called. Therewas no answer at one home. There were no refusals.

The. Westchester list of day care mothers wasrandomized, and telephone appointments were madeuntil the desired sample size of forty-eight was ob-tained.

Eighty day care mothers from the total list of 114Westchester day care mothers were contacted in orderto obtain the 48 desired interviews. There were eightrefusals; three telephone numbers were incorrect; 14day care mothers were not at home; four mothers wereineligible because they were already involved ingroups; and, three mothers were not considered forinterviews because they did not speak English.

Potential Westchester subjects were screened dur-ing the telephone contact so that any daycare motherswho were involved with any day care program becameineligible for participation in the study. Nevertheless, itwas discovered during the course of the interviews thatfive of the women who had been selected were, in fact,associated with some kind of family day care group.Their interviews had to be excluded from the studysince they do not represent responses of day caremothers not exposed to the effects of a day care group.

45

Thus a total of 43 Westchester family day care mothersare included in the interview sample

Ali interviewees were compensated fur their time atthe rate of three dollars for each interview

The interview is presented in appendix 10c

3. A Serious Limitation of the Design for theInterview Study

A serious limitation arose about the meaning ofcomparisons between the program and comparisongroups as to the impact of the program During thecourse of the interview, we discovered thatWestchester mothers\-Vere receiving a child carenewsletter from Westchester County Extension Sincethere is considerable con ensus among child carespecialists about thecontent f such newsletters, thereis bound to be overlap bet en this input and theeducational input of the program. Consequently, wecannot describe the Westchester sample as a group ofday care mothers whose major difference with theprogram group is that of exposure to an educationalfamily day care program

4. Testimony of Personnel in CommunityService Agencies and Program ParticipantCare Providers

o The program leader interviewed personnel in rele-vant community service agencies to assess changes incommunity structure in relation to family day care as aresult of the program In addition day care mothersWere interviewed about their reactions to the programThe interviews were tape-recorded with the consent ofall involved These testimonials are reported on thelevel of Practice Change.

SECTION II - THE FINDINGS IN THEFRAMEWORK OFBENNETT'S HIERARCHICAL MODEL

1. Findings

A. Inputs Made

The human and material resources involved in theexecution of the Codperative Extension Family DayCare Program activities were descnbed in Chapter 4,"The Development and Conduct of the Program."

In this section, Inputs Made, the hufnan and materialresources for all on-site program components arepresented in Table I along with their average annual

46 7

costs which are bas pd upon expenditures during tifirst three years of program operation. Table I isintended to give the reader hard data about costs aswell as offer assistance to those interested in replica-tion of all or some of the pilot program components.Total costs would depend upon staff and materialresources available for commitment tl> a family daycare support program In addition, it should be un-derstood by the reader that a pilot program requiressizeable expenditures not necessary in a replicatingprogram, which are reflected in a complete report offunding, appendix 9. The outreach effort to potentialclientele and the outreach effort to relevant communityagencies would become an extension of an alreadyongoing program rather than a new effort. The consul-tant fees associated with development of the programbecome minimal now that a program model isavailable The publicity surrounding a pilot program,numerous information requests and the reportingnecessitated by the pilot nature of the program requireconsiderable resources. These factors would not ob-tain if the program were replicated. And, most obvious-ly, the commitment of resources associated withexploration and experimentation necessary indeveloping a new program is no longer needed nowthat a model is. available.

a

vp , tirtf

qa,v.%

A

TA

BLE

I

Des

crip

tion

and

Ave

rage

Cos

ts (

Ann

ual)

for

Pilo

t Pro

gram

Com

pone

nts

with

Pla

nnin

g A

ids

for

Rep

licat

ing

Age

ncie

sW

orks

heet

for

Rep

licat

ors

Pilo

t Pro

gram

Avr

. Ann

ual

Cos

t -Id

eas

for

Use

of

Opt

ions

for

Rep

licat

ors

on s

taff

empl

oyvo

lun-

Est

imat

ed

Com

pone

ntD

escr

iptio

nP

ilot P

rogr

amA

ltern

ate

Res

ourc

esor

retr

ain

teer

sC

osts

-

(197

2 -7

5av

er)

on h

and

purc

hase

In-k

ind

Ann

ual

Sta

ff Pro

fess

iona

l10

0% ti

me

- C

oope

rativ

e E

xt S

peci

alis

t$1

3,99

1ag

ency

sta

ff

Par

apro

fess

iona

l

Par

apro

fess

iona

l

77%

tim

e -

Sup

ervi

sing

Pro

gram

Aid

e

77%

tim

e -

Pro

gram

Aid

e

5,57

3

5,27

0

grad

uate

stu

dent

s in

fiel

dpl

acem

ent

3 T

een-

Aid

es2

teen

age

d pe

rson

s pa

id $

2 00

/hr

12 h

ours

per

wee

k fo

r 40

wee

ks3,

880

trai

ned

volu

ntee

r ch

ild c

are

prov

ider

s

30 h

ours

per

wee

k fo

r 8

wee

ksfa

mily

day

car

e pr

ovid

ers

1 te

en a

ged

pers

on p

aid

by N

eigh

borh

ood

-0-

child

car

3 c

ente

r st

aff

You

th C

orps

$2 0

0/hr

10 h

ours

per

wee

k -

40 w

eeks

25 h

ours

per

wee

k -

8 w

eeks

yout

h vo

lunt

eers

from

com

mun

ity

Sec

reta

ry

Bal

ance

of h

ours

pai

d fr

om p

rog

fund

s

60%

tim

e -

on N

CC

E s

taff

payr

oll (

paid

unde

r pr

ogra

m c

ontr

act w

ith N

assa

u

240

3,65

5

teen

age

d pe

rson

s in

you

thde

velo

pmen

t 4-H

or

othe

rpr

ogra

ms

Sen

ior

Citi

zen

Aid

e

Cou

nty

Coo

p E

xt.)

50%

tim

epa

id b

y S

enio

r S

ervi

ce-0

--

yout

h ag

ency

fund

sst

ate

and

loca

l

Pro

ject

- $

2 00

/hr.

Sto

refr

ont R

esou

rce

(AU

exp

ense

s pa

id u

nder

con

trac

t with

Cen

ter

Nas

sau

Cou

nty

Coo

pera

tive

Ext

ensi

on )

Ren

t$1

90 m

onth

ly$

2,28

0lo

cate

ren

t-fr

ee s

pace

in a

:

Util

ities

Tel

epho

ne

Mai

nten

ance

Insu

ranc

e

elec

tric

ity a

nd fu

el o

il -

$40

aver

age

mon

thly

$30

aver

age

mon

thly

floor

wax

ing

& w

indo

w w

ashi

ng -

$36

/mo.

rider

of N

CC

E in

sura

nce

polic

y

480

360

432 60

day

care

cen

ter

chur

chlib

rary

scho

olbu

sine

ssot

ner

.c. -4

a coT

AB

LE 1

(cor

it'd.

)

Des

crip

tion

and

Ave

rage

Cos

ts (

Ann

ual)

for

Pilo

t Pro

gram

Com

pone

nts

with

Pla

nnin

g A

ids

for

Rep

licat

ing

Age

ncie

sW

orks

heet

for

Rep

licat

ors

Pilo

t Pro

gram

Com

pone

ntD

escr

iptio

n

Avr

. Ann

ual

Cos

t -P

ilot P

rogr

am(1

972-

75av

erag

e)

Idea

s fo

r U

se o

fA

ltern

ate

Res

ourc

es

Opt

ions

for

Rep

licat

ors

on s

taff

empl

oyvo

lun-

orre

trai

nte

ars

on h

and

purc

hase

In -

kind

Est

imat

edC

osts

-A

nnua

l

Sto

refr

ont R

esou

rce

Cen

ter

(con

t'd )

Equ

ipm

ent

audi

o-vi

sual

furn

ishi

ngs

supp

lies

and

mat

eria

ls

(pur

chas

e pr

ice

divi

ded

by 3

yea

rs)

furn

ishi

ngs

and

equi

pmen

t for

3 r

oom

sm

eetin

g ro

om, p

layr

oom

, offi

ce

inst

amat

ic c

amer

a$5

016

mm

pro

ject

or -

use

d -

$150

caro

usel

slid

e pr

ojec

tor

- $7

5sc

reen

- $

35ca

sset

te ta

pe r

ecor

der

- $4

5

tabl

e -

borr

owed

from

NC

CE

10 s

tack

cha

irs -

$10

0/se

tvi

nyl c

ouch

- $

150

desk

$100

2 fil

e ca

bine

ts -

$35

eac

hbo

okca

se -

$65

stor

age

cabi

net

$99

stor

age

- w

all u

nit b

uilt

- $1

25ch

ild's

full-

leng

th m

irror

$39

child

ren'

s st

orag

e un

it$1

79

(pur

chas

e an

d us

e in

clud

ed u

nder

con

trac

tw

ith N

assa

u C

ount

y C

oop.

Ext

.)

supp

lies

for

oper

atio

n of

sto

refr

ont.

light

bulb

spa

per

scis

sors

stap

ler

rule

rscl

eani

ng m

ater

ials

, etc

.

refr

eshm

ents

- c

offe

e, ju

ice,

coo

kies

teac

hing

and

dem

onst

ratio

n m

ater

ials

for

trai

ning

mat

eria

ls fo

r te

en h

ome

visi

ts

publ

icity

exp

ense

s: p

aper

, env

elop

es,

sten

cils

, pos

tage

, pho

togr

aphs

$17 50 25 12 15 -o

-33 50 33 23 22 33 42 13 60

$2,8

81

rent

or

borr

ow a

udio

-vis

ual

equi

pmen

t fro

m:

scho

ollib

rary

busi

ness

purc

hase

use

d eq

uipm

ent

and

furn

ishi

ngs

at:

yard

sal

esth

rift s

tore

sch

eck

gove

rnm

ent s

urpl

uslis

ts

loca

te s

pace

in a

n ex

istin

gco

mm

unity

or

child

car

ece

nter

and

bor

row

mat

eria

ls

coop

erat

e w

ith a

noth

erag

ency

and

sha

re e

xpen

ses

or b

uy in

bul

k co

oper

ativ

ely

sten

cil o

r m

imeo

grap

htr

aini

ng m

ater

ials

use

only

foun

d m

ater

ials

for

activ

ities

use

free

pub

licity

sou

rces

;co

mm

unity

cal

enda

rs,

bulle

tin b

oard

s, p

oste

rs

form

a te

leph

one

chai

n of

fam

ily d

ay c

are

prov

ider

s

e

Cif

."4

TA

BL

E 1

(con

t'd.)

Des

crip

tion

and

Ave

rage

Cos

ts (

Ann

ual)

for

Pilo

t Pro

gram

Com

pone

nts

with

Pla

nnin

g A

ids

for

Rep

licat

ing

Age

ncie

sW

orks

heet

for

Rep

licat

ors

Pilo

t Pro

gram

Com

pone

nt

Sto

refr

ont R

esou

rce

Cen

ter

(con

t'd )

Equ

ipm

ent (

cont

d)

mis

cella

neou

s

play

room

mat

eria

ls

Ref

eren

ce L

ibra

ry

Loan

Clo

set

.c.. co

Des

crip

tion

air

cond

ition

er -

$42

9fa

n$1

7co

ffee

pot -

$12

hot p

late

- $

9re

frig

erat

or$1

29ou

tdoo

r id

entif

icat

ion

sign

- $

200

incl

udes

boo

ks, g

ames

, puz

zles

, dol

ls,

toys

(m

ost m

ater

ials

wer

e do

nate

d)

incl

udes

boo

ks a

nd p

amph

lets

use

d by

staf

f and

loan

ed to

fam

ily d

ay c

are

prov

ider

s an

d pa

rent

s; a

lso

incl

udes

atr

aini

ng fi

lm a

nd s

ever

al s

ets

of fi

lmst

rips

(for

full

listin

g se

e ap

pend

ix )

2)

cons

ists

of b

ooks

, toy

s, g

ames

and

equi

pmen

t suc

h as

: pla

ypen

s, c

ribs.

high

cha

irs, w

alke

rs, c

ar s

eats

Mos

t ite

ms

wer

e do

nate

d -

used

The

follo

win

g ite

ms

wer

e pu

rcha

sed

used

from

thrif

t sho

p:

12 p

layp

ens

@ $

5 ea

ch3

high

cha

irs @

$3

each

8 st

rolle

rs @

$4

each

Avr

. Ann

ual

Cos

t -P

ilot P

rogr

am`

(197

2-75

aver

age)

Idea

s fo

r U

se o

fA

ltern

ate

Res

ourc

es

Opt

ions

for

Rep

ilcat

ors

on s

taff

empl

oyvo

lun-

orre

trai

nte

ers

on h

and

purc

hase

In-k

ind

Est

imat

edC

osts

-A

nnua

i

$143

6 4 343 67 10

0

800

.

-0-

$ 34

solic

it do

natio

ns o

f toy

s &

mat

eria

ls fr

om m

anuf

actu

rers

,re

tail

stor

esso

licit

dona

tions

of u

sed

toys

, gam

es &

equ

ipm

ent a

ndpl

an "

fix-it

" w

orks

hop

ask

loca

l lib

rary

for

exte

nded

loan

priv

ilege

inve

stig

ate

loca

l res

ourc

esfo

r fr

ee fi

lms

& r

efer

ence

s:lib

rarie

s, d

ay c

are

coun

cil,

early

chi

ldho

od c

ounc

il,C

olle

ges

seek

sup

port

of l

ocal

org

ani-

zatio

ns: L

eagu

e of

Wom

enV

oter

s, J

unio

r Le

ague

, Lio

nsC

lub,

Rot

ary,

Cha

mbe

r of

Com

mer

ce, N

atio

nal O

rgan

i-za

tion

for

Wom

en

seek

don

atio

ns o

f ref

eren

ces

from

pub

lishi

ng fi

rms

plan

wor

ksho

ps fo

r pa

rent

-m

ade

mat

eria

ls

plan

"ca

rdbo

ard

carp

entr

y"w

orks

hops

to m

ake

equi

pmen

t

(see

equ

ipm

ent )

.

Ui 0

TA

BLE

I(c

ont'd

.)

Des

crip

tion

and

Ave

rage

Cos

ts (

Ann

ual)

for

Pilo

t Pro

gram

Com

pone

nts

with

Pla

nnin

g A

ids

for

Rep

licat

ing

Age

ncie

sW

orks

heet

for

Rep

licat

ors

Pilo

t Pro

gram

Com

pone

ntD

escr

iptio

n

Avr

. Ann

ual

Cos

t -P

ilot P

rogr

am(1

972-

75av

erag

e)

Idea

s fo

r U

se o

fA

ltern

ate

Res

ourc

es

Opt

ions

for

Rep

licat

ors

on s

taff

empl

oyvo

lun-

orre

trai

nJe

ers

on h

and

purc

hase

in-k

ind

Est

imat

edC

osts

-A

nnua

l

New

slet

ter

Wee

kly

Mee

tings

Tra

inin

g S

essi

ons

& W

orks

hops

cons

ulta

nts

Isu

pplie

s)

publ

icity

mat

eria

ls(s

ee s

uppl

ies

child

car

e)

tran

spor

tatio

n

Trip

s to

Com

mun

ityR

esou

rces

tran

spor

tatio

n

adm

issi

on

.

4 sh

eet (

7 pa

ges

and

cove

r pa

ge)

repr

oduc

ed b

y ph

oto-

offs

et60

0 co

pies

prin

ted

mon

thly

at a

nav

erag

e co

st o

f $35

/mon

th

pena

lty p

rivile

ge m

ailin

g

pict

ures

- $

10/m

onth

paid

- $

50 e

ach

or E

xten

sion

facu

ltyvo

lunt

eer

(see

sup

plie

s)

prov

ided

by

para

prof

essi

onal

sta

ff

prov

ided

by

prog

ram

sta

ff &

par

ticip

ants

free

pol

ice

bus

hire

d bu

s @

$60

per

trip

paid

by

part

icip

ants

- u

sual

ly fr

ee o

rre

duce

d gr

oup

rate

$420 -0-

120

$700 -0-

$240 -0-

dupl

icat

e w

ith s

tenc

il

hand

del

iver

use

pena

lty p

rivile

ge o

r bu

lkra

te m

ail r

ates

whe

re a

vaila

ble

incl

ude

paid

adv

ertis

emen

tsor

cla

ssifi

ed s

ectio

nch

arge

nom

inal

fee

to c

over

cost

s

find

exis

ting

new

slet

ter

reac

hing

par

ents

& a

ddfa

mily

day

car

e pa

ge

seek

fina

ncia

l sup

port

from

child

car

e co

unci

lco

llege

slo

cal b

usin

esse

sco

mm

unity

age

ncie

s

use

the

man

y co

mm

unity

reso

urce

per

sons

ava

ilabl

eat

no

cost

hold

trai

ning

ses

sion

s at

ada

y ca

re c

ente

r an

d in

clud

ech

ildre

n in

cla

ssro

om a

ctiv

ities

assi

st p

artic

ipan

ts to

form

carp

ools

use

publ

ic tr

ansp

orta

tion;

requ

est g

roup

rat

es

use

scho

ol b

uses

plan

wal

king

tour

s to

nea

rby

plac

es o

f int

eres

t

ask

loca

l sch

ools

and

day

care

cen

ters

for

info

rmat

ion

abou

t trio

s th

ey ta

ke

i

k ,

TA

BLE

1(c

ont'd

.)

Des

crip

tion

and

Ave

rage

Cos

ts (

Ann

ual)

for

Pilo

t Pro

gram

Com

pone

nts

with

Pla

nnin

g A

ids

for

Rep

licat

ing

Age

ncie

sW

orks

heet

for

Rep

licat

ors

Pilo

t Pro

gram

Com

pone

ntD

escr

iptio

n

Avr

. Ann

ual

Cos

t -P

ilot P

rogr

am(1

972

-75

aver

age)

Idea

s fo

r U

se o

fA

ltern

ate

Res

ourc

es

Opt

ions

for

Rep

licat

ors

on s

taff

empl

oyvo

lun-

orre

trai

nte

ers

on h

and

purc

hase

in-k

ind

Est

imat

edC

osts

-A

nnua

l

Cer

tific

ate

Tra

inin

g8-

wee

k co

urse

offe

red

coop

erat

ivel

y w

ith(S

ee s

uppl

ies

and

Cou

rse

lead

ers

cons

ulta

nts

child

car

e

the

Dep

artm

ent o

f Soc

ial S

ervi

ces

tota

l105

part

icip

ants

in 8

cou

rses

DS

S a

nd p

ilot p

rogr

am s

taff

free

com

mun

ity r

esou

rce

pers

ons/

exte

nsio

n fa

culty

prov

ided

by

staf

f of D

SS

and

pilo

t pro

gram

-0-

-0-

-0-

mat

eria

ls, a

ppen

dix

12)

mat

eria

lses

timat

ed$5.00

per

pers

on$525

tota

l175

cert

ifica

tes

grad

uatio

n ce

rem

ony

500

prin

ted

for

$40

or $

.08

each

pins

- fr

ee fr

om D

SS

13

refr

eshm

ents

&oa

per

prod

ucts

$25

each

gro

up; 4

gro

ups

= $

100

33

Offi

cesp

ace

and

equi

pmen

t loc

ated

at C

oop.

$1,0

00

furn

ishi

ngs

Ext

hea

dqua

rter

s -

finan

cial

reim

burs

emen

t for

use

incl

uded

und

erco

ntra

ct w

ith N

assa

u C

ount

y

desk

chai

rbo

okca

sefil

e ca

bine

ts

equi

pmen

t

supp

lies

tele

phon

ety

pew

riter

addr

esso

grap

hdu

plic

ator

elec

tric

ste

ncil

pape

ren

velo

pes

sten

cils

mis

cella

neou

s of

fice

supp

lies

(see

supp

lies

for

finan

cial

info

rmat

ion)

1,47

0

Tra

vel

incl

udes

onl

y lo

cal t

rave

l ass

ocia

ted

with

on-s

ite p

rogr

ampr

ofes

sion

al -

flee

t car

@ $

96/m

onth

para

prof

essi

onal

s -

mile

age

- 11

Cim

ile

$1,3

92

B. Activities Performed

The activities performed in this program includeinformal meetings and workshops, distribution of anewsletter, the certificate training course, trips, thesummer lunch program, the advisory committee,referral service, teen-aide visits, playroom andstorefront administration, and provision for child careactivities during all meetings. They are described indetail in Chapter 5 of this report.

C. People Involved

The program objectives included determination ofthe role Cooperative Extension could play as trainer ofindigenous family day care providers. A parallel objec-tive was to design an informal continuing educationprogram with family day care mothers.

Having indicated the nature of the program activities,it is desirable to indicate to what extent people wereinvolved, and to consider the kinds of people who wereinvolved.

22 Months (1/73 - 10/74)

1,) Numbers of People Involved

A breakdown of the Log indicates that 272 differentpeople participated in the program during the periodused for purposes of program evaluation (January1973 through October 10, 1974).

The network of family day care, as it generally existsnationwide, includes at least as many unlicensed aslicensed day care mothers. Where there is no formalfamily day care program, there are usually many moreunlicensed than licensed care providers. A programinvolving only licensed day care mothers would beconcerning itself with a very limited sample of thespectrum of family day care providers. The Nassauprogram hbped to include not only licensed but alsounlicensed day care providers. Parents were welcomedinto the program because it was thought that the idealeducational program would reach as many people inclose contact with the child as possible.

Of the 272 people who were involved in the program,57 were unlicensed day care mothers, 120 were countycertified day care mothers, and 95 were parents.

An analysis of the Log for the period shows thefollowing numbers of people involved in the variousprogram components:

Total Attendance Number ofor Participation Different People*

Drop-in visits to storefront by family day caremothers and parents

Meetings (48) attended by family day care mothers

Trips (11) attended by family day care mothers

Summer lunches

Loan closet (210 utilizations) by family day caremothers

Teen visits (60) to family day care homes

Certificate training sessions (24) for familyday care mothers

Advisory Committee meetings (3)

Playroom use by parents attending EFNEP and4-H sewing classeS

Children in playroom program

TOTAL

293 155

471

315

411

318

79

95

57

67

34 34

207 41

4 4

59 21

2,857

4,789

By June 1975 a total of 297 different family day care providers hadvisited and utilized the resource center

52 6 0

Thus, for the 22 months, a total of 272 different adult:,participated in various program activities for a totalattendance of 1,932. In addition, for the 22 monthperiod, these was a total attendance of 2,857 childrenpartIcipating in the playroom program described inChapter 5 of this report

These participation figures do not include thosepeople receiving the monthly newsletter Thenewsletter is another program component that startedin August 1973. It was sent to all those participating inthe program at that time as well as all licensed day careproviders in the county not associated with theprogram. As new people enrolled in the program, theirnames were added to the mailing list. As care providersin the county become newly licensed, their names, too,were added to the mailing list although they did notparticipate in the program By March 1975, a total of498 people were receiving the newsletter

An attempt was made to assess the extent to whichthe newsletter was read In the course of the interview,the question was asked,

"Most of us receive mail that isn't personal. Manypeople throw it away without reading it Do you recallreceiving a Day Care Newsletter in the mail? (If"Y es,"" Do you throw it away without really looking atit (or do you glance at it before throwing it away, ordo you read it)'?")

Ninety-two percent of the program participantsresponded that they read the newsletter; another fourpercent responded that they sometimes read it Onlytwo day care mothers did not recall receiving it.

2 ) Kinds of People Involved

In the course of the interview, descriptive data werecollected on the sample chosen for the study Thesample was chosen in such a way as to be represen-tative of the population from which it was drawn

Table II presents descriptive statistics about theprogram day care inother The average program daycare mot her was in her thirties, had been graduatedfrom high school and had 2.7 children of her own. Shehad been in family day care for 4 8 years, and had beena resident of the county for 41 percent of her life At thetime of the study, she had an average of two or threeday care children in her home The occupation of themajor family wage earner was on the level of skilledmanual employees, according to Hollingshead's Oc-cupational Scale'

For purposes of comparison and to enlarge descrip-tive statisitics about family day care providers. Table IIalso presents similar information about theWestchester sample It can be seen from Table II thatthe average Westchester day care mother was older

and somewhat less well-educated than the programmothers. In addition she was less favored economical-ly, judging from the occupation of the main wageearner in the household.

Differences between the two samples on thesecharacteristics were taken into account in our analysesand controlled for statistically. The samples weresimilar in racial composition.

D. Reactions

1 ) Reactions to Certificate Course

Reactions to the certificate course were solicitedthrough an Evaluation Questionnaire (appendix 10a).The 37 day care mothers responded to the question-naire at the close of the first two certificate courses.

Reactions to the course as a whole were positive,specifically, 36 of the 37 reactions were positive. Thefirst five looked at by the evaluator are included here, asrepresentative of the remaining 31:

6

"Very interesting and stimulating, and I really lookedforward to each session "

"Fantastic. I enjoyed it so much. I'm sorry to see itend."

"Very informative as well as interesting."

"A good experience. My understanding of theproblems these children face has broadened It alsodeveloped us to be better parents for our ownchildren."

"Great"The one negative comment was, "It was not really

geared to our needs at this time."

Since one objective of the program was "to insurethat the educational program and supportive servicesare designed to meet the needs of family day caremothers as they perceive them," specific suggestionsfor improvement of the training course were asked forin the questionnaire. The responses were consideredas data for planning future sessions.

Another set of reactions to the certificate course wasavailable in the responses to the "Additional Com-ments" section of the questionnaire. These commentswere very positive, and ranged from glowing praise ofthe program to requests for a more expanded program.One example, typical in its content but singular in itsexpression, is reported here:

"I really felt that when we started the group sessions,I realized my worth Up until then I wasn't sure whatwas. I felt I was more Than just a baby-sitter But notknowing how anyone else felt, I didn't really know for

53

TA

BL

E I

I

Des

crip

tive

Sta

tistic

s, N

assa

u an

d W

estc

hest

er D

ay C

are

Mot

hers

*

Nas

sau

Mea

nS

tand

ard

Dev

iatio

nW

estc

hest

erM

ean

Sta

ndar

dD

evia

tion

Age

''3.

0000

0 83

673.

6300

1.00

00

E lu

catio

n3.

4754

1.14

902.

8837

0.93

12

Num

ber

of O

wn

Chi

ldre

n2.

7000

2.50

00

Yea

rs in

Day

Car

e4.

7800

7.15

004.

6100

3.95

91

Per

cent

age

of L

ifetim

e in

Cou

nty

0.41

160.

2855

0.65

140.

2989

Occ

upat

ion

of M

ajor

Wag

e E

arne

r in

Hou

seho

ld3.

1475

1.42

402.

4884

1.12

06

1

Bas

ed o

n sa

mpl

e of

104

day

car

e m

othe

rs c

hose

n ra

ndom

ly fo

r in

terv

iew

.

1 =

bel

ow 2

02

= 2

029

3 =

30

394

= 4

049

5= 5

0 an

d ov

er

1 =

bel

ow g

rade

72=

gra

des

7, 8

, 93

= g

rade

s 10

, 11,

12

4 =

pos

t hig

h sc

hool

Hol

lingh

ead'

s O

ccup

atio

nal S

cale

, see

A1t

gust

B. H

ollin

gshe

ad a

nd F

rede

rick

C. R

edle

ck, S

ocia

l Cla

ss a

nd M

enta

l Illn

ess,

Joh

n W

iley

and

Son

s, N

ew Y

ork,

195

8, p

p. 3

98-4

07.

1 =

low

, 6 =

hig

h, d

irect

ion

chan

ged

for

stat

istic

al a

naly

sis.

sure what socia; services wanted of me Now I knowwhat is wanted of me, and I'll go out and fight for it

The Beginning"

2.) Other Reactions to the Program

By March 1973, three months after the opening of theprogram, we tried to get reactions of program par-ticipants A letter with a preference check list (seeappendix 6d) was sent to all participants. Based onthese responses, four workshops were conducted"The Topics of Business Concerns KeepingRecords, Income Taxes and Deductions, Insurance,""Creative Activities for Children in Family Day CareHomes," "Feeding Little Folks," and "Parent-MadeMaterials for Creative Learning

A special planning meeting was held in October-1973. Program day care mothers participated in thismeeting and as a result, program activities reflectedtheir expressed needs These activities are describedmore fully in Chapter 4 of this report.

The program advisory committee is a group throughwhich participant reactions can be assessed. It iscomposed of program family clay care mothers, oneparent using family day care, and a community re3i-dent who gained expertise in working with advisorygroups from her job in the New York City Family CayCare Careers Program This group met infrequently,but played an important role in program planning andalso in interviewing and selecting the program aide.

Reactions of the day care mothers to the teen-aidesmay be deduced from their behavior during the teenvisits Although the teen-aide program was conceivedof as an educational support that also offered a respiteto family day care mothers, 90 percent of the day caremothers were either intent observers or active par-ticipants in the activities initiated by the teen-aide.

The attendance frequencies at the various programofferings is related, of course, to reactions to theprogram as a whole. The chart on page 52 of thisChapter. then, represents another kind of "reaction" toprogram components

In response to a question from the evaluator, theprog ram specialist talkcd with program family day caremothers as well as members of relevant communityagencies to get additional reactions to the program as awhole These informal conversations were taped withknowledge of all concerned

The specialist asked several program day caremothers, "How do you think that the program hasaffected you as a day care mother?" Some of tneresponses are quoted here

Day Care Muther #1. "I think the program has giventhe day care mother a status of professionalism. It's notjust as a baby-sitter that people refer to us. It has given

us a place to meet and air some of our views andproblems ... I felt isolated before I got involved withthe storefront. Now I feel a part of theorganization ... Ifeel that I'm a part of something better than just a baby-sitter, let's put it that way. It has given me a sense ofsignificance

Day Care Mother #2. "I feel that since becomingaffiliated with the Resource Center, I have been moreaware of the facilities available in the community forday care mothers. It has made me more aware of theconcept of being a better day care mother. You're ableto feel at ease. You know more people and I feel thatbeing associated with the group has made it possible tofeel more at ease in doing my lob and being aware thatthere is a place to go in case I need more help."

Day Care Mother #3: "When someone asked mewhat I do I say, 'I'm employed by the Nassau CountyDepartment of Social Services. I'm a certified day caremother ... There's a feeling you havewhen somethingbecomes important for you."

In addition, one care provider sent an unsolicitedletter to the program specialist which we reproducehere'

Dear Barbara Pine,On behalf of myself, husband, my natural children,and my day care children, we are concerned aboutthe future of the Resource Center run by you andyour staff here in Roosevelt.

The Center is a place that has given us anawareness of communication. It has helped us inmany ways as a learning place, as the third handwe needed, as a place where concerned day caremothers could come with their children to discussand air their views on anything that would improvetheir relationships as far as Family Day Care wasconcerned.

. I have been a Family Day Care mother sinceEugene Nickerson was in office and there was nosuch place.

To have the Center closed now or in the futurewould be a disservice to the day care mothers and tothe community.

We are behind you 100%.Respectfully yours,[A Day Care Mother)

Several members of relevant community agencieswere also asked for their reactions to the program. Onecaseworker from Department of Social Servicesresponded,

"I've really come to know day care mothers. Myrespect for them has increased one-hundred-foldafter having met them and really seen what they do,and I have learned from them ... We have a muchbetter relationship now [since the start of theprogram] with our day care mothers."

6 '3

55

Eleanor Kirk, Executive Director of the Day CareCouncil of Nassau, responded to the question ofreactions to the program as follows.

"I think the program at the Resource Center has beena prototype that could be either modeled as is, orcould be adapted. I think one of the exciting thingsabout it is that it has an adaptability to be used inother kinds of programs, or maybe other kinds ofsupport systems to be the hub around which otherfamily day care homes could gather so they couldcombine the same kinds of resources that she(Barbara Pine) has been able to develop.

"The training program is something that has beenpraised and lauded throughout the county as well asthe state ... the Cooperative Extension Family DayCare Program helps identify resources for family daycare mothers. The training brought in outsideresources. They have a second level program goingnow in cooperation with social services, they workclosely with Cornell in various ways so they have awhole support network across the state that they canuse, and in addition, the materials that Cornell canproduce In addition they have a network around thestate of all the Cooperative Extension agents whocan learn from all the things in the program

One of the great losses to Nassau County is the factthat there is no funding in sight for the extension ofthis program whether extension on the basisthat itis now, or extension of an adapted program to seehow such a program can be adapted perhaps withless monies in other communities which might nothave pilot funds ... It would be an exciting develop-ment and I wish I could participate in it in some smallway, but I can't unless Barbara Pine stays here andhelps develop it

Responses of community agency personnel werr.)also taped, and will be reported cn the level of PracticeChange

E. Knowledge, Attitude, Skill Change (KASA)

1) Knowledge Change

a Certificate Training Course

The eight-session certificate course was one methodof approaching the objective of designing aneducational training program with Cooperative Ex-

tension in the role of trainer."The immediate goal of the course was to increase

knowledge, and an instrument was designed toevaluate the extent to which this objective was met (seeappendix 10b) .

The 15 items in this instrument were developeddirectly from tapes of the sessions by the estaluatorItems judged by the program specialist to be mostrelevant were retained. The instrument was tested on agroup of Nassau County mothers and a group of day

56

care mothers in Elmira, New York. tThose items whichshowed the greatest discrimination, according to theform ula presented in Ahmann and Glock,' were used inthe final version of the instrument.

Accordingly, the final instrument was given as a pre-test before the start of the first lecture in the series, andas a post-test at the conclusion of the last lectdre in thethird training course. Participants showed a statistical-ly significant improvement in their scores (p .05).

b. Impact of All Educational Inputs

The certificate course represents a more intensivemethod of approaching the educational objective thanthe other methods followed. Other educationalvehicles consisted of weekly informal lectures, tripsand workshops as well as the newsletter, and visits tofamily day care homes by teen-aides. These vehicleswere not tested in their individual effectiveness ipchanging knowledge per se. 'N

Instead, an attempt was made to assess the overallimpact of all the educational inputs of the program. Wewanted to make this assessment on the level of practicechange, thus reflecting the more meaningful goal ofthe educational program to influence behavior

The possibility of making observations in the daycare homes was raised as an appropriate method formeasuring behavior. The program staff, i n consultationwith the Advisory Committee, however, decided thatday care mothers would not be comfortable in anobservation situation, with adverse effects both on therepresentativeness of the observation, and on theprogram-clientele relationship. Consequently, it wasdecided to rely on an interview procedure. The inter-view schedule is in appendix 10c.

One section of the interview schedule contains a setof twelve questions relating to child behavior. Theinterviewer presented each question separately alongwith a relevant picture to the day care mother. Thepicture illustrated, in a general way, the situationdescribed in the question. It was expected to serve as avisual cue to make the situation more real, and,therefore, one into which the day care mother couldproject.

The extent to which this technique approximatesactual behavior is debatable. The day care motherknows she is being interviewed, and, therefore, may betempted to respond to her conception of the "right"answer regardless of how she actually would behave inthe situation being described.

Although we would like to present these data on thelevel of practice change, a more conservative approachis to present it on the level of knowledge change. But,this measure of knowledge change is quite differentfrom that of the instrument used to measure knowledgegain in the certificate course.

6I

These questions measure. ,.nowledge on the level ofapplication, a:: defined by Bloom, et al. in theTaxonomy of Educational Objectives.' Bloomdescribes the application level of the taxonomy as"theuse of abstractions in particular and concretesituations other than those in which the abstractionswere initially encountered Thus the effectiveness ofan educational course or program is appraised by theextent to which knowledge can be applied by thelearner to situations that are different than those inwhich the concept was originally presented andstudied The interview questions and the context inwhich they were presented represent a situationdifferent than those in 'which the relevant conceptswere originally presented and studied We have nomeasure of the extent to which the responses to theinterview questions would correlate with actualbehav or Therefore, we present these findings on thelevel o' KASA

These child care questions reflect the educationalobjectiie of the program They were developed in orderto ass ss the day care mother's understanding of andbehavior related to the physical, social, emotional, andcognitive needs of children They were also developedin order to assess the extent to which family day caremothers assist the parent to identify and deal withmatters of mutual concern

The ten child care items were developedcooperatively by the program specialist, the evaluator,and Judith Elkin, CSW, Nassau County CooperativeExtension Agent Home Economics, Child Develop-ment, Child Care They were shown to two facultymembers of Cornell University, experts in childdevelopment, for assessment of their validity for thepurposes of the study Subjects for pretesting werefamily day care mothers in Tompkins County and inElmira, New York It would have been preferable topretest these questions on subjects from areas moresimilar to Nassau County, but time and geographicalconstraints made this impossible

A coding scrieme for the responses to the child carequestions was developed by the evaluator in consulta-tion with the Nassau County Cooperative Extensionagent The inter-score reliability according to thePearson-product-moment formula was 854

The responses to the ten child care questions wereanalyzed as follows First, a stepwise multiple regres-sion procedure where the level of participation in theprogram was treated as an independent variable wasperformed (see appendix 11a, Table) This enabled usto see the extent to which the degree of participation inthe program accounted for the subjects' responses tothe questions

Secondly, analyses of covariance were performed todetermine the extent to which participation in theprogram accounted for differences between the

Nassau and Westchester samples' responses to thequestions, after controlling statistically for differencesbetween the two groups on the other independentvariables (see appendix 11b, Table).

Thirdly, a similar series of analyses of covariancewas performed comparing responses of the programand comparison groups as follows. (1) where programwas defined as the upper four participation groups(groups C, D, E, F) (see appendix 11c, Table), (2) whereprogram was defined as the upper three participationgroups (groups D, E, F) (see appendix 11d, Table), (3)where program was defined as the upper two participa-tion groups (groups E, F) (see appendix 11e, Table),and (4) where program was defined as only that groupof day care mothers who participated most often in theprogram group (group F) (see appendix 11f, Table).When no significant differences were found betweenthe program and comparison groups, these analysestested at what point along the participation spectrumsuch differences might be found.

In addition, another set of analyses of covariancewas performed for dependent variables found to bestatistically significant in the overall comparison ofNassau and Westchester These analyses consideredwhether these statistically significant findings wouldcontinue to be found when comparisons were madebetween Westchester and increasingly lower-participation Nassau groups. Thus, comparisons weremade where program was defined as (1) the lowest fiveparticipation groups (see appendix 11g, Table), (2) thelowest four participation groups (see appendix 11h,Table), (3) the lowest three participation groups (seeappendix 111, Table), and (4) the lowest two participa-tion groups (see appendix 111, Table).

The ten child care items are presented in appendix10d

The results are as follows

1 The degree of participation in the program wasnot significantly predictive of the responses of the daycare mothers

2 Program mothers responded significantly betterthan the comparison sample to child care question one(p 01). This was true regardless of the extent towhich the day care mother had participated in theprogram.

An analysis of the content of the responses toquestion one revealed that both samples understoodthat diaper rash should be attended to, and that bothsamples suggested appropriate action The programgroup, however, more often expressed its understan-ding of the need to coordinate the appropriate actionwith the natural parent

6;57

3. There were no statistically significant differencesbetween Nassau and Westchester counties on the nineother child care items.

It is difficult to explain the paucity of statisticallysignificant findings. We do know that the program daycare mothers who were exposed to the certificatetraining program significantly increased theirknowledge. An analysis of only the responses ofprogram participants in the training program in com-parison with the Westchester sample revealed no newsignificant findings (see appendix 11k, Table). Oneinterpretation, of course, is that the program motherswere unable to apply the knowledge they learned whenin situations different from the learning ones.

Another possible explanation is related to the overallnature of the responses. In general, they were of highquality, indicating good child care. The failure to gethigher scores usually resulted from a failure torecognize certain desirable elements, but rarely wasthis failure accompanied by responses that would beclassified as destructive to the child. Perhaps theadditional education secured by the program mothersstrengthened a no reinforced the high level of child carealready given by women who are family day caremothers. This is an hypothesis that needs to be testedafter an appropriate passage of time.

A third possible explanation for the findings lies inthe fact that the Westchester sample was receiving achild care newsletter from Westchester CountyCooperative Extension. This could imply that theeducational input from the newsletter was sufficient towash away differences between the two samples

In the absence of pre-measures, we cannot knowhow comparable the Nassau and Westchester groupswere at the start of the program. It is possible that theWestchester group was performing at a higher levelthan the Nassau group to begin with and that theprogram served to improve its participants to the levelof the Westchester sample.

it is possible, for example, that the social ecology ofWestchester County IS such that an ,informal networkof friends, neig hbors, and relatives through which childcare information and practices are transmitted ischaracteristic. It might be, on the other hand, that thefamily day care mothers in Nassau were much moreisolated, and that the program filled the gap created bythe lack of an informal network. The difference inzoning practices in the two counties may be signifi-cant. It is common to find multi-family housing units inWestchester County Nassau, un the other hand, isgenerally composed of one and two family dwellings.These suggested explanations would not, however,account for the failure of the program sample to reflectdifferences in responses as a function of degree ofparticipation in the program

58

66

2.) Attitude Changea. Attitude Toward Family Day Care

Part of the educational objective was to changeattitudes toward family day care. It was hypothesizedthat program day care mothers would feel morepositively towards family day care in itself and as acareer than day care mothers not associated with theprog ram.

Attitudes towards family day care were tapped in partby the following questions in the interview schedule

1) How well do you like being a day care mother9Mark an "x" on the line wherever your feelings aboutbeing a day care motner fit best anywhere along theline. The day care mother then places an "x" along aline which is illustrated below:

i 2

I hate it

3 4 5

I think it's all right

6 7

I love it

The mean response for the program sample was 6_1902with a standard deviation of 9964 The mean responsefor the Westchester group was 6 2791 with a standarddeviation of 1.223. The analyses of covariance showedthat the differences between the two groups were notstatistically significant The multiple regressionanalysis showed no significant difference amongprogram mothers as a function of degree of participa-tion in the program.

2) Which of the following statements is closest toyour feelings about family day care as a career9

1. I plan to stay with family day care as a career.

2. I will look for a different job when my childrenare older.

3. I'd Irke to work in another area of child care.

4. I might look for a different kind of jot in the nearfuture

The question was coded into three categories ofresponse forming a hierarchy of value Option 1 wasconsidered the highest option, option 3 was con-sidered second, options 2 and 4 were combined intoone category, the lowest option

The mean response for Nassau was 2 0656 with astandard deviation of .9538. The mean for Westchesterwas 2.2326 and the standard deviation was 8954 Thedifferences between the two groups when taking intoaccount the covariates were not significant, nor wasthere a significant difference in responses to thisquestion among program mothers as a function ofdegree of participation in the program

In general, it can be seen that family day caremothers express a high degree of satisfaction with

being a family day care mother It can also beseen thatthere is a wider range of response when it comes to thequestion of family day care as a career This is notsurprising when one takes into account the pay scalefor family day care mothers in relation to the time,energy, and involvement expended

It was assumed by program leaders that non-program family day care mothers frequently perceivetheir Jobs as "baby-sitting" and therefore havihg aquestionable occupational status It was hypothesizedin this connection (1) that program day care motherswould be less tolerant of parents who exhibited apattern of lateness in picking up their children at theagreed-upon time, when compared with mothers notassociated with the program and (2) that program daycare mothers would be>Amore likely to take a vacalionthan non-program day care mothers

The following question was asked in relation to the"late" parent "Mrs Jones has been coming to pick upher child about a half-hour late for several days Wouldyou consider it a problem') What if anything would youdoe' (If respondent says she considers the lateness aproblem, but that she would do nothing, she is asked,"Why wouldn't you do anything about 0") The latterfollow-up question was intended to screen out thosemothers who recognized they were being imposedupon. but were fearful about losing the care of the childand the attendant income should they protest Therewere no responses, however, that fit into this lattercategory The Nassau sample had a mean response of1 54 on a scale of one to three The standard deviationwas

(818 The Westchester sample had a mean

response on this question of 1 54 with a standarddeviation of 793 The analyses of covariance showedno statistically significant difference between thegroups

The multiple regression analysis, however, showedthat program day care mothers tended to respondappropriately to this question in accordance with theirdegree of participation in the program (F 8 228.p 01) The more frequently program clientele par-ticipated in the program. the more likely they were torecognize and act upon the recognition that family daycare is an occupation with prescribedhours and not aninformal 'neighboring" arrangement This wouldsuggest that the Nassau and Westchester groupswould nut have been equivalent on this dimension hadthey been measured at the start of the Nassau programThis evidenLe would further suggest that the programtended to Lhange the perLeptiun of the occupationalstatus of family day care mothers

The two samples were also asked if they tookvacations Sixty-two percent of the Nassau group did,in fact. take vacations (standard devration 4887) Fifty-five percent of the Westchester group vacationed(standard deviation 5025) The different e between the

two grt was npt significantly different nor wasthere _ lificant difference within the program groupas a function of degree of participation.

b Self-Esteem as a Day Care Mother

As a program develops, it is not unusual for programleaders to notice side effects. This was the case withthe Nassau program. Statements such as the followingwere made by program leaders, "Our mothers feelgood about themselves, they have a different sense ofthemselves in relation to what it means to be a day caremother, they're more sure of themselves and of whatthey're doing."

This description is similar to commonly-founddefinitions of the trait of self-esteem. For example,Coopersmith defines self-esteem as a "personal Judg-ment of worthiness that is expressed in the attitude theindividual holds toward himself."' Most theorists andinvestigators would agree with the Jescription of highself-esteem presented by Coopersmith. "Individualswith high self-esteem have confidence in their percep-tions and Judgments and believe that they can bringtheir efforts to a favorable resolUtion. Their favorableself-attitudes lead them to accept their own opinionsand place credence and trust in their reactions andconclusions. This permits them to follow their ownJudgments when there is a difference of opinion. Thetrust in self that accompanies feelings of worthiness islikely to provide the conviction that one is correct, andthe courage to express these convictions."

Naive psychologists might say bat it is possible foraperson to feel a certain degree of self-esteem in onearea that is of different degree than the individual feelsin another area. In addition, it might seem reasonableto assume that an individual's feelings of self-esteem ina particular area might be at variance with his generallevel of self-esteem. These questions have yet to beempirically resolved. Insofar as the day care program isconcerned, program leaders do not presume to havemade fundamental improvements in the global self-esteem of program participants. It seems a great deal toexpect that involvement in a program for some monthsor even for two years at maximal levels of participation,would lead to fundamental personality reorganization.We simply hypothesize that day care mothers in theprogram will have a higher self-esteem as day caremothers as a result of involvement in the program.

In view of the limited nature, then, of the expectedeffect, and in view of the absence of any validatedmeasures of global self-esteem that could be modified,it was necessary to develop an instrument to measureself-esteem as a day care mother.

To develoo such an instrument with item contentvalidity, three steps were taken First, program leaderswere asked what they meant by their expectation thatthe day care moth9r-s...te better about themselves as

6 7 59

day care mothers Next, to gain a definition that wouldencompass all facets of self-esteem, we consulted theliterature Third, a clinical psychologist was consultedabout the nature of self-esteem

Program leaders offered statements to the effect thatthe day care. mothers felt they were doing good jobs,and that they were doing worthwhile jobs. Theliterature offered a picture of self-esteem as definedpreviously in this section The psychologist focused onthe notion that a day care mother with high self-esteemas such, would feel capable and comfortable in her job,in her feelings about how she was performing, and inher feelings of how her performance was perceived byothers. On the basis of these ideas, several drafts ofinstruments were developed; it was not possible, in thetime available, to establish the construct validity of theinstrument.

Drafts of the instrument were pretested on smallsamples of day care mothers in Ithaca and Elmira, NewYork The final instrument to measure self-esteem as aday care mother was a balance of the earlier drafts thathad the highest internal consistency according to theHoyt-Stunkard procedure for determining reliability( 59) and the demands of content validit A copy of thefinal instrument is in appendix 11f.

Because pretesting in the development of the instru-ment was on limited and not necessarily comparablesamples, and because it was not possible, due to timeconstraints. to test the construct validity, there aredefinite weakhesses in the instrument

The instrument was _administered as part of theinterview It showed an internal consistency of 873 forthe program group, and of 812 for the Westchestergroup, according to the Huyt-Stunkarci test for inter-nal consistency

The results showed that programday care mothersscored a mean of 5 672 with a standard deviation of4 377 on the'scale which ranged from a possible scoreof -10 to 10 The Westchester sample scored a mean of6 4183 with a standard deviation of 3 607 The analysesof covariance showed no statistical differencesbetween the two groups, nor was there any significantdifference among the prograrri participants as a func-tion of degree of participation in the program.

One can only hope that the lack of significantfindings is a result of the shortcomings of the instru-ment, and that the program was effective in raising thefeelings of self-esteem of day care mothers of themrticipants There is some evidence to support theoriginal hypothesis that the self-esteem of day careproviders would be raised as a result of the programStatements of individual day care mothers providesome of this evidence These statements were reportedunder the Reactions level of evaluation and caerepeated here

60

(3

Day Care Provider #1 "I_ feel that I'm a part ofsomething better than jusfa baby-sitter, let's put it thatway. It has given me a sense of significance."

Day Care Provider #2: "You know more people and Ifeel that being associated with ,the group has made itposbble to feel more at ease in doing my job ..."

Day Care Provider #3: "When someone asked mewhat I do I say, 'I'm employed by the Nassau CountyDepartment of Socialervices I'm a certified day caremother ...' There's a feeling you have when sotnefhingbecomes important for you."

Day Care Provider #4: "There was a time whensomeone would ask me that (what I do] and I'd say 'I'mjust a housewife and mother.'

The evaluation questionnaire provides some ad-ditional unsolicited data in relation to changes in self-esteem of the care provider. Though the 37 motl erswho responoed to the questionnaire were askea whatthey did that was different as a result of participation intraining, four women responded that they were moreconfident of their ability to provide a good atmospherefor the children.

F. Practice Change

Theinterview and the evaluation questionnaire serv-ed aS the data source for sections one through five onthis:-Pevel; it must be kept in mind, then, that we arerelying on self-reports of actual behavior (

1.) Changes in the Home En /ironmentIt was felt that fulfillment of the educational objective

would be reflected in alterations in the child careenvironment as a result of participationin the program

In this connection, the following question was asked

Have yOu found it necessary or desirable to makeany changes in your home because of the day carechildren? Have you had to rearrange your home inany way? Have you had to add any new furniture orlarge items? Have you had to buy any toys?"

The responses to these questions can be sum-marized as follows:

Nassau two mothers finished off basements for playareas, two mothers adapted their basements for a playarea, one added a den for a play area, oneadded a table,for the children, one added a bathroom in the basementwhere the children played and one kept newspaperaround for the children, presumably because of itstactile attractiveness as a plaything.

Westchester one mother moved a coffee table out ofthe living room to make play space, one added plants,

one bought a mirror, arid one finished off the basementas a play area.

It appears from these results that the program groupmade substantial changes more often than theWestchester group However, one must take intoconsideration the fact that the Westchester group maybe less economically capable of making such changes.

'Using Hollingshead's Occupation Scale' and assign-ing scores according to the occupation of the mainwage earner in the household, Westchester issignificantly lower than Nassau (t = 9.456, p

There was no significant differe. ce between Nassauand Westchester in the number of mothers who saidthey purchased toys. The fact that many Programmothers also used the loan closet might suggest thatthey made a greater variety of play materials availableto children.

The following question was asked in the evaluationquestionnaire which was distributed at the close of thecertificate course'

"What do you now do differently (in running your daycare home working with the children with parentsetc ) as a result of participating in the training?"

Seven of tne 37 day care mothers did not respond tothis question, or said they were not doing anythingdifferently Six mothers indicated that they were allow-ing the children more participation in tasks that themother had been doing herself, such as cooking,household tasks, and planning activities. One mothersaid that she now listens to the children. Fourteenwomen indicated that they now had greater understan-ding of the meaning and significance of children'sbehavior Four respondents indicated that they couldcommunicate better with the children's parents. Oneday car( mother said that she found it easier to ask theDe rartment of Social Services a question. One motherreported that she has new put medicines under lockand key. One day care mother said that she was playingnew games with the children. Four women said theywere more confident of their ability to provide a goodatmosphere for the children. This latter responsereflects a statement about increased self- esteem, andis reported in the KASA level of evaluation.

2 ) Sickness and Emergency

Because one goal of the educational program was toprovide support through the storefront by facilitating

'communication between day care mothers, it washypothesized that program mothers would deal withsickness and emergency situations through this com-munication with other day care mothers, and.therefore, be less likely to turn the child back to theparent.

The following questions were asked in these latterconnections:

"What arrangements do you make for the care of thechildren when you are sick?"

"If a medical emergency arose and you had to leavethe children for a few hours, what arrangementswould you make?"

In the case of sickness, 38 percent of the Nassausample said they would call the parents. Forty-threepercent of the Westchester sample responded that theywould call the parents. This difference is not statistical-ly significant, and our hypothesis that program careproviders would be significantly less likey to turn thechild back to the parents is not supported.

In relation to the question about an emergency, fourand a half percent of the program mothers said thatthey would call the parents; five percent of theWestchester group chose that response. Again ourhypothesis is not supported,

A consideration of the other responses to the twoquestions is interesting and suggestive. In the case ofsickness, 26 percent of the Nassau group said theywould call the storefront or other day care mothers.Nineteen percent said they would call on friends andneighbors Only nine percent of the Westchester groupresponded that they would call upon other day caremothers; 43 percent said that they would call on friendsand neighbors. (Seventeen percent of the Nassaugroup and five percent of the Westchester group saidthat they would call upon the Department of SocialServices.) Thus, it can be seen that without any supportprogram, the Westchester sample depends on aninformal support network of friendsand relatives Theyare thus as able as the Nassau group to rrk...:earrangements for their day care children withoutdisrupting the parents.

In the emergency situation, the responses follow asimilar trend. Sixteen percent of the Westchestermothers relied upon other day care mothers and 76percent said they would call friends and neighbors.

rogram mothers relied upon the support network ofthe storefront and other day care mothers 27 percent ofthe time. Sixty percent of the program sample relied onfriends and neighbors. (Eight percent of the programgroup and three percent of the Westchester group saidthey would call upon the Department of Social Ser-vices.)

These results suggest that the support role of theStorefront Resource Center and the informal networkof communication between day care mothers didc.untribute to the stability of day care, but that friendsand neighbors filled that role, though to a somewhatlesser extent, for Nassau than for Westchester. Thiswould lend support to our earlier discussion in relation

6)61

to the child care questions In that discussion, wetheorized that there may have been a considerableinformal support network between child care givers inWestchester County, and that for some sociologicalreasons it did not exist in Nassau County until the pilotprogram In response to both the sickness andemergency questions, it can be seen that Westchestermothers relied on other people they knew (includingday care mothers) more than the Nassau sample, inspite of the fact that the program group was in anetwork Jf day care mothers. This difference wasAatistically significant only in the emergency situation(z = 2.467, p c 05).

Thus, there is some evidence that the pilot programprovided a support in itself and in its liaison with aninformal support network in a community that lackedsuch a network in the past.

3.) Care of Infants

It was also hypothesized that making appropriateequipment available to day care mothers who wish tocare for:infants but do not have the necessary equip-ffient would result in more day care mothers acceptinginfants for care.

The following question was asked to test thishypothesis:

"A new parent wants you to take care of her infant Ithas been years since you had babies in the house,and you don't have any of the equipment any moreWha, would you do?"

Twenty-four percent of the Westchester sample saidthey would turn down the infant as compared to 15percent of the program group This difference thoughin the hypothesized direction, was not statisticallysignificant

4) Communication with Other Day Care Mothers

Since one of our support objectives was to facilitatecommunication between day care mothers, the follow-ing question was asked "Do you know many otherwomen in the county who care for children?"

it was hypothesized that as a result of the program,and in relation to the degree of participation, programmothers would respond affirmatively significantlymore than non-program mothers. This hypothesis wasconfirmed. Degree of participation in the program wassignificantly related to knowing other day care mothers(F = 8.370, p e 01). In addition, Nassau mothers saidthey knew other day car nothers signific tly moreoften than Westchester ri,others (F = 7 912, p .01).Additional analyses showed the logically consistentfinding that this difference between the two groups wasmainly because of the highest two program participa-tion groups.

62

An additional part of the interview question aboutknowing other day care mothers asked, "Do you thinkthere are quite a few day care mothers in the county, ordo you think they are not too common?" It was thoughtby program leaders that without the support networkprovided and created by the program, day caremothers might not be aware that the occupation was acommon one in the county. It was hypothesized thatprogram mothers would change this perception, andthat a non-program associated group of day caremothers would not. This hypothesis was not confirmedwhen the overall comparison was made betweenNassau and Westchester. /Nor was there a significantdifference between progiram mothers in relation totheir degree of p:, ucipation in the program Whencomparisons were made between the three highestparticipation program .groups and the Westchestersample, the hypothesis was, however, confirmed.Eighty-four percent of program mothers correctlyperceived the fact that family day care was a commonoccupation, while this was true of only 63 percent of theWestchester mothers.

The responses to these questions indicate that theobjective of facilitating communication between daycare mothers was reached

(Technically, this question would have beenpresented on the level of knowledge, attitude, skill,change Since it is closely allied to the earlier questionsin this section, we include it here )

5.) Use of Community Resources

One facet of th" educational program was to helpday care mothers become aware of and provide accessto community, resources relevant to the growth anddevelopment of children. It was hypothesized thatprogram mothers would have used more communityresources than non-program mothers. !t had, in fact,been the observation of program leaders that com-munity resources had previously been under-used,before the initiation of the program, because of lack ofawareness of their existence and because of thetransportation problems associated with taking tripswith many children

The following question was asked in the interview:

7 0

"Have you ever had an occasion to go to any of thefollowing places with the day care children:

LibraryPolice StationFire StationCooperative Extension (If 'no,' have you heard ofit'?)

ParksPlaygroundsHealth Clinics

BeachesZooFishing?"

There were no significant differences betweenprogram and Westchester mothers, nor was there asignificant difference between Nassau mothers as afunction of degree of participation in the program Theonly exception to this lay in the responses to theCooperative Extension component of the questionCooperative Extension is the name by which theresource center is known in Nassau Naturally, and bydefinition, program mothers knew of it and had contactwith it However, only two Westchester mothersresponded that they had heard of Cooperative Exten-sion in spite of the fact that 69 percent of them saidthey read the newsletter that they were receiving andthat is identified as coming from Cooperative Exten-sion in Westchester

The failure to get significant differences on the othercomponents of the question 'hay be because vieneglected to ascertain how frequently the variouscommunity resources were used In addition. althoughwe controlled for the relationship between ages andchildren and use of particular community resources,we had no information on how geographic distancefrom home to community resources related to the twosamples

6 ) Changes in Community Structure

In this section we will try to give a picture of the waythe community has changed for the day care motherand fur the agencies relating to her, as a result of theCooperative Extension Family Day Care ProgramStatements of various community service agencypersonnel have been excerpted from taped conver-sations, They offer testimony to the changes betweenCooperative Extension and the Department of SocialServices, between the Department of Social Servicesand the day care mothers, between other communityservices and the day care mother, and in the place ofthe day care mother herself in the community struc-ture

Eleanor Kirk, E ecutive Director, Day Care Council ofNassau County

'When I came to Nassau County in May of 1972, justone month befure Barbara Pine arrived, the family daycare program was an isolated group of 100 ormothers, who had received no training, had nuresources, didn't know each other They had nosupport services other than what sucial ser,, ices gavethem through their case workers Since that time thereare 325 to 350 day care mothers Part of the impetus furthat has been the attractiveness fur the family day care

7'

people who would like to care for children to join,because all of a sudden there was a whole newperspective there. There was training they could get;there were people who cared; there was a resourcecenter; there were materials; there was a newsletter;there was somebody out there who had underplayedher own role and was able to employ people who couldwork directly with the mothers, whd could workcooperatively with the Department of Social Servicesand who raised the whole image of family day care inthe county. So that when the Social Services Depart-ment started putting up posters, Would You Like to Bea Family Day Care Mother?, instead of having to pullteeth, they had so many requests that they could hardlymeet all `he demand. In fact, at the present time, theyhave 100 more mothers than they'reactually using. Thewhole image of family day care has improved.

"Now in addition to the Cooperative Extension familyday care specialist's working with the Social ServicesDepartment, she made an effort to meet all the otheragencies and began cooperating with them. Sheparticipated with the Day Care Council in untoldnumbers of ways. So have other members ofCooperative Extension who might not have had soactive a role if it hadn't been for her. She made an effortto get around to see all the various agencies andprograms when she first came here .. She hasestablished herself on a real firm footing with all thesegroups. She has also worked with the Early ChildhoodEducation Council and became chairman of theirconference, which was no small undertaking, andt.froughout, wherever she goes she is identified withfamily day care, and she's their family day careresource person on the Early Childhood Educationboard. When she became chairman of their con-ference, in herself, she personified family day care tothe whole county as the family day care person.

"She has helped to develop throughout theCooperative Extension statewide and locally astatewide conference for family day care which is nowbeing replicated in Nassau County As a matter of fact,that's only a couple of days away.

"The County Commissioner sent out a specialbulletin last year, a news release on the cooperationbetweeri the Social Services Department and the familyday care program of Cooperative Extension, and that'sa pretty hard thing to get to get an outside agency tohave the same ... to be part of the inner soul ofsomething outside social services. It may be changingnow, but maybe the Cooperative Extension helpedchange that whole picture, too working with com-m.rnity agencies.

... Another thing that the Cooperative Extensionprogram gruup meetings have been able to stimulate.First, jut to meet and keep them from being isolated,then `,Ji training all this has ended with the

63

development uf the Nassau County Family Day CareAssociation

The formation in March 1975 of the above organiza-tion represents a formalization of one of the mosteffective support networks for family day care that offamily day care providers supporting each other(which they t.:an only do if they know each other andcan communicate sharing ideas and concerns)

Barbara A. Pine it is significant that three of the fourofficers in the newly formed association of family daycare providers are members of our program advisor ycommittee

Arlene Kochman Verbal Interaction Project "I tninkthe main importance of the Cooperative ExtensionProgram is that Roosevelt is a very transient communi-ty with very few services The only service that existedin that community for children and low income familieswas the school Unfortunately. the school is notseen asa positive force in the community When, this programcame in number one, the visibility where it's righton the main street of town, and in an area where mostpeople would pass and know about the thesecond important thing is the availability of staff andthe fact that this became a place for parents to comenot only to gel the services offered by your agenciesdirect services bu: `a find out what's available in thecommunity and where du I go if I have this problem,this question, in terms uf kids We have gotten referralsfrom this agency for children vilio arc two years of ageand whose parents were able to make use ,r curservice This is one of the primary places we went to

ulita Stone, Department of Social Services"I certainly feel the Resource Center has had a

tremendous effect on the co munity and it certainlyhas had a tremendous effe,... on the mothers Theability to offer a service like the resource centerprogram which the Department of Social Servicescouldn't possibly provide is absolutely essential, and Ithink that it has made a tremendous difference I listento people in training and I hear them saying, 'Whero canI get this, and where can I get that,' and we can say,'Goto the resource center,' and that is absolutely wonder-ful that we can say there is a place where you can gethelp

I really think the most important part of theCooperative Extension has been the combination ofresources with the training I think we have all enrichedeach other and in enriching each other, we have reallyenriched the family day care provider That's the mostimportant part of it Like there are so many resourcesyou have available that we didn't know of. and ourwhole program has been enriched because of ourcombined efforts I think it has worked both ways ..."

64

Question (Barbara A Pine), "Do you think that wehave sort of set a precedent in terms of two fairly strongagencies with different focusses working together'?"

A' "Oh, I think it's been unheard of in Nassau Countyfor two agencies to cooperate the way we have, and Ithink that that's one of the beautiful things about thewhole thing And I think people recognize it. I thinkthey recognize the importance of having agenciesenrich each other and enrich their program by joiningforces."

Changes in relations of DSS and day care mothers.Conversation with Unit Supervisor and Case Workerfrom the Department of Social Services, Family DayCare Unit Supervisor "I think that the program hashelped how Social Services feel finally. That they'renut just sending them money every month, that we feelthey [family day care providers] do have a valuableservice to offer to those children whose mothers can'tprovide the services to them, and that the county,finally, because of its involvement with CooperativeExtensions has shown some type of interest in them,and in what they're doing with the children."

Barbara A Pine Q. 'Do you feel your job is differentsince the program came m')':Caseworker "It has always annoyed me in my contactwith them that there wasn't something like this and thewhole thing started [when] Barbara came in, themothers got back to us, 'Hey, this is great,' and youbecame more aware of how they needed other peopleto talk to just other day care mothers, which before youcould never even tell them who another day caremother was maybe we could hate, but it just neverhappened It has made my job a lot of times much,much easier because if someone has to take a day off,they just make plans with another day care mother.Before we would have to do pre-placement for this.

Caseworker Not even just in that sense but in terms ofbeing supportive to one another Once they get toknow each other There are times when they mightprefer to call another day care mother to discuss aproblem rather than call the case worker

Caseworker They see the role of the case worker asbeing more of a helper that's another importantthing. I think the group has really let them see their caseworker in a different way, than they have seen them asjust visiting a day care home once a month.Unit Supervisor "I doubt very much that we would havegotten off the ground as far as the training program hadbeen involved if Cooperative Extension had not beeninvolved

Caseworker "I think it is unique in terms of the largercommunity seeing where two fairly strong agencieshave been able to yet together and do something

72

successfully, whtch is really kind of unitiueUnit Supervisor "It's making them better day caremothers, it's making them better people, becausethey re seeing themselves in a different way for themost part I think, too, :f you look back to the firstpicnic, it was the black day care mother., together andthe white day care mothers together, and you don t seethat any more

Caseworker We have a much better relationship withour day care mothers now

Barbara Stern, Assistant Director. Early ChildhoodResource Center

We have a commitment to early childhood educa-tion n °matter how its done, and weals° therefore havea commitment to parent education, and in effect, familyday care providers are parents educating children,even though they re substituting for natural parentsThey're not really teachers and not really parents, butthey do have a commitment to educating youngchildren, so. therefore. we're very interested in workingwith them and helping them out

Barbara A Pine Have you ever had any connec-tions to working with family day care providers beforeourprugram? A No. not before the resource center

Gert re Col bert, Faculty, Nursery Education Depart-ment. Nassau Community College, and Past Presidentof Early Childhuou Education Council (local affiliate ofNational Assuciation for Education of Young Children

No I had not knuwn about it [family day care], andthe reason I became interested in it is mainly becauseof your training program for the family day caremothers, and I wanted my students to know about thatkind of program, because I feel that students 'earningchild huud educatiun have to be aware of all theprug rams that are instituted for young children, and Ihave to be very impressed with your training prugi am,the variety the type of people you invite for trainingpurposes. the response of the day care mothers, etc

Bai bard A Pine 0 Did you knuw that tamrly day carehas been organized and supported by the Departmentof Social Services in Nassau County since 19679"Response "Really!"Barbara A Pine 0 "I was curious to know if you everthought of 0 (family day care as a relevant child car esystem) until the Cooperative Extension Day CareProg ram?"

Gert re Culbert A No I never thought about familyday care. visiting a home. or about these people whotake care of children at home, until I met you atStun ybruuk I heard abuut family day can oat that pointI never knew it existed until I met you

SECTION III ADDITIONAL INFORMATIONABOUT FAMILY DAY CARE

Program staff were impressed with the quality ofchild care they observed in the course of the programlifetime Their observations support the position thatfamily day care is a desirable alternative in thespectrum of child care options. This position is at oddswith that taken by Saunders and Keister in "'Family DayCare Some Observations."' They compared familyand group day care on the basis of 22 children studiedover two years Some of their conclusions about familyday care, on the basis of this small sample of a total of22 children, were that (1) mobility of placement wasgreater in family day care than center care, (2) allsiblings can rarely be accommodated in the samefamily day care home, and (3) family day care mothersdo not usually have males in the household. While wehave no data on center day care, we do have somestatistics on family day care based on a much largersample than the Saunders and Keister study that areat variance with their conclusions

Insofar as "mobility" in the day care home, we askedthe question

What is the shortest period of time (one week, onemonth, two months, etc ) that a child has been inyour care? What happened [to break it up]?"

In the program sample. ten mothers still have theironly day care children The remaining 51 report thattheir briefest caretaking experiences ranged from oneweek to six Tionths, and 40 of these arrangements werecurtailed by changes in the parent's situation InWestchester, eight day care mothers still have their firstand only day care children The remaining 35 reporttheir briefest arrangements ranged from one day to oneyear, and 31 of these 35 experiences were curtailed bythe parent. These data suggest that any mobility andinstability in tne family day care situation is related tothe parent rather than the day care mothers

In relation to the question of accommodation ofsiblings in the same day care arrangement, we did notask the whereabouts of all siblings of the day carechildren However, we did ask

Are you presently caring for more than one childfrom the same family?" (If "yes," the interviewerrecorded the age and number of the siblings.)

The responses indicated that in Nassau, of the 157children being cared for, there were 27 sets of siblingsA tutal of 58 children were being cared for together withtheir siblings

In Westchester, of the 110 children being cared for,there were 36 sets of siblings, 62 children were beingcared for together with siblings

7.) 65

It seems that there were at least as many childrenbeing cared for together with their siblings in one daycare home as there were day care mothers Theseresults suggest a trend in family day care which is atvariance with that suggested by Saunders and Keister

On the basis of our study, Saunders and Keister'sconclusion that 'family day care mothers do rotusually have males in the household" cannot besustained In Nassau County the day care mother wasWithout a male in the household in only six out of 61cases I r "lestchester County, 14 of the 43 mothers didnot have males in the household These statisticscontradict Saunders and Keister's conclusion that"family day care homes do not usually have males inthe household

Thus, these data gathered in the interview present noinfcrmation supporting Saunders and Keister's con -c'usions which we have reported They reinforce theposition of program staff that family day care canprr vide a decable option for chid care

SECTION IV - CONCLUSIONS OF THEEVALUATION

To what extent have the program goals beenrealized? What can be said about failures to attainthese goals? Were there any unexpected outcomes ofthe program? The data which provide some answers tothese questions have been presented in this chapter inthe framework of Sennett's evaluation model

On the basis of data at the first four levels ofevaluation, it can be said with confidence that theCooperative Extension Family Day Care Program hasin fact been able to (1) "design and test an informaleducation program with family day care mothers,' and(2) "insure that the educational system and supportiveservices are designed to meet the needs of family daycare mothers as they perceive them

The data on the Practice Change level of evaluationshow that "Cooperative Extension can play a role astrainer of family day care providers -1 hese data showfurther that Couperative Extension can play a welcomerole in liaison with community ageocies responsible furor related to child care

These successes relate, however, to program goalsstated in actiun-oriented terms Higher order objec-tives are implicit in the execution of the program goals.The goal of the program is to show that CooperativeExtensiui ira the role of friend, educator, and communi-ty liaison can strengthen family day care Asknowledge increases, as feelings of self-worth and ofthe worth of the job to be done increases. the quality ofchild care should improve This was the goal of the pilotprogram

66

The i;vaIuator has attempted to assess the impact ofthe program in the light of these latter considerations.On the positive side of the ledger, it has been shownthat day care mothers, when involved in developingtheir own program and when offered particularresources, respond. They come to educationalmeetings and social events. They learn. They get toknow other day care mothers, and become lessisolated They become more aware of how common theoccupation is in the county. They perceive their jobs asmore than just "baby-sitting." An unexpected outcomehas been the degree of leadership and self-directionthey develop, as exemplified in the formation of theNassau County Family Day Care Association.

It has not been demonstrated that the program hasimproved the quality of child care. It was judged byprogram leaders inadvisable to attempt to obtain themost direct evidence of the quality of child care byobserving the day care mother as she cares for her daycarechildren in her own home. We tried to approximateher behavior through a series of questions. We werenot able to demonstrate that responses to thesequestions were related to participation in the program.Perhaps the program has a reinforcing effect thatcannot be seen in the short run.

Family day care mothers have a high degree ofsatisfaction with the job. We have not been able torelate this to the program It may be, and subjectivereports support this, that family day care mothers arehighly motivated to be with young children and,therefore, predisposed to be satisfied with the job.

Suojective statements by individual care providerssuggest that self-esteem was raised as a result ofparticipation in the program We were not able todemonstrate this finding with our measuring instru-ment Since program leaders felt they had observedchanges in this area, we tried to assess them, even withthe knowledge that the measuring in3trument hadserious weaknesses that could not be dealt with in thetime available. Perhaps these weaknesses explain thelack of positive findings

Before the initiation of the program, the supportsystem provided for family day care mothers wasextremely feeble for family day care mothers in NassauCounty. No agency had the resources or focus to offernecessary support As a result of the program, it hasnot only provided a support system, but it has linkedagencies in the community with an interest in childcare, and has served as a catalyst for cooperativeefforts involving these agencies. Testimonial data fromcommunity agency personnel provide strong in-dications that the community support structure forfamily day care mothers had changed in NassauCounty as a result of the Cooperative Extension FamilyDay Care Program

74

References

1 Claude F Bennett, Program and Staff Development,Extension Service U S Department ofAgriculture. A Multi-Level Approach to Evaluationof Extension Programs. Mimeographed. Undated

2 August B Hollingshead and Frederick C Red lickSocial Class and Mental Illness New York. JohnWiley and Sons, 1958. Pp. 398-407

3 J ,S Ahmann and M D Glook Evaluating PupilGrowth Boston. Allyn and Bacon, Inc , 1963 Pp191-193

4 Benjamin Bloom, et al. Taxonomy of EducationalObjectives, Handbook l Cognitive Domain.Longmans, Green, 1956

5 Stanley Coopersmith The Antecedents of SelfEsteem. San Francisco W H Freeman, 1967.

6 Cyril J Hoyt and Clayton L Stunkard. Estimation oftest reliability for unrestricted item scoringmetnods Educational and PsychologicalMeasurement. XII 756-758, 1952.

7 M inta Saunders and Mary Elizabeth Keister "FamilyDay Care Some Observations." ERIC ReportED072 856 Washington, DC. U S Department ofHealth. Education and Welfare. Office of Educa-tion, 1972

75 67

.

CHAPTER 7

Recommendations

It is recommended that

the program model be completed with thedevelopment of a parent education componentand completion of training materials forreplicating agencies,

the model be replicated in other counties in NewYork State,

in replication, benchmark data be obtained, if itdoes not violate relationships with family day careproviders,

the evaluation instruments be tested and refined,

this program model be extended to northeasternstates through the Cooperative Extensionnetwork,

training for Cooperative Extension specialists inthe northeastern states be conducted by the pilotprogram staff at the Storefront Resource Center,

technical assistance and training be provided bythe pilot program specialist to specialists fromother states in the northeast as they developprogram after initial training,

the program be extended to other areas of theUnited States through the Cooperative Extensionnetwork, if the northeastern states experience issuccessful,

the Family Day Care Mothers' Associationleadership be supported in their efforts to incor-porate and attract funding for the continuedoperation of the storefront resource center,

Nassau County Cooperative Extension continueto increase program support so that theeducational program becomes an integral part ofthe county program within the next two years.

68

7

APPENDICES

1 Cooperators and Participating Administrators

2 Program Staff, Research Team, Program Advisory Committee and Authors

3 New York State College of Human Eculogy Participating Faculty and Staff, Cooperative ExtensionAssociation of Nassau County Participating Staff, and Nassau County Department of SocialServices Participating Staff

4 Needs Assessment' List of Community Contacts

5 Position AnnouncementsA Cooperative Extension Specialist - Family Day Care

B Cooperative Extension Supervising Aide - Family Day Care

C Cooperative Extension Aide Family Day Care

D Teen Aide

6 Program MaterialsA Flyer Are You a Baby Sitter or a Day Care Mother or a Friendly Neighbor Who Cares for

Children?

B Sample Pages from Log

C Child Care Referral Form

D Check List to Indicate Needs and Interest

E Flyers to Announce Weekly Programs, Permission Slips

F Monthly Calendars

G Teen-Aide Horn Visit Report

H Monthly New fetterc\

7 Certificate CourseA Training C urse Oiltli e with Related Materials Used and Suggested Reference List

B Certificate esente on Completion of Course

8 Flyer Describing the Program

9 FinancingA Budget Requests to Extension Service USDA 1972 1975

B Family Day Care Program Support 1972-1975

7 ,69

70

10 Evaluation InstrumentsA Evaluation Questionnaire

B. Knowledge Test

C Interview Schedule

D Child Care Questions

E. Self-Esteem as a Day Care Mother Inventory

11 FindingsA Stepwise Multiple Regression, Table

B Analyses of Covariance, Nassau

C Analyses of Covariance, Nassau

D Analyses,,-

E. Analyses

F Analyses

G Analyses

H Analyses

I Analyses

J Analyses

K Analyses

of Covariance, Nassau

of Covariance, Nassau

of Covariance, Nassau

of Covariance, Nassau

of Covariance, Nassau

of Covariance, Nassau

of Covariance. Nassau

vs Westchester, Table

(CDEF) vs. Westchester, Table

(DEF) vs. Westchester, Table

(EF) vs. Westchester, Table

(F) vs. Westchester, Table

(ABCDE) vs. Westchester, Table

(ABCD) vs. Westchester, Table

(ABC) vs. Westchester, Table

(AB) vs. Westchester, Table

of Covariance, Ten Child Care Items, Table

12 Suggested Reference List

Cooperative Extension. New York State Colleges of Human Ecologyand Agriculture and Life Sciences Cornell University, Ithaca. N Yand the U S Department of Agriculture cooperating In furtheranceof Acts of Congress May 8 and June 30, 1914 arid providing equalopportunities in employment and programs D L Call, Director

73

APPENDIX I Cooperators

Participating Administrators

APPENDIX 2 Family Day Care Program,Staff

APPENDIX 3

Research Team

Program Advisory Committee

Authors of Report

New Yo'k State College of Human Ecology:Participating Faculty and Staff

Cooperative Extension Association of Nassau County:Participating Staff, Board of Directors,Home Economics Division CoMmittee

G

Nassau Coun4.y Department of Social Services:Participating Sta)t

APPENDIX 4 Needs Assessment: List of Community Contacts (madeduring the first eight months of program development)

7:)

APPENDIX I

COOPERATORS

Extension Service, United States Department of Agriculture

Washington? DC 20250

Cooperative Extension, New York State'

Carnell UniversityIthaca, NY -44853

New York State College of Agriculture and Life Sciences

Institute for Occupational EducdtiohNew York State College of Human Ecology

Department of Community Service EducationDepartmnt of Human Development and Family StudiesOffice-of Field Study

Nassau County Cooperative Extension AssociationNassau County Senior Community Services Project

300 Hempstead TurnpikeWest Hempstead, NY 11552

New York-State Department of Social Services

1450 Western AvenueAlbany, NY, 12203

Nassau County Department of Social Services

County Seat DriveMineola, NY 11501

Nassau County NOighborhood Youth CorpsRoosevelt School DistrictRoosevelt, NY 11575

Day Cpre Council of Nassau County

240 Clinton StreetHempstead, NY 11553

Town of Hempstead Summer Lunch ProgramLong Beach School DistrictSouth Hempstead Baptist Church

PARTICIPATING ADMINISTRATORS

11

Edwin L. Kirby, AdministratorBeatrice A. Judkins, Program Leader, Home EconomicsExtension Service - Unit.?d.States Department of Agriculture

David L. Call, DirectorEdward H. Smith, Director (through 5/73)

.Cooperative Extens ion, New York State

80

1

Participating Admillistrators (cont'd.)

Jean Failing, Dean .

David C. Knapp, Dean (through 8/74)New York State,College of Human Ecology,

Lucinda A. Noble, Associate Director, Cooperative Extension'Associate Dean (through 4/74)

New York State College of Human Ecology

Shirley A.White, Assbciate Director (though 1/74)New York State College of Human Ecoldgy

Ahn Wilcox, DirectorInstitute for Occupational Education

Natalie D. Crowe, Program Coordinator, Human Resources

New ,York State `College of Human Ecology

Gregory Coler, Assistant'CommissionerNew York State Department of Social Services

Rosalind Silver, SeniorConsultunt Day Care l Licensing

New York State Department of Social Services

Joseph D'Elia, CommissionerNassau County Department of Social Services

Jessie R. Middlemast, County Extension Coordinator andHome Economics Division Leader $ hrough 10/73)

Eleanor Talisman, Home EconOMjcs Division LeaderRichard P. Myer, Acting Extension CoordinatorCagperative Extension AssOciation of Nassau Cbupty

Douglas Pickett, Extension Representative (through 4/74)

Peter Warnock, Lxtension RepresentativeNew York State Cooperative Extension

o

Henry Riociuti, Professor and Chairman (through 8/73)

John Hill, Professor and ChairmanDepartment of Human Development and Family Studies 4 4

Kathleen Rhodes, Professor and Acting Chairman (through 3/72)

Irving Lazar, Professor and ChairmanDepartment of Community Servide Education

Dr. Lester Gaitner, DirotorNassau County Neighborhood Youth Corps

1 Eleanor Kirk, Dire,,torDay Care Council of Nassau County

4,

2

8i

1ft

APPENDIX 2

FAMILY DAY CARE PROGRAM STAFF:

Barbara.A. Pine. Cooperative Extension Specialist Family Day Care

Barbara Patrick, Supervising Aide

An Burton, Program Aide 3

Gertrude Ruffin,. Senior Citizen Aide

Kathy Day, Patricia pouglas, Craig Carr, Mary Yates, Chprmaine Fletcher -

Teen Aides

Ronni Soblick, Secretary

Cornell Students in Field Experience in the Program

Robert Glgssberg

Deborah DodOnhofirf

Lois Moss

RESEARCH TEAM:

Dr. Helen Y. Nelson, Conslutant

Irene Stein, Research Assdciate

Cynnia Lewis,, Interviewer

Maryann ,Carrieri, Interviewer

PROGRAM ADVISORY COMMITTEE:

Mary Ann Lawrence, Chairperson

Alice Alvez

Verne.'zer Beatty

AurOid Bohari

Lorre tta Cunningham

Louk Gan }t

4

1

PROGRAM ADVISORY COMMITTEE (conttd.)

Naomi GritmanC.

Hazel Kohnson'

Earline Newsome

Sheila Page

Joyce Romme

Irene Soper

Gwen 'Waters

Audrey Williams

AUTHORS OF REPORT:

Natalie D. Crowe, Asso'Ciate Professor and Cooperative Extension ProgramCoordinator'

Barbara A. Pine; Cooperative Extension Specialist: FamilyiDay Care

Irene Stein, Research Associate'

C

4

83

APPENDIX 3

NEW YORK STATE COLLEGE OF HUMAN ECOLOGY

Participating Faculty and Staff

Jennifer Birckmayer, Senior Ext§nsion Associate, Department of Human

Development and Fami ly Studies

Jane Kni zer, Assistant Professor (through 8/73), Department of Human

Developmant and Family Studies, and Director of Pield Studies

S. Morton Altman, Assistant Professor (through 6/73), Department of

Community Service Education

goncrieff M. Cochran, Assistant Professor, Department of Human Development

and Family Studies

Irving Lazar, Profesr and Chairman, Department of Community Service

Education

Helen Y. Nelson, Professor, Department of Comrunity Service Education

and4.

Jean Andrianoff, Secretary to Program Coordinator

1COOPERATIVE EXTENSION ASSOCIATION OF NASSAU COUNTY

Participating staff

Vera P. Rivers, Supervisor of Expanded Food and Nutrition Program

Judi Elkin, CSW, Family Life and Parent Education

Board of Directors

John Swanson (1972), chairper2son

Frank Cuomo ((073 4 74), chairperson

Home Economics DiOsion Committee

Muriel Reilly (1972), chairperson

She Page (19/4), chairperson

o

81

5

NASSAU COUNTY DEPARTMENT OF SOCIAL SERVICES

Participating Staff

David Thaler, Director of Day Care Services

Julita Stone, Staff Development Officer

Shirley Abel, Unit Supervisor

Florence Faga, Case Worker Chi[dren's Services

Beth Ferrante, Case Worker Children's Services

and other cooperating unit supervisors and casework staff of the NassauCounty Department of Social Services Children's Bureau Family Day CareUnits

85

6

APPENDIX 4

NEEDS ASSESSMENT: LIST OF COMMUNITY CONTACTSmade during the first 8 months of programdevelopment May 1972 - December 1972

New York State Department of Social Services

Senior Consultant, Day Care LicensingState Day Care SupervisorLicensing Specialits in State Area Office of New York State Department of

Social Services

Nassau County Department of Social Services

Commissioner of Social ServicesChief, Children's BureauDirector of Day Care ServicesDirector of Protective ServicesFami ly Day Care Unit Supervisors

Suffolk County Department of Social Services

Supervisor of Home ServicesCoordinator of F,mi ly Day CareCoordinator, Internal Revemie Service Family Day Care Rroject

Child Care Organizations in Nassau County

Day Care -ouncil, Director

Nassau-Suffolk Day Care Consultation Service, Co-Directors

me.I;d Start

Educational ConsultantCenier DiKctorsTeachersTeacher AidesFamily Health Aide

Comprehensive Child Care Services, Projec4 Director

BOCES Living Room School Project, Educational Consultant. .

Five-Towns Community Council Child Care Committee, Chairperson

Departmeot of Social Services operated Day CareCenl-er

DirectorTeachersTeacher Aides

8U

e

5.

Child Care Organizations in Nassau County (contld.)

League of Women Voters Child Care Committee, Chairperson

Early Child Education and Related Institutions and Organizations

Verbal Interaction project

DirectorCoDirector

Early Childhood Education Council (affiliate of NAEYC), PreSident

Community College, Early Childhood Education Instrpctor

Adelphi University School of Social Work, Assistant to Dean

Hofstra University EarlyoChildhood Educatign Department, Instruc,-orSchool of Continuing Education, Director

Early Chilhood Education Consultants

Oth,,r Community Organizations

Vocatigna: ('.inter for Women, Career Counselor

Police Department Community Relations Bureau, Outreach Officer

BOW). Consumer Home Economics Program

DirectorAssistant Director

Family Service Office

SupervisorSocial WorkersFamily Aide

Inwood Community Center, Community Organizer

Five towns Community Coun,:il, Director

Health and Welfare Council, Director

Office of Consumer Affairs, Outreach Workers

.Mental Health Association, Director

CAP Agency, Outreach Worker

Community Hospital, Family Planning Coordinator

Inwogd Health Center, Director

Human Rights Commission, Manpower Development Coordinator

Office of Volunteer Services, Director

O

APPENDIX 5

'Position Announcements

.,.

A. Cooperative Extension Specialist - Family Day Care

c.. .

.

B. Cooperative Extension Supervising Aide - Family Day Care ,f . q 4

n ty

'.'.

C. Cooperative Extension Aide - Family Day Card

..,

..,

,. .

D. Teen Aide-

11.

Ct

83

tz

IN,

o

, /

5 A

COOPERATIVE EXTENSION NEW YORK STATE

Cornell University State University of New York U.S. Department of Agriculture

Office of Personnel and Staff DevelopmentRoberts Halt. Ithaca, N. Y. 14850

POSITION ANNOUNCEMENT No. 29.7 1/6/72

Title of position - CoOperative Extension Specialist - Family Day Care

Location - West Hempstead, Nassau County, Long Island,'New York

NajorAesponsibilities

- Works under the leadership of the Human Resources Program Leader at

Cornell, the Home Economics Division Leader in Nassau County,-and college

'faculty In the development of a family day care program. \

- Provides overall leadership and develops program in conjunction\with

family day care mothers; provides training, teaches; implements\and

evaluates program; develops appropriate teaching materials, \\

- Provides linkages between-college, county, social services and other,

agencies to family day care mothers and other local community groups.\

- Administers program, policy, Procedures.0,

Provides program supervision for para-professionals) when employed.

- Supervises College of Human Ecology students in conjunction with faculty

during, field experiences. (This will be approximately 20% of the position.)

- Supervises in cooperation with HLman Resources Program Chairman the

' graduate student .assistant when assigned to program.

Majoriguties of Job (This will be approximately 80% of the position.)

- To activate a program advisory committee representing family day care

mothers, county, college, and appropriate agencies. The majority of

the etommittee will be family day care mothers.

- To design and test an iniormal continuing education program with family

- day care mothers; to train family day care mothers and family day care

para-professional (s).

'- To test the"feasibility of Cooperative Extension in the role of recruitor,

trainer, broker and ally to family day care mothers between family day

care providers and those whose' children need care.

- To test the feasibility of Cooperative Extension in a leadership coordina-

tion role With agencies responsible for comprehensive child care.

- To Prepare a plan of work built around agreed upon goals, Of the program

advisory committee, including recording and evaluation mechanisms.

- To provide. leadership to this program; to coordinate efforts with Nassau

County staff and where appropriate, link with appropriate extension programs.

- To develop cooperative arrangements within the county, region and state

in support of program.

- To participate in required orientation and in-service education at the

college and county; to observe programs in several communities.

New York Sad, CAIcat of Acibc.doll, and tali Sciences New Yolk Slate College of Human Ecology and New York Slate Vetennaty C.,lege aMComet Unvosify COrnrabwebienvo, Asseoavons Count, 6ovefnmg Bode; and Untied Slates peoartment of Agrtcurture, cooperahng

.qa

Qualifications

- Minimum education Required: B.S. from en accredited institution withcourse work in one or more of the following areas: psychology,sociology, education, child development, community development, communityservices, social planning, home economics.

Experience equivalent to a B.S. will be considered.

- Minimurn,Experience Required: 3-4 years of progressively responsible-professional experience in child development education, community servicesdevelopment, family day care education, parent involvement or deliveryof comprehen'sive.child care services, or similar experience.

- Special.Requirements:

. ability to work with people from many types of backgrounds, experiencesand education.

. sensitivity to needs of-the poor, the near poor, theeineeds of children,and to the needs of people in agencies who haye responsibility fordelivery off' comprehensive child care services to all ftople.

. Master's Degree desirable.

Salary.Range - $10,356 - $13,059. Commensurate with qualifications.

Transportation - State owned car 'furnished for official business.

Date Job Is Available - Immediately

Funding - This program is funded by Extension Service USDA for 18 months,but it is envisioned as a 3-5 year program.

If you are interested in this pdsitio.n please submit an application orresumeeby January 24, 1972 tc:

Sandra S. ClarksonPersonnel Specialist .

212 Roberts Hall

Cornell UniversityIthaca, New York 14850

or call 607-256-2292

11 57 /

2 ,Ge%td.or. Mi lion E. Elisio

Personnel Specialist212 Roberts HallCornell UniversityIthaca, Newt York 14850

or call 607-256-2292

000PERATIVE EXTENSION - NEW YORK STATE IS AN EOUAL OPPORTUNITY EMPLOYER

99 0 0

5

COOPERATIVE EXTENSION NEW YORK STATE

I Cornell University State University of New York U.S. Department of Agriculture

Cooperative Extension Association of Nassau County300 Hempstead Turnpike. West Hempstead, N.Y 11552Agriculture 516-538-7401 4-H 516. 538-7902 'Home Economics 516-538-7451

October 1973

POSITION ANNOUNCEMENT.

O

Title of Position Cooperative Extension Supervising Aide - Family Day Care

Job Location - 261 Nassau RoadRoosevelt, New York

Nature of Work.

work under the leadership and supervision of the Family Day Care Specialistto assist with developing a program being designed to reach day care mothers-

and the children for whom they provide care.

,Major Dutiesprovide leadership and supervision to Family Day,Care"Program Aides

provide on -site leadership and supervision to students in field Placementand work-study programs in the absence of the,Pooperative Extension Specialist

assist in maintaining and stAffing a resource center for family day care

mothers

assume responsibility for planning and supervisipn of activities for the

children who wisit the center

assist in developing and maintaining working relationshilm with communityagencies and organizations

assist in the design and development of program materials, including a monthlynewsletter, educationalmaterials for parents needing child care, and material

for programpublicity

work with the parents in the community to help them meet their child care needsA

assume responsiblity for collection and distribution of donted supplies and

equipment to family daycare mothers

assume responsibility,for all record-keeping at the resource center

participate in Family Day Care Program Advisory Board meetings

participate in in-sexvice training

9

New Ynta State Collette or Aqncoltute and Lae 5c,ences. Now York State Coliede of Hornet Ecolnyv .and NewVOth Slate Vetennies COdeatCompo universq) CooOmntIre Lttenvon Assot+Atrons County.Goveentng Domes and Untied States Department of Agtocultwe coortefaheu

-2-1

Qualificationsminimum education required - high school degree'or equivalent -

'some college work preferred

minimum experience required - at least one-year of work experience in a childcare facility or community service organization

Special Skillsa desire to work closely with ad.dlts and children

some understanding of the needs orchildren and those who provide care for them

initiative and creativity in helping to etermine program direction

a good ,.;orking knowledge of resources available in the local community

effective written and verbal communication skillse,

Salary '.

Please note - This is a 3/4 time position30 hours weekly

Arinual salary - $5,724

Date Job 'is A ailable - 'Immediately.

Announcement is effective to October 15, 1973 or untilposition is filled

IF YOU ARE INTERESTED IN THIS POSITION PLEASE CONTACT:,

/ 7, ci>"

Barbara A. PineCooperative Extension SpecialistFamily Day Care, Resource Center261 Nassau RoadRoosevelt, New York

9

PHONE,: (516) 546-1132

I

a

5c

COOPERATIVE EXTENSION NEW YORK STATE,

Cornell University State University of New York U.S.13:4:artment of Agriculture

Cooperative Exteneion Association of Nassau County300 Hempstead Turnpike. West Hempstead. N.Y. 11552Agriculture 516.538-7401 4-H 516.538-7902 Home Economics 516.538-7451

October 1973 I

. POSITION ANNOUNCEMENT

I

Title of Position Cooperative Extension Aide - Family DayoCare

Job Location - 261 Nassau RoadRoosevelt, New York

Nature of Workworks under the leadership and supervision of the.CooperatiVe ExtensionSpecialist and the Cooperative Extension.Supervising Aide to assist with adeveloping program being designed to reach faMily day care mothers and thechildren for whom they provide care.

Major Dutiesassist in maintaining and staffing a resource center, for family day care mothers.

assist in the planning of activities at the center

assist in the developing of materials which may be used by family day caremothers as the are for children

assist in planning and supervising activities for children who Visit the resource

center

assist inthe collection and distribution of donated supplies and equipment today care mothers

to aid in the development of community services for family day care mothers,children receiving care and their parents

.

to participate in orientation and in.-service training.,

Qualificationsminimum education required -

. minimum experience required

some high school education or equivalent

.00

- at least _one year of work experience in a childcare facility or community service organization

Special Skills,

a debire to work closely with adults and children4

some understanding of the needs of children and those who provide care for them

a working knowledge of. resources avatlable in the local community

an ability to be _flexible with regard Eo work assignments

initiative and creativity in helping' to dele-iinine-prOgrmra direction

No. Yo,k Slate C0,100. o1 Agocutiure and tale Scuonces New York Slate College of Human Ecologi and New York Stant Veterinary College alCornell University Cooperative Extension Associations"- County Goyernng Bodies and united Matti Department or Agriculture. cooperating

c

93

a

3

42-

Salary Please note4 This) is a 3/4 tire position30 hours week154

Starting salary $4,586 '4

Upon successful completion of three month training and probationary period,salary increases to $5,121 annually

Date Job is Available Immediately

Announcement is effective untilOctober 15, 1973 or untilthe position is filled.

IF .YOU ARE INTERESTED IN THIS POSITION PLEASE CONTACT:

C-4?/1.-C

Earbara A. PineCooperative Extension SpecialistFanfily Day Care Resource Center261 Nassau RoadRoosevelt, New York 11575

,

PHONE (516) 546 -1132

or

S.

ERA

k9

7

, 5D

COOPE9ATIV TENSI.ON NEW YORK STATE

Cornell University State University of New York U.S. Department of A Ictilture--.

1

t..

Cooperative Extension Associationpf Nassau county300 Hempstead Turnpike. West Hempstead. N.Y. 11552

Agriculture 51'6- 538.7401 4-H 516.538-7902 . Home Econ6Mics 516.538-74451

i 1'4 ' . ' June 17: 1974

. Position:

P(Location:

POSITION ANNOUNCEMENT

o

Teen AideCooperative Extension Family Day'Care Program

261 Nassau RoadWosevelt, New York

ii

Duties:.,,,

To work with children ages 1 to 12 years who are cared for i,

by family day care mothers. Some time will be spent - planning

,activities and working with the children in the day care owes.

\

'Theeremainder will be-spent in the storefront resource cen r,

receiving in rervice training and participating in other' program

!. activities.

. . e aQualificSions: ! 16 years old - minimum age

Working papers ...

. "%Creativity

!Init.iativi'Tesire to work with children

. .

I 30 hours per week7d*ing July and uguat

12 hours per week during the echo 1 year

ft

s-JC

Hours:

Salary:

To Apply:

o.

' $'2.00 -per *our

If you are interested in this psition, please make anappointment for an interview by contacting:

.Barbara Pine or Barbara Patr ckCooperative Extension Family ray Care Program

261 Nassau'Road.Rdosevelt, New York 11575

Telephone:** .546 a. 1132

.THIS POSITION.OPENINdWILL BE CLOSED JUNE 27, 1974

a

Since ly,

:Ba ara A. PineCo perative Extenston SpecialistF mtly Day Care .

95No« Yoik Stale College nl Agmunale and Ole Soences Ne Yoik State College 61 Human Ecology, and Nov. Ycllt Stabs Veterinary College at

Coinell'Unlvelsly, C9oPtlatedo Edensmn Msociatons. Clo ty Governing Sod.Ms, and Noted Stales Depadrnent of Agncullyte, coopotatmg

/

,

.0 0

A.

O

APPENDIX*6

Program Materials

er: Are You a Baby. Sitter or a-Day Care MOther or aFriendly Neighbor Who Cares for Children?

.o

A. Sample Pages from Log

94

C. Child Care Referral Form

D. Check List to Indicate Needs and Interests

E. Flyers to,Announce Weekly Programs, PerissiOn Slips

F. Monthly Calendars

I"

G. ,Teen Aide Home Visit Report

H. Monthly Newsletters

9 3O

..

0

. ti .

261

NA

SS

AU

RD

.

RO

OS

EV

ELT

- is

.1k-

PLA

CE

. TO

.

VIS

IT s

ee;

O

For

mor

e in

fo'rm

atio

n°

cont

act B

arba

ra ,P

ine:

_:__

Coo

rera

tive

Ext

ensi

on,

261

Nas

sau

Rd;

Roo

seve

lt, N

.Y.

.54

6-11

32O

RE

YO

U =

A

-

BA

BY

.

,CA

RE

MO

TH

ER

°If

ora.

ora

FR

IEN

DLY

kE

BO

R;

FO

R

GIII

LDR

EN

261

isa

plae

e if

you

...

need

toys

,bo

oks

orga

mes

for

the

kids

.

°wou

ld li

keid

eas

for

thos

e"r

ainy

days

"..

0

°cou

ld u

sepl

ay-p

er,

.crib

s, k

ids

equi

pmen

t.

One

eda

-cha

nge

ofpa

ce!

1

9

MIN

N 'O

WM

g.11

1111

0am

or''.

... A

m.

4110

;ow

OM

OPE

N ,W

EE

-11D

AY

S -

.3:5

0

Cof

fg.al

way

s

0

-erc

iwei

s-ck

lo're

t).

seitA

ik

yoci

,cA

vepw

-eh

otlh

or w

oMe/

?./

0 1)

,

13arnt,r . .

itte crAckrep &amen w MAYtp

reoihe-r-. ,

U pie-k2.4_,G

. ciaize.4 town

Uctu.tu . ,

ty

:telt)

a 9

a-

OAA.t. 1.11.e_LetiLti. .

.___ g., e.40- LAILk

.4

P.L.c,u24AA.

9.

. 9 9P

6fCg!'.resi. -0.60 u_v 1174.4

-o

4Lirc$3:4.)e.IV1 COM nck

10.11 by IC

DCt,i4(11.

tzl ouifikuciOt..,tt/Ati, 4. c, atinwriaa_e,

1'.

i NMI

I

\

11

1\

1)..Q evidt,t,

\

;Cowa100

(1.CuNtk.L.

(2

.7-

02-As- 35

as:- 15

g - a S-75

02 -alp- 15

A ,a&

c? 35"

75-

cpa- is

c2:4.- 7s_

7.5

*a-al -15

d. 'XI -V-R7 27

e9 -al 7,

a a, 75.

(27;27 -7?-

;7 cR7-75

I

4

2

d_441..u.i.LGsA

.g 6LeT14_,Mi kat&r)44.t..)szo2kti:

101

4A A A §i4A, ct0.0%.14,6-1.)

3

I. 0

Vtlft*44-Y0-:

CIstr-vka)

*41

4.

11 11I

I wuay, cutala. tcPktoilaL &Ai:1\a_ 14-i)L3

1 t

\ \ N

I

:

11

4 Nit-IA/NO .klefigie0

LALLY

4-1\11.6.5

11

Ou'ulte4,ttt.(44, bct.

1%

1I

1.

5

I

th.;44,0.4... bratA,- ntilLa.0 a

AI

a.

OOPERATIVE EXTENSION FAMILY DAY CA.. ,..

.t)

PROGRAM , e

ESOURCE CENTER FOR DAY CARE'MOTHERS261 Nassau Road - Roosevelt, New York

546-1132 '

Monday=Friday ,10 AM - 3:30 PM

InformatioU for Referralto FaMily Day tare HoMe

date.

Mother'SRame: . ,.

last , first

t'

Father's Name: r Ilast firs't

Home Address:

Mother's WorkAddlress:

0r

number street city or town phone

_number street

>;

city or town phone

PLEASE COMPLETE REVERSE SIDE.

103'

tt

%

.1

o.

Children Nate Age Sex School-' . Grade

1.

2.

3;

4,

5.

In

Child Care is needed. , through

Are you able to drive to the day care home?

.Health InformatiothChild' Doctor or Clinic

Chiles name

0 4.

5.

Hours: from to, .

name

address

Shots Received Shots Needed

phone .

.

Special HealthProblem

C-.

S.

Are you looking for something special in a day care home?

Does your child have any, special needs?

Is your child toilet-trained?

What are yoUr child's favoritefoods?

Based upon the number'of children for whom care is provided and the numberof days per week, what would you expect to liay for childcare per week?

6.0

CHECK LIST TO INDICATE NEEDS AND IN ST 3/73:

Itiat One Family Day'Care Provider dicated

Name.. confider_or

00

4I might be interested:in*the following areas:' (All the areas'sound

interesting. The special ones for me are marked vith a star r *.)

Getting it,all togetherhow much .to charge*Incometax-deductions__ ___

:.feeding breakfast.or not-patents who are late for pick upetc,

a

X' What to do when there's nothing tolloeasy games for children .

.. inexpensive toys and crafts from household articles,,

X Discipline.

*Relations with the child's parents

Understanding,children's needswhy are some children shy, agressive, over-activehow have other day care mothers- these problems

. 0

' X- *Children's-health and first aidwhat to do in an emergency.lead poisoning in childrenetc.

0.

X-*-STM-Ple music.activities in the home

X

3.

Chi4/dien and food*easy recipes for inexpensive meals and snacksthe fussy eater

*growing a child's windowsill garden

O,

0

4

Other Ideas: I'still have no children and so I'd be interested in anyideas on letting people know that I'm here and available.

r

If a day trip with-day care mothers and-children was planned,

- I waUld-iike totgo---les

105. 4

COOPERATIVE EXTENSION NEW YOkK STATE(

Ccirmill University State University of New York .U.S. Department ofAgriculture ,

Cooperative, Extension Association of Nassau County ; t300 Hempstead- TurnPike, West Hempstead, N.Y. 11552/AgriCulture 516-5384401 k 4-H 516-538-7902 Horne Economick516438-7453 ..

__ _

'

o

Sickle Cell AnemiaLearn .abent Sickle Coil Aneisie. ;,

whaWhat the,sympiesp are; hoituto

detect thel4-is th(re a cure/ '

Followieg_the progran, theii.

.01sic-set-up

-for Sickle Coll Screening.. .

ivo lyn Oldenguest- Director of theLong Island SiCkle Cell Anomie Project-.speake.r .

4

tWidnesday, Au-gust-15, 1175-when 10 AM - 12 Nam

-

tinily, Day dire iesource Center

. .

261 -Nassau; toadwhere Roose4elt; Niw York-Pli575546-1132

We'll be looking forward to Ming you

0 "

Sincerely,. .

Barbara A. Pine *:Cooperative Extension SpecialistFassilY Day Cere

O

1OG .

.

:

New Yolk Slats College elAeniellute eel 1.71e Semocee. Nei YtIrState College of Hymen ECON.,. and Mew ffk,Slale Viliefeete Coup ISComell yreveteiv, Gleilefaive Ealogee Aseeleeeee. 04Wee OW4WW4 04.44. W4 414"1 SW414 DIWWWWW. S414411W. C34."/""

_ - -

s".

.

- ..

4'

.1

}

t

0

Y 'INVITED

0

.01

POOL. PARTY

AND

HE

..

.

0ft*

"

PICNIC

Wedllsdiy, August 8th10:00 AM - 3:00 PMAArthe hOpesof Georgianna Vassallo,

Day. Care Mother

WHERE: 304 Pennsylvanizi AvenueRoosevelt, New YorkSee Attached maP)

I.

.0"Ms. Vassallo has cordially invited day care mothers and/their

children .to enjay.a picnic And swimulig in her spacious backyard.

5/We will provide box lunches and snacks. Just'bring your

bathing soitaand.beach blankets and enjoy a fun-filled day!.

0

7,

S.

t

.. .

Sincerely,

fler

S

Sarltara A. Piss

' CoopOritivajtztanaioa Spa9iariat!may Day Cava

107

4.

.14

O

A

CO'

JdoopetativtExtension AssociationFamily.Day'CareProgramResource Center_261 Nassau Read rlRoosevelt, New*York 11575

mother's,P,;44

II

Eisenhowerat' Park

When: 14ednesday, August 2210:00 AM - 2:00 FM

Where: EisenhoWer,ParkEast Meadow

4

Meeting Place: Parking Lot #2 a; Eisenhower (See Map)

What to Bring: Driver's license or proof of,Nassau residenceadmission (driver only]

We will bring lunches and snacks

to.

10c per child, for the tralq ride!

Need transportation? Call us at 546-1132. We can arrange

V.

for

rides.

b, A

isio sob'

st

*RAINDATE. THURDAY AUGUST 23

103

4

to01'

nO

CooperAtive Extension--.Family Day tare Program..Resource...Center,

261 Nassau RoadRoosevelt, New York. 11575

. .

YoungIchildrenaSpedially will delightin petting and feeding the,farm animalsat Lollipop Farm.

o

Wben Wednesday, August '29th 10-2:00 PMBus leaves 261 Nassau Road, Roosevelt at-10:00 AM--

.

Where: Lollipop Farm. in Wantagh

Cost: None ;.1. Admission and'Bui- Free!!

RESERVE EARLY: Space on the bus is limited.so: call us at 546-1132 'to

reserve spaces.O

HOPE tou.wia cort.

lop

COOPERATIVE EXTENSION :"NEW.YORK STATE

Cornell University State University of New York U.S. Department of Agriculture.

Cooperative Extension Association of Naisau County300 Hempstead Turnpike. Weit Hempstead, N.Y. 11552Agriculture 516438-7401 .4-H 516. 538-7902 Home Economics 516-538.7451

A Trip To The AmericanMuseum Of NaturaUHistory

Reserve

AMERICAN MUSEUM OF

'Where:.NATURALAISTORY-

Who.. WEDNESDAY, JANUARY 15, 19759:30 AM - 3:30 PM

CostBus is free

Museum-entrance fee is an optional donation

Lunch in the museum cafeteria* is approximately'approximately $1.50(knote...7. the museum' has no facilities for

eating lunches brought from,:home)

C45

Call us early to reserve space on the busfor yourself and the children at 546-1132:

W.3 hope you'll join us on this interesting trip.Older child - ages,5 and up particularlyenjoy the museum.

Plehse have parents sign the enclosedpermission slips and bring them with you4-

t on Wednesday.

Sincerely,.

62-0444-4, a %051;!0;

'Barbara A. PineCopPerative Extension Specialist--Family Day Care

New vah Stew CooNe or egoeueure see Lae Semmes*, Now Vert SUING:Ape of Hellion Ecekvy, end New eve SbN Vekeenele C0111*U..evisfy Caowetabee Esionron Amocieeone. Cowley Geeenveer Soden. and Woad &Nee OweeNwent N Artcueute, ceopeseng

110s

a

COOPERATIVE EXTENSION NEW YORK STATE

Cornell University State. University of New York U.S. Department of Agriculture

Cooperative*ExtensiOn Association of Num; County300 Hempstead rprnpike, West HemPstead, N.Y, 11552Agriculture 516-536-7401 4-H 516-538-7902 Home Economics 516-538-7451

J .

Perceptual Development

whatPerceptual Development - Importance in Learning

Simple activities_and.materials-that cauasilybe,made at home to assist children in their,development.

guest speakerBarbara De PuyEarly Childhood Specialist

when

where

WEDNESDAY; JANUARY 22, 197510 AM to 12 Noon,...

0

*Resource Center--:

261 Nassau RoadRoosevelt,- New -York

Sincerely,

- -----Cooperative Extension SpecialistFamily Day Care

I.LiNi. ran Mai* CApasea of aancanute and LM Sammie*. Now Vat Stile CII=Akel Human feekody. and Now Yak Stale Wiselnary Cones atCameo Uftnnety.,Ceepaconne Eanonnon alleclannas, Ciwwy 00,0MIP4 and Waled Naiad Osdanment el Addteunani. eadonnahng

COOPERATIVE EXTENSION . NEW YORK STATE

Cornell University State University of New York U.S. Department of Agriculture

Cooperative Extension Alsociation of Nassau County300 Hempstead Turnpike. West Hempstead. N.Y. 11552 .Agriculture 516-538-7401. 4-H 516-538.7902 ITO-me -."-c-pnorifior-5165311-7451

Me Nome Eye Test

Warn how to give "The HomeEye Test".

A program on eyesight and amini vision- screening clinicfoi preschoolers.

There will. beta film on theimpoitance of eyeexamina-tions for ypung Children..

'6 To be held on WgDNESDAYJANUARY 29, 1976' from10 AM to 12 Noon:

_Dptilt miss this most important program,

0

Sincerely,

Barbara A. lineCooperative Extension SpeciiiistFamily Day Care

1.a. 2"1

na. Vora Stale Galion of Agncuitunt and 41*Scioncink Now Vali Stall Goalie of Human all NOW Pert Stall Viitainary Coli000 atGomel lJnvototy Gaormosavo laionloon Asootioliono, Govaly Giovanni; MI United Stole. Otoorivent el &ricotta*. cifoonfaltri

COOPERATIVE EXTENSION NEW YORK ,STATE,

Cornell University State University of New York

Cooperative 'Extension Aisociation of Nassau Co300 Hempstead Turnpike, Weit Hempstead. N.Y.Agriculture 516-535-7401 4-H 516-538-7902

U.S. Department of AgriciAture

unty;.11552

Horne Economics 51&5387451,

. r

child

Parent-1s Name

Child's Name

in Wantagh with

O

give 'permission for my

to go to the Lollipop. parr

Day Carp Notheris"Namoi

Signed

Parent' a Signature

on August 29,

A

New York Sudo College of Agrocuiture and UN Samna's. New York Siate College Si MumiA Ecology. owl Now York Vow Voietinary Collope atCornell uneoty. peoNratnre Ettereir Associations. Gorey Nimmons Se** end Uosooil *moo Dovorlotort N Agrisviture. coeltrablva

1COOPERATIVE,EilTENSION NEW YORK STATE

Cornell University State University of New York U.S. Department of Agriculture-

Cooperative Extension Association of Nassau County'"`300 Hempstead Turnpike. West,Hempstead, N.Y. 11552

Agriculture 516.538 -7401 4-H 516-538-7902 Horne Economics 516-5311-7451

. . .

give permission-for Sa3r

Parent's Nasal

child to, go to the Lollipop PareChild's Name -

in Wantagh with on; August' 29.

Day Care Mother's Name"

Signed

Parent's Signature,

o

0

1 1.3

New WAS Stye College of Agritulture and LIN Ssionerra, New York Stele Celliga el Human Ecology, and Now York Male Veterinary Cotters atC,ornoil University. Calannalny, Ealr*On Aleetiations, Cooley Oirosirteng NON% and UMW. SUNK Doporm000t N Agritelturo, toogetating

(.)

F,., A M'

DAY,

ARE

FROG;RAM

o

COMIN.G EVENT'S,

A UIG'U S T

11 7.3

.Cooperative.

tension,

Family Day Care Program

Resource Center

261 Nassau Road

,

Roosevelt

NY

546-1132

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I--

pp-

Resource

Center

Open

I

10AM -0:1 TM

'I

Resourci Center

.Open ,.

10 AM

3:30' PM

Resource Cent r

1-

Open

d10-AM - 3:30 PM.

314

Resource Center

Open

10 AM - 3:30 PM

20

Resource CeritTr

Open

j1

10 AM - 3:39 PM

.

Resource Center

Open

LO AM- 3:10PM

21

ResourCe Center

Open

10 AM. -,1:30 PM

Resource Center

Open

10 AMP- 3:30 PM

.8

root PARTY AND PICNIC

at thehome of

Georgianns Vassallo ,

Day Care Mother

LOAM- 3 PM.

Resource Centei.

Open,

1-

10'AM = 3:30 PM

15

Sickle Cell Anemia

Program and,Mint-Clihito

With Spicial.Guest

Evelyn Olden

10 AM - 12' Noon

Resource Center

Open

10 AM

3:30 PM

16.

PICNIC

at Eisenhower Park

ParkinOot4 2

10 AM- 2 PM

22

Resource. Center

Open

10 AM - 3:30 PM

Reso

10i:A

10

rce Center

A

- 3:10 PM

.

17

Resource Center-

Open

10 AM - 3:30 PM

23

24

'Resource Center.

Reso rce Center

Open

,n

10 AM - 3:30 PM

10 A

- 3:30 PM,

27

, Resource

Cent r

Open

10AM - 3:30 M

Resource Center

Open

10 AM; 3:30 PM

28 V

A Trif, To The

LOLLIPOP FARM

in Wantagh

;10 AM - 2 PM

29

Resource Center

Open

10 AM. - 3:3.0 PM

a

0

30.

Rest,

'10

rce Center:

pen - 3:30 PM

31

COOPERATIVE EXTENSION. NEW YORK, STATE. ,

Cornell Onivfralty State University of New York U.S. Department of Agriculture

.

Cooperative Extension Association of,Nassiu County300 Hempitiuid Turnpike:West Hempstead, N.Y. 11552Agridulture 516-536-7401 4-H 516-538-7902 Horne Economics 516-538-7451

Family'Day Care Center, 261 Nassau Road, Roosevelt, NY - 546-1132

AugUst 1, 973

Dear DAy'Care Mothers:4

August promisee to be a busy andluin-filled month. We hope you will foitius onWednesdays-for a variety of,planned -programs.

On August 8th day caremothets and theirchildren are cordially invited to the home of-Georgianna4lissallo,-day-oate-Mother.,,- for- a-

POOL-PARTY.

On. August 15th at the Resource Center-outguest will be Evelyn Olden, director of the LongIsland Sickle Cell Project. She will presentaininformative program on Sickle Cel. nFollowing the piogram, a mini-clinic will be setup *i'the Resource Center for Sickle Ceil creen-ing. We'll -send details about the clinic laterin the month.

OWAuguit 22nd a picnic at Eisenhower Parkin list Meadow. Details wIllfollow.

On August 29th a trip to LOLLIPOP FARM InWantagh opeiatea by the fide -A-Wee Shelter. Young.children especially will delight in the barnyardsetting' and the many farm animals to pet. Wie,11

--7.7111446-tedetatilly-tater-ln--the- agnth.

Remember, the Resource Center is openqweekdays 10:00 - 3:30. Drop infor,a visit. We are closed only on days when outings are planned.

Hope to see you soon.

Sincerely,

BarbarA. PineCooperat=ive- Extension- Specialist-

1J5Now York Slaw Cotta. of Agricullyro end Lite Sconces. Nowt York Slots Carlow if Human Ecology. and New York SUN Volorinory Collo,* atCOMIC Untmasty. COOMPlabV Wonsan AsaeclabOOS CMalay 041rottalail MOM all United Stale* OW41111lillni N AirCUM11111. COOPH,ting

F'D

AY

CA

RE

O.R

OG

RA

MCOMING EVEN/TS

'JA

NU

'AR

Y19

/75

N.`

'Cooperative E tension

Farm ly, Day, Ca e Program ..

Resource Cent

261+ Nassau Ro

Roosevelt,

r d

546 -1132

MONDAY

TUESDAY

.WEDNESDAY/

THURSDAY

FRIDAY

.

:,'4;-,W ,"

."

,.

7

HAPPY NEW YEAR

Resource Center

/Closed

,.for Holidays

.,-.

j

.

Resource Center

,.

Open

10 AM -.3:30 PM

Film at Roosevelt

Children's Library

3:30 PM.

2

Reso

:Fpr St:ff

Story

Roosev-lt_Children's

Librar

_3

rce Center

Closed

.

Training.

our at the

3:15 PM

ResodrceCenter

i--.

Open

,

!....10 AM - 3:30 PM

c%)

.

6 _

7

(Resource-Center

:....

Open

'10 AM - 3:30 PM

Roosevelt Children's

Library, :Crafts Club

3:30 PM"

f

Weaving. Workshop

10 AM:-12 Noon

.,

,..

i

'

Resource Center

Open

10 AM - 3:30' 11.1

Film at Roosevelt

Children'S Library

3:30 PM

.10

Reso rte Center

-Closed

Far St:ff Training

Story

our at the

Roosevelt' Children's

Librar

3:15 PM

-i

.Resource Center

tOpen

10 AM - 3:30 PM,

.

,

,,

13

Resource Center

Open

.10 AM 3:30 PM.

.Roosevelt Children's

Library, Crafts ClUb

.300 'PM

.:.

,15

Trip to the

-MuSeum of Natural

/History ",s

900 AM = 1:30 PM

', i

'

.Resource Cefiter

A.

Open.

10 AM - 3:30 PM

Film at Roosevelt

Childrees Ilbrary

.3:30 PM

16

17

11esou ce Center

losed

,

For St :ff, Training

Story

cur at the

Roosevelt Children's

1..Pbrar.

3:15 PM

'

Resource Center

Open

'

10 AM - 3:30 PM !

20 -

....

'Resource

Resource Center

Open

-10 AM- 3:30 PM

'Roosevelt Children's

Library, Crafts Club

3:30 PM

i21

k,

'1

'I4

22

'

i

"Helping Your Children

Develop Perceptual

/Skills"

/

..

Wiith,Early. Childhood

/Specialist

10 AM

Barbara DePuy

12 Noon

Resource Centet

-Open

10 AM - 3:30 PM

Film at Roosevelt

Children's, Library

3:30 PM

23,

24

Reso 4e tenter

Closed

.:

Fo

St=ff Training

St

your Pt the

Roosevelt Children's

Library

3:15 PM

,

Resource Center

Open

10 AM - 3:30 PM

....,

.

o

,

,27

.

.

ResourcetCenter

Open

1

10 AM -: 3:30 Pk

..

'Rooievelt Children's

'Library, Crafts Club

3:30 Pk

. .

.

,28

i' 29

Learn to Give.

:"The Home Eye Tept"

10 AM -.12 Noon

.

.

).

,.

:.

"Resource Center

.;:4

Open

-10 AM - 3:30' PM

Film at Roosevelt

Children s. Library.

3:30 PM

30

Res.utce.

.FOr SsaffarainIng

.Story

Roosevelt

Library

'31

Center .

Closed

',,

Ho6nlt the

Children's'

3:15 Pl

.

.

.

COOPERATIVE EXTENSION NEW YORK STATE

Cornell University State University of New York U.S. Depaitment of Agriculture '

Cooperative Extension Ass dation of Nassau Countyo300 Hempstead Turnpike. West'Hempstead. N.Y. 11552 . .

0. Agriculture 516 538-7461 4-H 516-538-7902 Home Economics 516-536-7451' '

a.

Weaving Workshop

what

where

N

Weaving! Give it try. If you don't

already-knO14 how-toldeave, we'll teaCh

you. basic, it's easy, it's fun!

WEDNESDAY, JANUARY '8, 1975

10 AM to 12 Noon '

44.

Resource Center261 Nassau Road

- RobstveltT-New-York

Sincerely,,

Barbara A. ?ineCooperative Extension SpecialistFamily Day Care

ti

N.,\ 1 1 7--,..

14 Yolk Slot* 0011410 01 Aoritulture end Lite SaittV a. N. York Stile C04111 01 114101110 (colon, end New York State Veterinary ColleoratConseil Unisstrety C00101800 Eaterliaon Aastocialion County Governing Sidles, etwl United Slates Dsowssmont of Alomultuic ccossrossi

.4,

C.

6 G

TEEN -AIDE HOME VISIT REPORT

C."1- r:

FimilY Day SCare Mother

Address

4.0

.Date

A

Names and Ages of ChildrenParticipating in Visit

'Activitie§ Planned

0,

L.

c

a

118

6G (2) -

Actiyities done and comments

A., Zik

*Star the ones childiedliked.best.

What-Changes'would you make for the next visit to -11A-S--home?"

Did, you notice anythifig different about any of the children on this'visi0

Did the c* care mother participate during your visit?

Teens making visit:_-

119

COOPERATIVE EXT ,NEVV,VORK STATE

Corns II University Stiie University of New York U.S. Department of Agriculture

,Cooperative Extension Association of Nassau eszunty.fk , es empstead, N.Y. 11552

Agriculture 516-538-7401 4 -H 516-538-7902 Home Economics 516-538-7451

core mo r -August,1973

_

4

COOPERATIVE EXTENSIONTAMILY DAYRESOURCE CENTER FOR DAY-CARE261 NASSAU ROAD - ROOSEVELT,

546-1132MONDAY- FRIDAY 10 AM-

CARE PROGRAM

NEWNEW YORK

3:30 PM

11

BP:law

120

614/4:.4vBarbara Pine

____Zooperative ExtensiOnSpecialist.Family Day Care

Pie* Wok Ewe Coigge- of Agocultuie and Semmes, New Vont State College of Human Ecology. and New Yolk Elate Vetesinary Collage atCornet{ University. Cooperativ Extension Associations. County GOVerning Illockek and Unt.O States Dogartment el Aviculture. cooperating

4

4

kk MEETING PLACE. FOR YOU

O

I

4

t

What's new,new has purple walls, an ever..ready coffee pot, and-wascreated just for you? The Family Day Care Resource Cenek.,meeting place for day care mothers and their children. Locatedin the 'center of town, our brightly-curtained storefront windoweXtendd'an invitation to.all day care.mothets. Please come.i4 an& -

---TOIriiidovei.a cup of coffee..-.

What-toe_p on at the Risource_Cenier? We are open Monday to Friday;10 AM to 3:30 PM, Daycare mothers drop in during these houts..

. While mothers visit, their children use the playroomfacilities.A loan Closet is available free of .charge. .you may borrcm toys;.:games, dribs',.playpens, and other equipment. Regular meetings arescheduled once a week., Mothers help'select topics. for theseinformal gatherings.. Previous programs have included a faMily daycare film, demonstrations of easy nutritious meals,andsnacks forchildren, arts and crafts made from household items, backyard pla'y .

4c.tvities, and sometimes just'a Warm, friendly morning spent.together =- sharing experiences and exchanging ideas.:

' While the mothers meet playroom activities are planned for.thechildren. Nimble finders work with puzzlesancrpuppets. Woodenblock AyscraRers rise to great heghts,and tumble to great .

.Inquisitive'eyes peer through binoculars, Sqack time.always a highlight of the morning. Opt busy bees,swork'up qu.iti an

, ,

appetite.' Smiling faces tell us they like coming to the ReSbutcetenter-.

Meetidig-ere not always confined to the center. .Freeport Libraryhosted a "Day Cake Mother's Morning at the Library". It was anexciting treat fortthe mothers and the children. Two F.D.C.:

picnics were held at Roosevelt Park. Both picnics were adelightful mixture of music, fun and games.

Our Augus t calendar has something of interest for ever yone. We

look forward to,seeing you and your childien at the Resource Centetsoon. -/

. 4

WHAT IS QUALITY FAMILY DAY CARE?

For a child ... it is having a -real "home away from home" ....loving and being loved in a family situation beyond his own.

... the open arms, heart and minds.of a mother substitute who caresfot the young.hild "whose parents 'are gone part of the day on a;regular basis.*

*From:4 Open th'e Door ,.: See the PeopleCommunity Family Day,Care Pioiect, Pacific Oaks College .

Pasadena, California

'14

V

PI

4,.

IDEA CORNER

Do you have Small remnants ofimaterialsat home? Your,ahildreri can spend' sa happy hour making pictures with"these. scraps. It is not the completedproduct that is the most important,but rather the process of learningthrough doing. . Esther Hendrick!sday Care family used a cardboard'backing, felt scraps cut into, variousshapes, and paste to make a pictureof a .man. The children are very-proud of their pictures. An easyrecipe for making paste follows.

PASTE

1 cup water 1/2 cup flour.4

tax the flour and water in'a bowl with a spoon.

O

,

Thank ,you Freeport Memorial Library for a ,stimulating ekperience. OnWednesday, June 13th, family day care,motheks and their children wereinvited to spend an, exciting morning at the-Freeport Memorial Library.The children .browsed about the bright airy, children't room chatteringabout 'the colorful projects made by ,FreepOrt Pre-kindergarten children.,Film strips were shown, busy 'fingers' d,res# pictures "and molded play-doh gingerbread men. Story timewas ahighlight Of the morning;Thirteen enchanted faces were enraptured in the magic Of the monientas MaryanneChupek took them on a wanderous adventure with

0"The Three -Little Pigs:" s t , e ,

While the children were engrossed in. their activities, the motherswatched Mary .P.resnell,.childrees' librarian, denionstrate 'a flannelboard_ story;.. -Under her ,directions Sock and 'paper bag puppetek came

- to life. "'Easy 1-2-3 airplanes were made from wooden clothespins.lido. it yourself" workshop followed the demonstration. We men4home" ladened with our newly .created treasures.

Many, to Pat Kiirtv, Mary Presnell and staff. A delightful.time was had by all.

122

WATER PLAY'

On a. warm day pro 'debucketa of water, brushes 2" or wider or .avatA

ietyof w for "painting" in specified areas suct*as wall,-fence stones trees. Children can fill the containers about.

1/2

Water .pl. is a good activity for involving the, shy, immature :childor for educingkension. 'On another day let the children use a .

larg- dish pan in the water play' area. You can provide basters, °fu els etc., for pouring water. With the addition of ,detergent,a d straws for blowng thiough, a whole new Activity emerges.or liquid measure ent provide plastic,measuring containers of

,various sizes.. Co/or concepts may be added by using a few drops. 'cif food coloring. Concepts of.weight, floating and sinking may be-,taught by having available various objects and letting children's'see if they sink or float.

.

TOYS 'FOR WATER,PLAY::.

. ,

Egg beaters ,

Plastic detergent bottles or containers6astic meat baster ,FunnelsStraw *(Plastic are moredurable)

Corks/.. .' .

Measuring spoons and dipsPlastic pitcHers :

1 .

Toy boats. ,

11*

. .

From: School Before Six%. A Diagnostic

. By:

Approach. Laurel Hodgedon,

!

OUOTABLES

, .. .

"By the' time the youngest children have learnex6to keep" the placetidy, the oldest grandchildren are on hand to tear it t-to pieces

'again." 01

ChrisedpberMorley.' .m

...,-

"Pt4tty much all the honest truth-telling there is in the world isdone by children."

Oliver Wendell Holmes

"Children have more need of mxiels then of critics."Joseph:Joubert

123.

T

4

FEEDING LITTLE FOLKS*0

s

Lick,A7Stick Snacks. -- When the .temPerature.climbs,appetites 'often diminish. To .get youngste4.to eatthings that are, good for them, try.serying. whole-some homemade "sidles". Their frosty'flavors willdelight the children and you can let them feastwith a clear conscience. These treats are rich invitamins,'minerals and proteins because they'remade with fruit,' dairy products, and eggs.

Orange. Eggnog -Siclei -1

1 pint vanilla ice cream1 6-ounce-can orange juice concentrate, thawed

.Legg111 cups mil* 4,0 a .

In large mixer bowl, combine ice cream,orange juice concentrate andegg with electric mixer. Gradually add milk, beating constantly'.

-Pour about 1/3 cup of mixture Into each of. twelve arounce waxed paper~drink caps. When partially frozen, insert wooden sticks. To serve,'peel.off paper wr apping, Makes 12 servings. A

.

Pineapple-BlUeberry. Yogurt Sicles

. .

:.'1A-,ouhCe.carton blueberry yogurt,1 43-3/4 ounce can crushed pineapple1 6--!ounce can frozen pineapple juice concentrate, thawed1 juice dan,water.t3/4.cUO1/3 cup sugar .

In mixing bowl, combitieblueberry yogurt and undriined crushedpineapple. Stir in concent'r'ate, water and 'sugar. Pour Abut 1/3'cup mixture inpp.each of tend 3 -ounce waxed paper drink cups.Place in 'freezer., ,yherl partially frozen, insert wooden sticksinto mixture. Freeze firm.! To serve peel off paper wrapping.Makeg'10 servings. .

Foi pertec.quickie aprons for your toddlers when they want. to helpwith the dShes...just fold, a bath towel in half over a string or

P' rIbbon and tie it way 0 under their 'arms. This,apron give ever-9

.

all double protection.

To keepchildreti's modeling clay 'sort an pliable, enclose itA tight jar with a small piece of damp loth'. Rard clay can alsobe" softened the same way.

124

IN THE NEWS....

Wantagh: -- The sounds and sights of anoldr-fathiOned barnyard are,at Bide -A -Wee's Lollipop Farm which is a4jacent to the Bide-;A-Wee,Sheiter.at,3300 BeC ltagh Avenue; WantaghN;

. ,

All animals which would have been found on a workinglarinoffifty years ago are housed in`' individual shelters scatteredabout the grounds. Children Will be permitted to feed and petthe animals under the guidance of barnyard farmers and farmerettes.

Lollipop Farm is open seven days a week from 9-5, April throughOctober. Children are admitted free of chaige and must be accompaniedby an adult. There is a one dollar admission charge for adults.

Manorville -- Long. Island Game Farm: A variety of.rare and exoticanimals, plus animal show featuring a typical barnyard resident-performing regularly during the day in aoschoolhouse setting.Visitors can bottle-feed animals. Expanded picnic faeilitieslocated off Chapman Blvd., Manorville, just,off exit 70 L.I.E.Open daily-and holidays, 9 AM to 6 PM.

Adults $2.50Ages 2'to 11 - $1.25Children under'2 - Free

WE WELCOME YOUR IDEAS AND COMMENTS. WON'T YOU HELP US TO MAKETHIS A NEWSLETTER FOR DAY CARE MOTHERS -- BY DAY CARE MOTHERS?

Would you like to receive our monthly calendar of events? If so,completes the following clip,and send it to us at:

Family Day Care:Resource Center261.Nassau RoadRoosevelt, New York 11575

NAME: -

(Last)^.

ADDRESS:

(First)

.

City State (Zip Code)

125

THE BOOK NOOK

Books-can introduce children to a wonderful world .of adventure.Colorful picture books inspire their imaginations. Stay timeis always aspecial time of day. -The following books can be foundat your local library. YoU can also, borrow these books from theResource Centert,s Book Nook Shelves.

There's A Nightmare in my, Closet -- Mercer MayerGoogles!' -- Ezra Jack KeatsLittle Blue and Little .Yellow -- Leo LionniIt.:LookS Like, Spilt k.Mil-- Charles G. ShawWhere The Wild Things Are -- Maurice SendakFish. is Fish -- Leo LionniAlphabet Sonia DeloUnayGames'To Play'With'the Very Young -- Polly Berrien Berends

411

COOPERATIVE EXTENSION_ U S, QEPARTIAENT OF AGRICULTURE

ROBERTS HALL, CORNELL UNIVERSITY

ITHACA, NEW YORK 14 5O

OFFICIAL BUSINESS

PENALTY FOR PRIVATIC UIL Si S

A

12G

POSTAGE AND FEES PAIDU S DEPARTMENT OF

AGRICULTURE

THIRD CLASS MAIL

ACM 101

ty,

U.S.MAIL

COOPERATIVE EXTENSION NEW YORK STATECornell University State University of New York U.S. Department of Agriculture

Cooperative Extension Association of Nassau County300 Hempstead Turnpike. West Hempstead; N.Y. 11552Agriculture 5164384401 441516-538-7902 Homo Economics 516-53a-7451

.0

'AWE

aay care40

r

newsletter L.

°OPERATIVE EXTENSION FAMILY DAY CAREPROGRAM.

ESOURCE CENTER FOR DAY CARE PARENTS261 Nassau Road - RooseVelt, New York

546-1132,nda -Frida 10 AM -. 30 PM

Vary

/975

BAP:rs 127Barbara APineCooperative Extpnaion SpecialistFamily Day Care

Now Yak Mom Co Woo of *tricot Wm fowl lsto Scioncoo, Now York Stale Congos of Human team, and New York Slit* Vtionoory Collets 41UMVIMOV, OS011eoVollAolOollofi Allow Moons. Comfy Oovoffono UMW Stales pooper000t N AoinuOvfo. coPoulfell

ResOurce Center

Cardboard Carpentriorkshop

'f

Our, recent tri-wall workshop was a great*triumph.

Everyone successfully completed a project. Since

many of the participants had never handled

power tools before, this was a big accom-

plishment". The final products included:table and stool with'storage compartmentbase, model train-layout table and stacked

storage cubbies.

)

Congratulations

Congratulations to the 19 mothers who recently completed thethird eight-week Family Day Care Parents Certificate Course.This,courie is conducted by the Cooperative Extension Family.Day Care Program and Staff Development of the Nasau County 'Department of Social Services.. At the graduation festivities,each mother was awarded a certificate. The next trainingcourse will begin in February.. If you would like to learnmore about the course, callthe.Resource Center at 546-1132for information.

* * * * * * * * * * * * * * t * * * * * * * *

Little TeachingsLittle teachings are the foundations of well- rounded personali-ties. Take the time to talk with your children about self-re-spect as well as respect for others; how to care for personalbelongings-and-propert-y-of-otherai-how-to-keep-things--in-placeand how to show appreciation to,others. Children should alsobe taught to respect the weaknesses and strengths of membersof their peer groups. And they should have the opportunity to dothings for less fortunate children. Begun early,in life,these little' teachings will have long, lasting effects onthe child as she or he develops into a responsible citizen.

* * * * * * * * * * * * 4c * * * * * *

1975planned many exciting activitiesfor 1975. Wong you

'join us and bring your ideas? To receive your monthly calen--dar of Resource Center happenings, mail your request (use theclipout, page 5) to the Resource Center. We look forward tohearing from you soon,

Ei

* * * * * * * * * * * * * * * *: * * *

129

81/126ET

MacaroniPreheat 'Oven. at 350°F

k'pound ground beefli.cup.chopped onionst. basilt. garlic saltt. oregano

A E.: saltk t. pepper

Pizza Style8 servings

8 oz. albow'macarani,,y2 8 oz. cans tomato saucek cup water,6 OZ. mozzarella or cheddar

'cheese shreddedsausage (cooked)", salami (optionaWsliced, olives (optional)

1. Cook macaroni. and drain.2. Brown beef and onions in a lightly oiled skillet.

Add,1 can tomato sauce, spices and water to skillet and.mix well.

4. Add the meat mixture, to the macaroni and toss until wellblended.

5. Divide the mixture in two 9'inch pie.pans; pack firm.6. Top mixture with cheese and tomato sauce. Sausage, salami,

olives may also be added to topping.7. Bake for 30 minutes. Cool 10 minutes before serving.'8. To serve, Out each pie into fOur wedges.

$, $ $ $ $* $ $ $ $ $ $ $ $ $ $ $ $, $ .$ $

04//4'ren Lear?? From Pia).Educators and child psychologists stress that play is children'swork. They learniby imitating the,activity around' them. Toysthat encourage children to use their imagination as well aspractice coordination help them to grow. Playinghouse is a.favorite. For this activity, minirsized dishes, pots and pansare easy for tiny hands to manage. Colorful plat-tic tea sets,hand mixers, percolators. and toasters, inspire their imagina-tions. Toys such as, these let toddlers enjoycooking, sewing and cleaning up, even whentheir tea cups are empty. Soon they willwant-to include juice, dry cereal, andcookiei in this playtime activity.

130

.ringerplays

-* *

7?'"eto.

THE BEEHIVE

Here is the beehil,7e,(Hold up

Where are the ,bees ?'

Hiding away where-nobody sees?Look! They are coming.outl

(Loosen fist slightly)They are all alive. -

One! Two! Three!. Four! Five!(Lift one finger at a time)

* * * * .* * ;Jr *

JACK -IN- THE -BOX

This is Jack.(Clench leftfist. with thumbextended)

In a box.

(Putthumb'in-fist. Colier.

with palm ofright hand)

Open the lid,(Lift right hand)

Out Jack pops!(Pull thumb outof fist with ajerk)

THE ELEPHANT

An elephant goes like this and that.(pat knees)

He's terrible. big,.(hands up high)

And he's terrible fat.(hands out wide)

He has no fingers(4iiggle fingers)-

And he has no toes(touch toes)

But goodness'gracious, what a nosel(with hands together and arms-extended, make ycur arms be'come the elephant's nose).

\

.1* * * * *

IN A CABIN

In a cabin in the wood,(make-a square)

A little man by the window stood.(make circles with fingers around eyes)

Saw a rabbit hopping by,(make rabbit by extending first two fingers)

Knocking on his dOor.(knock= on door)

"Help me, help me, help ,me," he cried.

O

(wave -arms in air).

Before the hunter,ShoOts you dead(shake finger in warning)

"Bang"

(shot with gun)Little rabbit, come inside.

(wave to come in)Safely you'll abide.

(stroke, gently in arms)

Do over, leaving out a verse at a time, dosing actions_instead. 3 1

D,

Ice Skating Nassau's two county-operated outdoor artificial.ice skating rinks are open for the season.

Grant. Park in Hewlett - 292-4216 - open 7.days a week.signs 10 ANT° noon; 12:45 to 2:45 PM andto 5:30 PM.

Evening sessions Tuesday and Wednesday, 89:-.30 PM-

Speed skaters are invited to skate from 89:30 AM Saturdays and Sundays.

Christopher Morley Park - Roslyn-North Hills - 292-4220Open daily from.10 AM to noon. and 12:45 to.2:45 PM with a 3:30 to 5:30 PM session everyday except Tuesday.,Speed skating sessions are Thursday eveningsfrom'9 to 115PM.Admission 'for leisure pass holders at both rinksis $1.00 per session for adults and $ .50 forchildren under 18. For guests the price is $1%50-

' for adults and $ .76 for children.

Ses'3:30

:30 to

:30 to

0:41:49.4""ot '44:7`Ght%'',e344°I47.4 ''431.4.° 449 447.47.4C;N

Day Care mom

r

Parent With Children.in Family Day Care

(Last) . (First)

ADDRESS0

(City)

Would you like toL7.

receive our 1111

(State) (Zip Code).

Nbrithly Calendar Of events?

Newsletter?

If so, ,complete ,the above and mail to us at: family Day CareReaource Center261`Nssau RoadRoosevelt, New York 11575

:132 '\

1.

HE LTH NOTESGood teeth are important throughout your life:Baby teeth help shipe the jawfor later permanentteeth. .Improper dental hygiene can lead to toothdecay or loss Of teeth too early in life. Perma-nent teeth may grow ip crooked. A child's dentalcare should begin at 3 years of age. If detectedearly, small cavities can be filled before they,grow or cause toothaches.

Diet can help build sound teeth. Children need:cheese, milk, eggs, leafy green and yellow vege-tables,-whole grain cereals and fish liver oils.To keep teeth in good condition, eat fewer Candiesand sweet desserts. Brushing teeth after mealiremoves food,particles and stimulates the gums..Ask your dentist for tips on the correct methodto brush teeth. Adiilt teeth usually reflect the

.care given to baby teeth. Establish good dentalhabits early in life.

COOPERATIVE EXTENSIONU. S. DEPARTMENT OF AGRICULTURE

1101114 HML. CORNELL UNIVERSITY

ITHACA. NEW'IY.011(141150=111

Of KIM BUSINESS

PENALTY PO* PRIVATE UM 111411

133

INHITAINI ANS PSI! IMO

Y. O. eavawnester AOSICUI31011E

THIRD CLASS MAIL..Aga 101

O

fi

N.

APPENDIX' 7

A. Training Course Out! ine with Related Materials s. Used

and Suggested. Reference List

B. Certif icate Presented' on Completion of Course

134

--

9

413

7 A...

Training Course ()aline with Related Materials Used

Session 1 What Is Family Day Care? , 1Quest:,. Shirley Abel. q .

..

Unit Supervisor, Family Day Care,yassau County Departmentof Social ServiceS -,

Includes: description of organizational Nassau County Department. of Social Services

i Discussion of:role of the Department of Social Services in family day

care - iesponsibilities. role of supervisor .

role of caseworker,

-

role of. family day care provider -c

rights and responsibilitiesrole of parent consumer. .

.

family day care regulationS 0.

Materials used: Each participant is given a fOidei in which to keeptraining materiald distrfOuted and notes, etc. 0.

*Organizational chart of the Department o'' Social Service'sNew York State Regulations - Family bay Care, ., .

*CooperatiYe Extension Family Day Care Prograp Brochure.1, *Policy Guidebogkdetl'eloped by Nassau County Department of

Social Seivices Children's Bureau Family TayTare Staff'-

Session II What Is Family Day Care?Guest: Qbirley AbelGuest: Caseworker froth Protective ServiceSfncludes:' discussion of protkotive services

recognitionthe New York State- ldWrole of the family day care Motherpreventionfamily day care parents working with abusing parents

Presentation and group discussion and problem solving of10 "typical", situations which arise most frequently in 4

family day care(this provides for review and reinforcemenof material covered in. Session I).

c

Further discussion of reiulations after'participants haveabed a' week to review the booklet '

Mateials used:. same as for Session I

Session III What to Do in an4EmergencyGuests have been: local fire commissioner

representative from local RedeCross chapterIncludes: discussion of safety in the 'home ih terms of prevention

handling emergencies 4

'fire - practicing fire drillburnsasphyxiation -"participants practice on a life-sized

S.

0doll

bleedingpoisoning

.* - Indicates materials included in folder given to course participants.

1.35

kr

7 A .(2)

Training Course Outline (cont'd,)

Session II1(cent'd.)Materials used:- ."Breatn Of, Life" tam

life -sized child - breathing manequin'for practicingtiouth7to=iouth. resuscitation

*Home Safety Check List'%' '

*emergency telephone sticker*Nassau County Department.of Health Brochure*Health Brief's',.- immunization pointers for parents'*What:You Should Know about sickle Cell Anemia*Playinc Safe...inTOyland

O

6

J-

Session IV Activities that Foster Growth,,Terbara'A. Pine

614

Cooperative Extension Specialist, Family 'Diy Care - Roosevelt'',40:acig.itator leads this session at both sites

Incltdes: discussion on development .

physicalsociaf A

emotional..cognitive

discussion;abouthOwochildren learnby modeling . ,

through their fi'ye Sensesfil6er filmstrip on importance of play for learning

.3

workshop 1. participants are invqlved in a variety of .

creative experiences using material Found in most .

homes r

Assignment: .try, two activities from workshop or fromRecipes for Fun with family day care Chilpren -bring7resulti,to Session y111. 2

age of childrenreaction of children to activitymaterials used

. for rest of group,4aterials used: "Learning/Mile They Play"-film or

"Play and Learn" filmstripTrash to Treasure items

included: coffeecansmilk containersegg cartonsbuttonsClorox bottlespasteconstruction paperstamp pad

erasers*Play as Learning

'*Children's Art*Recipes for Fun

136

0

cg.

7 A (3)

' Training Course Outline (cont' d0

..Session V How Children Develop

Julita StoneStdff Development, Nassau Cpunty.Department ofsSodiial ServicesLakeview facilitator leads this session at both sitesIncluding ,discussion of development as a setpiential.process

overview and discussion of development from birth toyears-"individual differences in developthent .environmental effects 4n development

Materials used: *Your Child from 1-6*The Early Years - Ages and Stages

developed as a:discussion-guide expressly for thissession

fiTikliography of local library materialS on the ExceptionalPerson' and the Family ,

*ChilciAevelOPMent in the' Home

Session, VI Guiding Dui Children's BehaviorGuest: Jennie-Birdkthayer

Cornell University Cooperative Extension Child Care Teamo Guest: Rose Paulson, MEW; CoMmunity Coniultant

Includes: definition of discipline A "o

discussion of what discipline means to eaah"participanttechniqueS - group discussion'

actual practice' by participantsgroup discussion and problem solving of commincdiscipline

problemS froth participants' own experienceMaterialS used: *Child Guidance Techniques

*Princioles.for Child Guidance*"I Wor0,t!.. I Won'te*DisciplineParent_Effectiveness_TrainingDiscipline materials from Exploring Childhood curriculum

Session VII Sex Education and the YoUnk ChildGuest: Judi Elkin, MSW

NasSau Count" Cooperative ExtensionHome Econothics Agent

Includes: definition of sex education; use of age - appropriateterms

how to answer your ohilCs questionShandling the, particular problem of sex education with

family day care -c.hildren

group discussion around their experiencesdemonstration and review of age- appropriate'books as

aids for parentsdiscussion of sex roles and sex role stereotyping

1 °3 7

«

7 A (4)

o

Training Course Outline cont'd.)

Session,VII (cont'd.)

. Materials used: *Resource List of Sex Education Books availableat Resource Center or local library -

4human'SeXuality - Books for Everyone*Annotated bibliography of non-seXistpicture books for

children*Ten Heavy Facts About Sex*How Your. Child Learns About Sex

Session VIII Activitiesthat Foster Growth,. Barbara A. Pine

cooperative Extension Specialist; Family Day Care - Rooseveltfacilitator leads this'session at both sitesIncludes: proyision of time for feedback as family day care.

parents relate their experiences with activities theyhave planned with their children during the past4 weeks

in addition, focUs is on food and "cocking" as a learningexperience .

participants make and manipulate play dough - an inexpensivesubstitute for clay made from flour, salt and.water

several participant's prepare a simple dish that can beentirely "cooked" by children

discussion of new words, concepts, etc., learneddiscussion of trips to community resourcesbrainstorming session on where to gohow to plan the triprelated activities for optimum learning

Materials used: *Isn't It Wonderful How Babies Learn!*Children Can Learn So Many Things from Food

133.

MATERIALS IN FOLDER GIVEN TO'FAMILY DAY CARE

CERTIFICATE TRAINING COURSE PARTICIPANTS

Anderson, Roberta Frasier. Child Guidance Techniques. A 'Paoific NorthwettCooperative Extension Publication (PNW Bulletin 6h), Extension Service

Oregon State University, Corvallis,'OR 97331

A. Annotated Bibliography of Non-Sexist Picture_Books for Children. Reprintedfrom: omen's Action Alliance, Inc., 1973.

Baldwin, Clara P. and Helen T.M. Bayer. Play As Learning. An Extension Publi-cation of the New York State College of Human Ecology, Cornell University.Order from Mailing Room, Building.7, Research Park, Cornell.University,Ithaca, NY 14853. 25 per copy.

Blossom, Marilyn. Isn't It Wonderful How Babies Learn! Cooperative ExtensionService, University of Missouri, Columbia, MO 65201.

Brittain, W. Lambert. Children's Art. An Extension Publication of the New.York State College of Human Ecology, Cornell University. Order fromMailing Room, Building 7, Research Park, Cornell University, Ithaca,NI 14853. Single copies free to New York State residents; additionalcopies 20¢ each.

Children_Can Learn So Many Things from Food-

Cole, Ann, et al. More Recipes for Fun. PAR Project, 1164 Central, Northfield,

IL 60093. $2.00 per copy, 1-9 copies; $1.25 per copy, 10-2h copies; ,

$1.00 per copy, 25-199 copies; $.75 per copy 200 or more copies; $1.20per copy for resale.

Dear Mom and Dad; Lead Poisoning Is a Very Serious Sickness. National Paint andCoatings Association, Inc., 1500 Rhode Island Ave., NW, Washington, DC 20005.

The Early Years - Ages and. Stages.' Nassau County Department of Social ServicesStaff Development and Cooperative Extension Family Day Care Program.

Elkin, Judith. Discipline. Cooperative Extension Association of Nassau County,300 Hempstead Turnpike, West Hempstead, NY 11552. (Adapted from ChildGliMaffEe Techniaues, a Pacific Northwest Extension Publication.)

Emergency Telephone Sticker.

The Exceptional Person and the Family. Compiled by Age Level Services, NassauLibrary System.

Family Day Care Homes: Rules and Regulations of the New York State Departmentof Social Services and Guidelines Providing Interpretation of These Rulesand Regulations. New York State Department of Social Services, 1450 Western

Avenue, Albany, NY 12203.

139

4.

7 A I6)

Gordon, Sol. Ten Heavy Facts_ About Sex. The Family Planning and Population '

Information Center, The Institute Tor Family Research and Education,College for Human Development, Syracuse University, 760 Ostrom Avenue,Syraduse, NY 13210. Single copy - 300.

Home Safety Check3ist. The Cooperative Extension Family Day Care Program, Re-. source Center for 'Day Care Mothers, 261 Nassau Road, Roosevelt, NY 11575.

How Your Child Learns About Sex. Mrs. Nancy Carroll, Young Mother's Consultant,Ross Laboratories, Columbus, OH 43216.

Human Sexuality: Hooka for. Everyone. SIECUS, Sex Information and EducationCounbil of the U.S., 1866 Broadway, N,ew york, NY 10023.. Single copyfree; 2-49 copies at 100; 50 or more copies at 50.

Metropolitan Life. I Won't! I Won't! Metropolitan Life Insurance Company, .

Health and Welfare Division, One Madison Avenue, New York, NY 10010:

. Nassau County Department of Health. Nassau County Department of Health,240 Old County Road, .Mineola, NY 11501.

New York State Department of Health. 15_Things You Should Know About SickleCell.

,

New York State Department of Health. Health Briefs: Immunization Pointers forParents.

Organization Chart of the New York State Department of Social Services.

Resource Books in Sex Education. Cooperative Extension Association'oi. NassauCounty, 300 Hempstead Turnpike, West Hempstead, NY 11552.

.

and Welfare. Child Development in the_Home.. Government Printing Office, Washington,

U.S. Department of Health, EducationSuperintendent of Documents, U.SDC 20402.

U.S. Department of Health, EducationSuperintendent of Documents, U.SDC 20402. 550.

and Welfare. Your Child from 6 to 12.. Government Printing Office, Washington,

Waring, Ethel B. Principles for Child Guidance. An ExtensiOn Publication ofthe New York State College of Ihmen Ecology, Cornell University. Orderfrom Mailing Room, Building 7, Research Park, Cornell University, IthacaNY 14353. Single copies free to residents of New Y9rk State;:additionalcopies 250 each.

Young, Carol. Playing Safe in Toyland. Superintendent of Documents,U.S. Government Printing Office, Washington, DC 20402, 200 each.

140

igry

Wig

fari

NN

INSN

MIN

TW

WV

ITV

IVA

IN1N

NIN

IMIN

INIM

IN6I

NiN

iM1

tfil,

Tg

IJIL

J11

1i

Iow

/

11.

411

, 1 J

1e

.ri

...

I

1j1

!J

11J

':1

11

IJ

.1

...1

I

S.1

'L

I1

LIJ

EI

IJ1

-J11

I1

1J

1, .

Ir

.'

1I

I

4 11

II 4

.14

';I

:4

'14

. " !

;;

;;

;;

;;

;;

;;

;;

;4

4;

;;

;;

;;

;;

;:

;;

:;

;1

; I 1

1A

IMA

1 A

lA I

AIA

MA

I M

iM A

1NW

i1

AM

SA

r A

y A

1 A

1 M

yt f

W y

syy

IA

IA

IA

! N

WW

f*y

NV

.3.

*

APPENDIX 8

Flyer Describing the Program

\

142-

C

r

t..0

.o

n)c)

o a'

n>

0o

i- ci

)0

N0

'0C

D Z

CD

< A

)es

elfD

CO

A A

)N

Q )

, (D

rtR

1.4.

C")

7J 0 rt

o-C

M M. r

irt

r-0 21 A) 5 t4, o ro

1-t 0 1-1

su 5

I I I

CO

OP

ER

AT

IVE

EX

TE

NS

ION

'I I I

FA

MIL

YD

AY

CA

RE

PR

OG

RA

M

I I

our

goal

sare to support family

day care by...

planning an on-going educational

,program with family day care

parents which meets their

needs

developing ways in which

Cooperative Extension can

extend its 'resources to

family day care.-

promoting community awareness

of the value of quality

family day. care

linking family day care

to the network of community

services

I

who w

eare

The Cooperative Extension

Family Day Care Program

is a multi-faceted pilot

effort of New York State

Cooperative Extension-

the outreach aspect of

Cornell, the state's

Land Grant pniVersity

/'

Primary financial support

for the pilot effort is

provided by Extension

Service- U.S. ADepartment

of Agriculture; Special-

Needs Funding-

where

Operating from a storefront

at:.

261 Nassau Road

Roosevelt, N.Y. 11575

in Nassau County on Long

Island, we. seek to 'serve

anyone in the community

who provides child care

in a home setting.

VISITORS WELCOME:

I

1

what w

e doI

maintain a community-based

resource center for family day

care parents'

provide a meeting place for

family day care parents to

share ideas and experiences

daily

conduCt an informal educational

assist parents in exploring

program planned with family day

. child

care options

publish a monthly newsletter

to provide communication between

family day care parents

loan equipment, toys and books

to family day care parent's

work with an'advisory committee

to determine program direction

care parents- including meetings

workshops and trips to community

resources

offer planned activities for

41 children while family day Scare

parents attend training

Iserve as a matchmaker

40 between parents seeking

family day, care and family

day care providers

work with many community agencies

1to encourage support of family

cooperate with the Nassau County

day care

Department of Social Services to

offer a 'Certificate Training

--I:

Course to family day care parents

cooperate with the Day Care

council of Nassau'County to

encourage community support

'of family day'. care

provide training in child

development to Teen Aides

who work with children in

family day care homes

1

staffBarbara A. Pine

Cooperative Extension

Specialist

Barbara D. Patrick

Supervising Program Aide

Ann Burton

Program Aide

Gertrude Ruffin

Senior Citiien'Aide

Patricia Douglas

Teen Aides

Cfaig Carr

to

APPENDIX 9

Financing

A. Budget Requests to Extension Service - USDA 1972-75

B. Family Day Care Program Suppdrt 1972-1975

145

Wel Salary

Prog. Specialist

Superv. Prog.,Aide

Program Aide

4 Teen-Aides

Consultants

Evaluation

.

BUDGET REQUESTS tO,EXTENSION.SERV)CE,- USDA 1972

- '1975

1972 - 73

$19,046.00

13,174.00

4,305.00

1,000.00

1973 - 74

1974 -

1975 - 76

'

.106 -,77

,

$25,467.00

$34,963.1'5

$34,737.00

$37,400:00.

.13,900.00

15,501.15

16,488.00,

(3/4 title)

5,653.00

(77%)

'6,761.00

7,166.00-'

(3/4 time)

4,914.00

(77%)

5,626.00

5,963.00

(8 wk. summer)

2,025.00

3,620.00,

(40 weeks)

4,050.00,

1,000.00

ravel

2,300 00

ontract with Nassau

Total

3/5 secretary

Rent real property

Rent equipment

Supplies, demonstra-

14; c;

Hon materials

(Payment to release

family day care

mothers)

3,000.00

(8,063 00)

13,250.00

3,300.00

3,650.00

1,900.00

Storefront 4,200.00

1,400

1,A63.00

(4,000.00)

Used for

Prog. Aide

Total publications..

..

1,900.00

slide sets and film

Comprehensive report (1500 copies)

Popular report (5000 copies)

Film

Slide program

Office 1,000.00

1,400.00

3,000.00

(6,250.00)

Used to empl-oy

Teen-Aides

1,500.00

6,000.00

3,500.00

3,500.00

14,575.00

4,45.00:

4,620.00

.1,100.00

1,540.00

3,300.00

20,964 00

(100%)

7,672.00

4,300.00

4,492.00

4,500.00

2;250.00

12,000.00

1,000.00

Publications for family day care mothers

Student Involvement.

..

.1,000.00

1;000.00

3,000.00

5,000.00

1;500,00

1,000.00

1;500.00

1,000.00

3,500.00

23,060.00

,000

.00

..

EvJotJET'TOTAL:

13J,742.00

$51,217.00

$72,038.15,

$60,201.00

.$64r960.00

Sources

1

FAMILY DAY CARE PROGRAM, SUPPORT 1972

1975

,Nature Of Support

Value

NATIONAL -

ES-USDA

major support of total- pro

$154997

STATE AND LOCAL

complementary support

110,373

STATE

New York Stats.College of

Human Ecology

New York State

1mh

Cooperative Extenion

Come)! University

State of New York

NYS Department of Social

Services

faculty' input, travel, support

tui-tion and fees graduate students '(3 semesters

1972, 1974, 1975)

three students for. field study

Summer

ploratory program 1971

overall leadership and support (program leader, secretary,

travel)

statutory unit fleet car

Cornell institute for Career Education graduate student,

and publications

fringe benefits @ 30.31% of salary

Rosalind Silver's Involvement in orientation - 3 day'

'Gregory Coler travel to storefront

TOTAL

66;355

(est.)

(est.)

75,000

3,985

25,000

4,000

4,000

24,170

test.)

200

LOCAL

Nassau Co. Cooperative

Extension on-site leadership

staff input (EFNEP, adult, youth, agriculture)

storefront furnishings, loan ofoset

one senior aide - 20 hrs/wk

Nassau Co. Senior Community

Service Project

Nassau Co. DSS

Nassau Co. Day Care Council

Cooperating Agencies

Nassau Co. USDA, summer lunch

Nassau Co. Neighborhood Youth

Corns,

staff input into program, released time fpr staff

free tuition at Adeiphi University

15,600 lunches

support of -teen: aides

TOTAL

44,018

(est..)

10,000

4,860,

(est.)

8,500

1.,008

(est. @ $1.-00.each)

15,600

4,050,

IA

8

APPENDIX 10

Evalugtion Instruments

A. Evaluation Questionnaire

B. Knowledge Test

C. hterview Schedule

gt

' D. Child Care Questions (used with sketches)..

E. Self Esteem as a Day Care Mother Inventory

148.

O

4

10 A

EVALUATION QUESTIONNAIRE

In order to help the family day care training committee plan future training'sessions, we psk that you cddiplete.this questionnaire. .

.

I. Nly general feeling about the training is that It was:

2. What did you like best about the sessions?

3. What did you like least about the sessions?

What was not included that you feel would be useful to family day care parentsin future training sessiols?

5. What do you now do differently (in running your day care home - working withthe children - with parents - etc.) as a result of participation in thetraining?

6. The firs-KTWo sessions on the role of the day care mother, parents, theDepartment of Social Services were:

.0 very useful.' 0 somewhat useful.

LI useful. L, not'uspful..

Comments:

7. The session on first aid and safety in the home was:

very useful. 0 somewhat useful.

D useful. C not useful.

Comments:

4.

149

(Z)

8. The session on how chi 1 dren develop was:5.

El very useful. 0 somewhat useful.

0 not useful.El useful.

Comments:

,13. The sessions on guiding behavio?' and handling children's problems was:

very usef.ul, El useful, somewh..t useful, not useful,

in handling my own p rob I ems w ith the chi ldren in my. care.

a

Comments:

10. The session on sex education was:

a, very .Usefui somewhat useful.

useful. 51 not useful.

Comments:

,

I The workshop session on activi ties for childreri was:

1-": very useful .

1' useful.

Comments:

somewhat useful

0 not useful.

.0

12. What top ic area or areas from the training would youI i ke to see repeated

and expanded during regular meeting of your group?

ri

Additional Comments:

150

C

B

Familypay Care Training Certificate Course Knowledge Test

Please circle what you think is the best'answer

I. Every child should be completely toilet trained by:

I) I year of ,age

2) Pi years of age

3) 2 years of age

4) 3 years of age

.5) . none of these

2., In a fire.:the coolest and safest part of a room:

I) the floor

2) the ceiling

3 the wa I I s

4) an open window

5): none of these

3. If your,child is mean to a day care childbecause of jealousy, you should:

I .) lecture about, se I f i shness

Z) stop taking care of the day care child'

3) offer candy ,as a bribe for good behvior

\ 4) keep them apart as much as possible

5) none of these

4. Babies of 8or 9 months:

I) can be taught to share

'2) see the world as revolving around themselves and their needs

3) Won't needmch attention

4) should start learning the ABC's

5)* none of these

51

a

O

vr.

10 13'.(2)

5. In the first 5 years of life, the p,arent-child relationship:

I) is not as important as later on

2 ) iS not too important

3 is of vital importance in what happens to the child later

4) is not as important as other influences at that time

5) none of these

6. If you wish to keep a 2-year old -away from something; a good thing .

to do:

I) distract the "chlid

2) shout at the child

3) spank the child .

4) lecture the child

5) none of these

7. 4-year olds ask a lot of questions because;

they are in love with the sound of their own voices

2) they want to get your attention

3) 4-year olds are very curious

-4) they want to see how much you know

5) none of these

8. If a young child is choking on something, you should: '

I) reach into the mouth and try to retrieve the object

2) give several slaps on the back to dislodge the object

3) *give the child a glass of water to wash the object down

4) turn the child upside down and slap him/her on the backbetween the shoulder blades.

5) none of these 1-

152

n

10 W (3)

9. A youbg feelings:

I) hive to be figured out from its behavior

2) can't be understood until the child can talk about them

3) are not very important

4) i re easily understood'

5) hone of these

10 When young children do not connect what happens to them with whatthey do, it is because:

1) they do not wish to

2) they are not yet able to

3) they have poor memories

A) they are being naughty

5) none of these

II. If a 2-year old talks as well as a 4-year old:

I) the child can be expected to behave pretty much as a 4-year old

2) the child belongs in kindergarten

3) the child is probably still at the 2:-year,old stage ofdevelopment in most other ways

4) the child does not need as much attention as most 2-year olds

5) none of these

12. If a 3- or 4-year old asks a lot of questions about sex, you should:

I) try to get-the child's mind off the subject

2) try to tell the child all you know about sex

3) explain that it isOt nice to talk ab6lit such things

4) give a simple, accurate answer to the question

5) none of these

153

13. If a 3-year old in your day care home cries and fusses forits mother:

I) DOrilt pay too',much attention to .the crying; it is normal._ and

will stop after a while

,2) Explain that little boys don't cry and offer milk and, cookiesas a distraction

3) Exprest your understanding of the child's wish to see itsmother, then suggest a project as a gift for the childs mother

4) tell the parents the child is too young,to be left in aday care home

5) none of these

14. Having information about sex;

1) is what leads children. to "see for theMselves"

2) is what leads children to write "bad words" on walls

3) is rat important to young children

4) upsets children'

5) none of these

15. Young children learn best fromt.,

I) eating a large variety of foods

2) having a lot of toys

3) first-hand experience'

4) watching a lot of TV

5) none-of these

16. Cooking with pre-school children:

I) is not safe

2) is only worthwhile if you make something simple like Jello

3) is a chance for them to learn many things

4) is not interesting for them

5) .none of these

15,1

10 B (5)

G

i17. In which of the following age groups do you fit?

1) under 20

2) 21 -30

3) 31 - 40

4) 41 - 50 .

5) over 50

18. Circle highest grade completed: I 2 3 4 5 6 7 8 9 10

If you have attended school beyond highschool,, would you brieflydescribe education or training acquired.

19. What is the occupation,of the major wage earner in your hone?-(excluding grown children)

20. How long have-you been caring for children?

21. How many children of your own do you have?

22. How many children other than your own are you now caring for?

1

155

Introduction

10C

'INTERVIEW SCHEDULE

This interview is part of an evaluation of our entire program in Nassau County.We're trying to determine which parts of our entire program were helpful to daycare mothers and which were not. We'd like to get a picture of how our variousprogram offerings were fitting in with the needs of the different day caremothers in our program, and we'd also like to get a picture of the needs of daycare mothers who are not involved in our program. So, you can see that theinformation yOu give us in this interview will be very helpful Let's startwith just aetting down some fattual information,'if you don't mind.

How did you happen to start taking care of children?

2. How long have you been taking care of children?

3. About how many different chirdren have you cared for?

4. How many children are you caring for now? How old are they? Boys or girls?How long "have you cared for each of them? /

. /

5, Are you presently caring for more-than one child from the same family? (1,f

"yes," get the number of sitlings and their ages.) ___ ._ _. _ _

6. What is the shortest period'of time (one week, one month, two months, etc.)that a child has been in your care? Whathappened (to break it up)?,

7. Getting back to the,chiidren you are. caring for now, when does the firstchild arrive and the last leave? How many days of the week does each child, come?

8. Would you mind telling me in which of the follpwing age groups you fit?under 20 ( ) 21-30 ( ) 31-40,( ) 41 -50 ( ) over 50 ( )

9. How long have you been living in this county? Where did.you live beforethen?

10/ How well do you like being a day care mother? ..Mark an "X" on the lineWherever /our feelings about being a day care mother fit best, anywhere alongthe line. Demonstrate. Have day care mother mark card.

I 2 3 4 5. 6 7

I hate it. I think it's all right. I love i.

II. . Which of the following statements is closest to your feelings about familyday care as a career?

I. i plan to stay with family day care as a, career,o

2. I will look for a different job when my children are older.

3. I'd like io work in another area of chile care.

4. I'might look for a different kind of job ;n the near future.

156.3-

10 C (2)

)nterview Schedule (cont'd.)

12. Many jobs provide for vacations. As a self - employed person, do you takeone? If "yes" -- Do you arrange for it much in advance (how long in advance)?What arrangemerifs do you make: Do you get paid? What arrangements do you makefor the children? How long a vacation do you take?

13. What arrangements do you make for the care of the children when you aresick?

14. If a medical emergency arose and you had to leave the children for a few

hours, what arrangements would you make?

15. As you know, people have different opinions about child care, about what isand what is not a problem, about how to handle certain situations with thechildren, with the parents, and so on. What, if anything, would you do in thefollowing situations: (Show pictures as you pose "the questions.)

(I) John, a six-month-old has had,a definite:diaper rash all week. What,if anything, would .you do?

(2) Although you serve her breakfast and lunch at your home, Jeannie,aae three complains she is hungry' durihg the morning. What, if anything,would you do?

(3) Evecytime you turn around, Stevie, age 2 I/2 is playing in the bath-room, splashing water from the toilet. What, if anything, would you'do?

(4) Mary is 2 1/2 and has not yet started toilet training. Would youconsider it a problem? What, if anything, would you do?

(Note to interviewer: We mean that Mary has not even begun the toilettraining process.) (Additional note: By "problem"`we mean a problem thata 2 I/2-year-ofd has not taken the first steps OR that a child of 2'1/2 isnot yet completely or nearly completely toile+ trained.)

(5) Your own three- year -old child is _reluctant to share Personal toys withthe day care children. What, if anything, would you do?

(6) Mrs. Jones has been coming to pick up her child about a half hour latefor several days. Mould you consider it a problem`? What, if anything,would you do?

(If "nothing" but considers it a problem -- You said you wou IA consider ita problem. Why wouldn't you'do anytihng about it?)

(7) A new parent wants you to take care of her infant. It has been yearssince you had babies in the house, and you don't have any of the equipmentany more. What would you cip?

157

Interview Schedule- (cont'd.)

15. (8) Margaret, a three-year-old has been coming to your house for ninemonths. Recently she has seemed tense, and has become very quiet. Wouldyou be concerned?, What, if anything, would you do?

(9) Richard, a four-year-old in your care, asks many questions abouteverything he sees in your house. Would you consider -it a problem? What,if anything, would you do?

(10) Marie is, a two-year-old in your care. Though she is taller than most,_children of this age and speaks almost as well as some four-year-olds, shestil I carries a security blanket around al I the time. Would you be con- ;?.:cerned? What, if anything, would you do?

(1 1 ) The throe- and four-year-old you care for have recenily seen a womanwho is going to have a baby. They are very ,interested, and ask many ques-tions abobt where babies come from. What, if anything, wou10.you do?

( 12 ) John, a four-year-old, has become very disobedient. He knows he isexpected to wash his hands before I unch and pick up any food he drops onthe floor, but he. stubbornly refuses. Would you be concerned? What, if

3f4yinu, would you do?

if . ilave y )u found it necessary or des i rab le to make any changes in your homeof the day care chi (dren? Have you had to rearrange your house in any

wave wavr you h)d to add any' new furniture or large items? Have you had tobwf )yc): Where do the children play (what room(s))? Are, there any areasthat they are not al lowed to p I ay i n?

I I. D, plu plan the day to any extent? Was yesterday a typical day? ' How didi -- 5 to rt with' when the first c h i l d comes. ( I f there is something aboutyostprday That is atypical, try the day before.)

100

()) you know many other women in the county who care, for chi,' dren? If "yes",--Do yuu ever get together with them? Where? II "no," Would you I ike to gettHother with other day care mothers? Do you think there are quite a few in theoun ty or do you think it's not too common?

V. Have you ever had an occasion to go to any of the following places with theday care children?

t_ i bra ry (how of ten_i_n_t_h_e-las-t-mon-th-?-

Po-ri'---CUST-a-T. ion

fire Sia ti on

Cooperat i ve Extens ion -- i f ,:no, have you heard of i t?

ParksPlaygroundHealth ClinicsBeachesZooFishing

152

10 C (4)

: Interview Schedule (conted.)

Can you think of any other places in the community you have taken the children .that I haven't mentioned? Have you ever had a special experience in any ofthese places because you are a day care mother?

.21. "How I Feel About Myself as a Day Care Mother" questionnaire.

22. Most of us have received mail that isn't personal. Many people throw itaway without reading if. Do you recall receiving a Day Care Newsletter in themail? If "yes" -- Do you throw it away without really looking at.it (or do youglance. at it before throwing it away, or do,you read it)?

Now, irr these last few questions, I'd like to get down a little more factual`information about you.

23. Could you tell me the highest grade of school you have completed? Haveyou any formal education beyond high school? If so, describe.

24. -What is the occupation of the major wage earner in your home (excludingcrown children).?

25. Many day care mothers fl.your county have chosep not to be licensed. Areyou licensed? If not, do you have a special reason for not seeking a license?If licensed, did you take care of children before you were licensed? What madeyou de.:cide to gel a license?

25. Can you tell me your family make -up -- do you have children? How many?How old are they? How many adults beside yourself are there? (If childrenare grown, do they live with-the day care mother?)

153

lb D

CHILD CARE QUESTIONS (used with sketches)

I. John, a six- month -old has had a definite diaper rash all week. What, ifanything,'would'you do?

2. Although you serve her breakfast and lunch at your home, Jeannie, agethree, complains she is hungry during the morning. What, if anything,would you do?

3. Every time you tutn around, Stevie, age 2 1/2 is playing in-the bathroom,splashing water,from the toilet. What, if anything, would you do?

4. Mary is 2 1/2 and has not yet started toilet training. Would you considerit 6 firoblem? What, if anyttiing, would you do?

5. Your own three-year-old child is reluctant to share personal toys with theday care children. What, if anything, would you dol

6. Margaret, a three-year-old has been coming,to your house for-nine months.Recently she has seemed tense, and has become very quiet. Would you beconcerned? What, if anything, would you do?

Richard,.a four-year7old in your care, asks many questions about everythinghe sees in your house. Would you consider it a problem? What, if anything,would'you do?

8. Marie is a two-year-o)din your care. Though she is taller than mostchildren of this age and speaks almost as well as some-yearlthlfouy--oshe still carries a security bla Ise_t_arounda-l-F-thetime. Would you be

cer-nedg---WITat-n .anything, would you do?

9. The 'three- and four-year-old you care for have recently seen a woman who isgoing to have a'baby. They are very interested, and ask many questions aboutwhere babies come from. What, if anything, would you do?

10. JOhn, a four-year-old has become very disobedient. He knows he is expectedto wash his hands before lunch and pick up any food he drops on the floor,but he stubbornly refuses. Would you be concerned? What, if anything,would yOu do?

160

161

1623

O

c?

3

4

S

163

0a

.

4

0

4 164 Jo

O

S.

r.

I

0

167

10

SELF ESTEEM AS A ,OAY CARE MOTHER_ANVENTORY

'How well do you feel you are doing in the following areas?

Check one column after each statement.

SUTEMENTS

COLUMNS

.

.

Ido a good job but

I

need a Itof improve-

ment in this area.

Ido a good job but

I

need to improve a little

in this area.

I'm4doing a fine job

now.

I.

.

Handling of discipline

..

N

..

2.

Thirckifig of th:nos to do with

my day care children

..

0

.

3.

.

Relating to parents

,

.

.

.

4.

Managing the care of my own

children together with the

care of the day care Children

.

.

5.

Handling the children!s dues"-

tions about sex

0,

i

6.

.

Knowing what to expect from

two-year-olds

.'

,

.

t

.,

7.

.

Keeping parents informed about

their children

,

.

-

.

.

8.

.

Teaching the children things

they ask about or things they

should know

N.

.

.

..

.

9.

Managing my own household

responsibility together with

caring for the day care

children

.

.

...

.

10.

.

Thinking of foods to serve

my day care children

.

.

.

APPENDIX II

Findings

4,

A. Stepwise Multiple RegressionTable

. Analyses of Covariance, Nassau vs Westchester, Table

C. Analyses of Covariance, Nassau. (C,D,E,F) vs WestcheSter, Table

D. Analyses of Covariance, Nassau (D,E,F) vs Westchester, Table

E. Analyses of Covariance, Nassau (E,F)-vs.Westchester, Table

F. Analyses of Covariance, Nassau (F) vs Westchester, Table

G. Analyses of Covariance, Nassau (A,B,C,D,E) vs Westchester, Table

H. Analyses of Covariance, Nasgau (A,B,C,D) vs Westchester, Table

I Analyses of Covariance, Nassau (A,B,C) vs Westchester, Table

J. Analyses of Covariance, Nassau (A,B) vs Westchester, Table

Analyses of Covariance, Ten Child Care Items, Table

169

STEP-WISE MULTIPLE REGRESSION,EFFECT OF DEGREE OF PARTICIPATION AS AN INDEPENDENT VARIABLE:

NASSAU SAMPLE

N = 43' DegreesDependent ofVariable Freedom

B .F

satisfaction asa day care mother

career choice ,

late parpnt

child carequestions

2

3

4'V

5

6

7

8

9

10

sel f- esteem as

:a day care mother

knowing otherday care mothers

awareness of daycare as 'a common

occupation in county

vacation

1/55

1754

.06878

.01800-

.12356

.03774

1.49178

.077

1/55 . .16071 .35170 8.228*

1/54 -.01959 -.0474 .124

**

1/55 .08600 .13577 1.019r

**

1/55 .07959 .14256 1.063

1/55 -.06019 -.21,805 2.734

1/54 .05459 .11630 .739

1/54 .2122 .1435. 1.271

1/54 .04249 .04855 .143

1/55 .10573 .12919 .670

1/54 -.24525 -.10030 .536A

1/54 .09809 .35411 8.370ef",*

1/54 .02649 .12703 4

1/54 .04560 :16704 1.668

***

P 4: .01

values not adequate for inClusion in computation

170

11 B

ANALYSES OF COVARIANCE, NASSAU* (N = 61) VS. WESTCHESTER (N = 43)

Covariant§ = years in day care, age, education, occupation of main wage earner in househod,time in county

Degrees of Freedom = 1,97

Dependent Variable Treatment Mean Adjusted Mean

Satisfaction" as a

Day Care Mother ,

Career ChOice

Late Parent-

Child CareI

4

6

7

8

0

Self-Lsteem as a

Day Care Mother

Knowing OtherDay Care Mothers

Awareness of Day Care as aCommon Occupation in County

Vacation

N .6.1902 N 6.2663W 6.2791 W 6.1711

N 2.0656 N 2.1708

W 2.2326 W 2.0833

N 1.5410 N 1.4928

W 1.5465 W 1.6149

N 5.3770 N 5.4471

W 4.9186 W 4.8192

N 4.5574. N 4,5472W 4.5000 W 4.5145

N 3.3033 N 3.3311

W 3.0465 W 3.0070

N 3.4426 N 3.4868W 2.9767 W 2.9141

N 3.9672 N 4.0051

W 3.6279 W 3.5742

N 4.5410 N 4.4958W 4.3488 r W 4.4129

N 5.8361 N 5.8085

W 5.6744 W 5.7135

N 4.1721 N 3.9907W 4.6047 W 4.8620

N '4.7131 N. 4.6398

W 4.1512 W 4.255L

N 2.0328 N 2.0062W 1.5349 W 1.5726

N 5.6721 N 5.6564W 6.4186 W 5.4409

N .5902 N .5772

W .2558 W .2742

N .8361 N .887W .6279 W .6525

N .62.30 N .6182

W .5581 W .5649

.138.

.191

.421

12.336**

.219

1.347

1.275

2.086

.440

.176

2.200

.908

1.136

.634

7.912***

2.787

.213

Where Nassau = all six participation groups,

p < .0 1 .

171

11 C

ANALYSES OF COVARIANCE, NASSAU* (N = 38) VS. WESTCHESTER (N,= 43)

Covariants = years in day care, age, education, oc..upation of main wage earner in household,time in county.

Degrees C.4 Freedom 1,74

Dependent Variable Treatfrient Mean Adjusted Mean F

Satisfaction as aDay Care Mother

.Career Choice

Late Parent

'Child Care

. 3

4

5

6

8

9

10

Self-Esteem as a. Day Care Mother

Aviareness of Family Day Care as aCommon Occupation in County

Vacation

N 6.2974W 6.2791

N 2.1 316

W 2.2326

N 1.7763

W 1.5465

N 4.5921

W 4.5000

N 3.2237W 3.0465

N 3.6053W 2.96279

N 4.0000W 3.6279

N 4.4474W 4.3488'

N 5.8947W 5.6744

N 4.3158W 4.6047

N 4.8158W 4.1512

N 2.0000W 1.5349

N 5.1316W 6.4186

N 0.8684

W 0.6279

N .7105W .5581

N 6.4103W 6.1793

N 2.2840W 2.0979-

N 1.7192

W 1.5970

N 4.5662W 4.5229

N 3.1829W 3.0825

N 3.6775W 2.9129

N 3.9756W 3.6495

N 4.3855W 4.4035

N 5.8573W 5.7075

N 4.1883W 4.7173

N 4.6885W 4.2636

N 1.8823

W 1.6389

N 5. 1570

W 6.3956

N 0.8530W 0.6415

N .6938W -.5730

.645

.694

.226

.086

1.736

.868

.015

.420

.611

.816

.289

1.047

3.375

.847'

's\\.t

4 Where Nassau 7= four highest participation'groups

17.2

11 D

ANALYSES OF. COVARIANCE, NASSAU* (N = 29) VS. WESTCHESTER (N = 43)

Covariants = years in day care, age, education, occupation of main wage earner in household,.time in county

Degrees_ of - Freedom 1,65

-Dependent Variable Treatment Mean Adjusted Mean

Satisfaction as aDay Care Mother

Career Choice

-Late Parent --

Cti Id Care2

3

4

N 6.3034

W 6.2791

N 2.0690W 2.2326

N 1.8448W 1.5465

N 4.5862W 4.5000

N 3.5517W 3.0465

N 3.2414W 2.9767

N 6.5168W 6.1352

- N 2.2828W 2.0884

N 1.7973W 1.5785

N 4.5507W 4.5239

N 3.5756W 3.0304

N 3.5756W 2.8984

5 N 4.0000 N 3.9645W 3.679 W 3.6519

6* N 4.4483 N 4.3697,.

W 4.3488 W 4.4018

7 N 5.9310 N 5.9052W 5.6744 W 5.6919

6

9

10

Sel f-Esteem as a

Day Ur-a No-14)er

N 4,6897W 4.6047

N 4.8966,W 4.1512

N 1.8621

W 1.5349

N

W

5.4828

6.4186

N 4.4813W 4.7452

N 4.7464

W 4.2524

N 1.7461

W 1.6131

N 5.9209W 6.1231

.

Awareness of Family Day Care as N .8966 N .8901

a Common Occupation in County W .6279 -.W .6323

Vacation N .7586W .5581

Where Nassau =P three highest participation groups.

p4C.05

173

N .7733W .5482

1.479

.634

1.267

0

.075

2.678

.509

.619

. 038

.700

. 143

.947

.071

.029

4.28'6**

2.605

11 E

ANALYSES OF COVARIANCE, NASSAU* (N = 19) VS. WESTCHESTER (N = 43.)

Covariants = years in day care, age, education, occupation of main wage earner in household,time in county

Degrees of Freedom 1,55

Dependent Variable Treatment Mean Adjusted Mean

Satisfaction as aDay Care Mother

Career Choice

Late Parent

Child Cam

2**

3

4

5

6

7

8

9

I0

SelfEsteem as aRay Care Mother

Awareness of Family Day Care asa Common Occupation in County

Vacat'ion

NI 6.2000W 6.2791

N 2.0000W 2.2326

N 1.8947W 1.5465

N 3.6316W 3.0465

N 2.8947W 2.9767

N 4.3158

W 3.6279

N 4.5000W 4:3488

N 6.0000W 5.6744

N 4.8947W 4.6047

N 5.0263W 4.1512

N 2.1053W 1.5349

N 5.9474W 6.4186

N .9474

W .6279

N .6842W .558

N 6.4202W 6.1818

N 2.3053W 2.0977

N 1.8528

W 1.5651

N 3.4472W 3.1280

N 2.8520W 2.9956

N 4.0774W 3.7332

N 4.3833 .

W 4.4004

N 5.9475W 5.6976

N 4.6535W .4.7113

N 4.8175W 4.2434

N 1.8404W 1.6519

N 6.3360W 6.2469

1.0148W 0.5981

N .6769W .5614

.389

.552

1.562 .

.757

.036

'.725

.007

.655

.005

:923

.106 -

.005

8.497***

.468

Where Nassau = two highest participation groups,

** Due to rounding error, values = O. Insufficient for computation.

p 4:.0 I .

,P

174

n F

ANALCAr, OF COVARIANCE, NASSAU* (N = 8) VS. WESTCHESTER (N. = 43)

Covariants = years in day care, age, education, occupation of main wage earner in household,time in, county

Degrees of Freeaom 1,44

Dependent,Variable Treatment Mean Adjusted Mean'

Safisfaction;as'aDay Care Mother

Career Choice

Late Parent

Child Care

2xx

3

4

5

6

7

N 6.2250'

W 6.2791.

.N ,,2.1250).1 2.2326

N '1.8125

d. .1.5465.!

N 3.7500

W 3.0465

.N 3.1250W 2.9767

N 4.2500W 3.6279

N 4.3750W 4.3488

N 6.0000'W 5.6744

Cg

8

9

10

Self-Esteem as aDay Care Mother

N 4.1250W 4.6047

W 5.3750W 4.1512

N 2.2500W 1.5349

N 5.2500W 6.4186

Awareness of Family Day Care as N 1.0000

Common Occupation in the ()Linty W .6279

VacationN .6250

W .5581

4 6.4979W. 6.2283

N 2.5147W 271601

.

N 1.6626

W 1.5856

N 3.5973W 3.0749

N 2.9795W 3.0038.

N 4.0716'

W 3,6611

'N 4.1785W 4.3854

N 5.9583W 5.6822

N 3.7770W 4.6694

N 5.3619.W 4.1-536

N 2.0281

W 1.5762

N 5.2875W 6.4116

N 1.0420

W .6201

N .6038

W .5621

.238.

,:862

. 003

. 001

.488

.493

. 348

. 608

2.06,1

. 323

. 382

4.070***

. 034

*.

X*

XX1E

Where Nas,:au = fhe highest participation group.Due to rrirAi-1 error, values = O. Insufficient for computation.

p <.05.

173

11G, H

ANALY,SU OF COVARIANCE, NASSAU* (N = 53) VS. WESTCHESTER (N = 43)

COvariants = years in day care age, education, occupation of'main wage earner in household,time in county

Degrees of Freedom = 1,89

Dependent Variable Treatment Mean Adjusted Mean

Chil.d Care

#1 (diaper rash) '41

Knowing Other'Day Care Mothers

N 5.4057W 4.9186

N .5472W .258

N 5.4924W 4.8116

N .5313'W .2754

a

14.517**

5.51'8***

* WhenaNassau = the five lowest participation groups.

-*," p <.01

**)( p < .05

a

TABLE XI I H

ANALYSIS OF COVARIANCE, NASSAU* (N = 42) VS. WESTCHESTER (N = 43)

Covariants years in diy eduCation, occupation of main wage earner in household,time county .

Degrees, of Freedom = 1,78

Dependent Variable Treatment 'Mean AdjusteeMeun

'"Child Care

#1 (diaper rash)

Knowing*OtherDay Cai-e Mother

N 5.3335_ W 4.9186

N :4524W .2558

N' 5.4435W 4.8110 .

N .4217W .2857

9.756 **

1.308

.* Where Nassau = the four lowest participation groups.

\C'4 p < .0 I

176

1

;11 I, r.

r

ANALYSES OF COVARIANCE, NASSAU* (N = '32) VS. WE5TCHESTER.(N = 43),

,

..

/Covarients = years in day care, age, edUcation, Occupation of main wage earner in household,

time in county.1)

Degrees of Freedom = .1,68

Dependent Variable .Treatment Mean, Adjusted Mean

Child Care#1 (diaper rash)'

KnOwtng btheeDay Care Mothers

N 5:3125W 4.9186

N 5.4591

W 4.8095

N N .3617.582,

W .2558 W .2657

I IF

9.053**

* Where NassaU = the three lowest participation groups.,

**. p:(.01

1

2.

1 .

TABLE XIV

ANALYSES" OF COVARIANCE, NASSAU* (N = 23) VS. WESTCHESTER (N = 43$

H J

Covariants = years in day care, aage,_education, occupation of main Wage earner in household,time in county

Degrees of'Freedom = 1,59

. Dependent Variable Treatment Mdan Adjusted' Mean

Child Care#1 (diaper rash)

Knowing.OtherDay Care Mothers

N 5.3696 N 5.5531

W 4.9186F.

W 4.8204

N. 0348 N .4065.

II .2558. W .2709

9.657".

.959

* Where Nassau = the two lowest Participation grobps.

** p <.01

1774

11'K

1 e

N_ANALYSES 0? COVARIANCE,. TEN CHILD CARE ITEM,

NASSAU CERTIFICATE COURSE PARTICIPANTS fN 20)'VS. WESTCHESTER (N '= 43)

'Covariants = years in day care, age, eddcation, occupation of main wage earner in:household,time in county

..)Degrees ofireedom = 1,56

Dependent Var4abie Treatment Mean Adjusted Mean 'F

ChAld Care

1

2

3

C

4.

5

A

6

7

8

0

9

I0

N 5.5000W 4..9186

N 4.5506W 4:5000

N 3.4000W 3.0465

N 3.1500'

W 2.9767

N 4.i500W 3.6279

N 4.4750W 4.3488'

N .6.0000W 5.6744

N 4.9750W 4.6047

N 4.7250W 4.1512

N .2.1000W 1.5349

N 5.6094W 4.8677

N..4.54624.5018

.)

7.7904*

N 3.3126W 3.0871

N' 3.2601-W 2.9255

N 3.98875.7029

N 4.3679W 4.3986

N 5.9497W 5.6978

N 4.6664W 4.7482

N 4.4417,W 4.2829

N 1.9190W 1.6194

I. 0 58

.260

.ipi

.404

.025

.675

.010

:068

'.26I

.

* p<.01

pa

4

173

0

C

C

4

\0

b

12

SUGGESTED REFERENCE Lx ST

Books - Pamphlets - laSual Material Children's Books

uses in pilot program: staff developmentgeneral referencefamily day care traininloan to family day care

Books

materialsproviders

Alternatives in i.uality Child Care: Day Care and Child Development CouncilA Guide for Thinkihg and Planning

Baby,and Child Care 'Benjamin Spock

Between Parent and Child

Between Parent and Teenager

.Bodies

Child Sense

Childhood and Adolescence

The Conspiracy Against Childhood.

'Creative Food Experiences forChildren

Hain G..dinott

Hain G. Cinott

Barbara/Brenner

William E. Homan

JosephIStone and, Joseph Church

ida LeShan

Mary T. Goodwin

!Day Care Aides: A Guide for National Federation of Settlements,In-Service Training and Neighborhood Ceft.ters

0

Day Care: Resources for Decisions Edithji. Grotberg

Education of Children Aged One toThree: A Curriculum Manual

Facts About Sex for Today's Youth

Catholic University of America

Sdl Gordon

Family Day Care: Some Observations .Minta M. Saunders and

Mary Elizabeth Keister

A Family Day Care Study Da: Care and Child Development CouncilAmerica, Inc.'

'First Aid (Fourth,Edi'...on) The American National Red Cross

Girls and Sex Wardell B. Pomeroy

The Good for Ms Cookbook Karen B. Croft

A Guide for Day Care Mothers Carol N. Doty

180

A Guide toamily Day Care 4.

Guide to the Assessment of DayCare Services and Needs at theCommunity, level

Helps for Day Care Workers: A Lap

to .Sit on and Much More

12 (2)

County of Westchester, Department of .

Social Services

Richard B. Zamoff

Association for Childhood. EducationInternational

How Babies Are Made Andrew C. Andry and Steveti Schepp

June S. SaleI'm Not Just a Babysitter: ADescriptive Report of .the Com-munity Family Day Care Project

I'm Not Just a Sitter Community' Family Day Care Project,Pacific Oaks College

A Lap to Sit On and Much More Monroe D. Cohen

The Magic Years Selma H. Fraiberg

Ann WisemanMaking Things - The Handbook ofCreative DisCovery

Montessori on a Litited Budget

A New Baby! A New Life!

Open the Door, See the People

O

Elvira Farrow and Carol Hill,

Erma Brenner

Community Family Day Care Project,Pacific Oaks College

Parent Effectiveness Training Thomas Gordon

Play - The Child Strives Toward National Association for the EducationSelf Realization, of Young Children

. Recipes for Busy Little Hands

School Age Chilct Care

The Scrap Book: A Collection ofActivities for'Preschoolers

Doreen Croft

Gertrude L. Hoffman

Friends of Perry Nursery School

Sex: Telling aIt Straight Eric W. Johnson,

Sexism in Education The Emma Willard Task Force of Education

Stwrting Out Right: ChoosingBooks About Black People forYoung Children

Bettye I. Latimer

O

Suzy Prudden's Creative Fitness Suzy Prudden and Jeffiry Sussmanfor Baby and Child

What Is Muslc for Young Children Elizabeth Jones

What Makes Me Feel, This Way

1

Eda. LeShan

What to Do When There's Nothingto Do

Windows on Day Care: A Report on

the Findings of Members of theNational Council of Jewish Womenon Day Care Needs and Servicesin Their Communities

12 T3)

Elizabeth M. Gregg and Boston Children's '

Medical Center Staff.

Mary Dublin Keyserling

Working with Young Children 'Jennifer Birckmayer .

Your Child and Sex: A Guide for Wardell B. Pomeroy

Parents

Pamphlets

An Annotated Bibliography of Non-Sexist Picture Books for Children, Reprinted

from: Women's Action Alliance, Inc., 1973.

Child Development in the Home, U.S. Department of Health, Education and Welfare.

'(D.C..

of-Documents, U.S. Government Printing Office, Washington,

wtD.C.. 20402.

Child Guidance Techniques, Roberta Frasier Anderson, A Pacific NorthwestCooperative Extension Publication (PNW Bulletin 64), Extension ServiceOregon State University, 'Corvallis, OR 97331.

Children's Ar., W. Lambert Brittain, An Extension Publication of the NewYork State College of Human Ecology, Cornell University, Ithaca, NY 14853.

Dear Mom and Dad: Lead Poisoning Is a Very Seriou Sickness', National Paint and'Coatings Association, Inc., 1500 Rhode Island Ave., NW, Washington, D.C. 20005.

The Exceptional Person and the Family, a bibliography compiled by Age LevelServices, Nassau Library System.

Family Day Care Homes: Rules and Regulations of the New York State Departmentof Social Services and Guidelines Providing Interpretation of These Rulesand Regulations, New York State Department of Social Services, 1450 WesternAvenue, Albany, NY 12203.

15 Things You Should Know AboUt Sickle Cell, Nassau County Department ofHealth, 240 Old Country Road, Mineola, NY 11501.

Healtli Briefs: Immunization Pointers for Parents, Nassau County Department

of Health.

How Your Child Learns About Sex, Nancy Carroll, Young Mother's Consultant,Ross Labbratcries, Columbus, OH 43216.

Human Sexuality: Books for Everyone, SIECUS, Sex Inforuation and EducationCouncil of the U.S., 1866 Broadway, New York, NY .10023

l'Saw a Purple Cow and 100 Other Recipes for Learnifig, Ann %..u4e, Carolyn Haas,

Faith Bushnell and Betty Weinberger, PAR Project, 464 Central, Northfield,IL 60093.

182

' 12 (4)

I Won't!-I Won't, Metropolitan Lite, Metropolitan Life Insurance Company,Health and Welfare Division, One Madison Avenue, New York, NY 10010.

Isn't It Wonderful How Babies Learnt Marilyn Blossom, Cooperative ExtensionService,-University of Missouri, Columbia, MO 65201.

More Recipes for Fun, Ann Cole, Carolyn'Haas, Faith Bushnell and Betty Weinberger,.PAR Project.

Play As Learning,-Clara P. Baldwin and Helen T. M. Bayer, An Extension Publica-tion of the New York State College of Human Ecology, Cornell University,Ithaca, NY 14853.

Playing Safe in Toyland, Carol Young, Superintendent of Documents, U.S. Govern-ment Printing Office, Washington, D.C. 2.0402.

Principles for Child Guidance, Ethel B. Waring, An Extension Publication ofthe New York State College of Human Ecology, Cornell. University, Ithaca,NY 14853. 0

Recipes for Fun, Ann Cole, Carolyn Haas, Faith Bushnell and Betty Weinberger.PAR Project.

ReCipes for Holiday Fun, Ann Cole, Carolyn Haas, Faith Bushnell and Betty Wein-berger, PAR Project.

Ten Heavy Facts About Sex, Sol Gordon, The Family Planning and Population Infor-mation Center, The Institute for Family Research and Education, College ofHuman DevelopMent, Syracuse University, 760 Ostrom Avenue, Syracuse, NY 13210.

Your Child from 6 12, U.S. Department of Health,_ Education and Welfare,Superintendent of Documents, U.S. Government Printing Office, Washington,D.C. 20402

Visual Material

What is Family Day Care? (film), Film Library, Roberts Hall, Cornell University,'Ithaca, NY 14853.

Toys and Activities for the Pre-School Child, (filmstrip), J. C. Penney.

Helping Parents in Decision Making in Day Care, (set of filmstripi),Pacific Oaks College, Pasadena, CA, 9

Working with Children in Day Care, (set of filmstrips), Day Care and ChiliDevelopment Council of America, 1012 Fourteenth Street, N.W., Washington,D.C. , 20005.

Exploring Childhood, (entire curriculum), Education Development Center, SocialStudies Program, 15 Mifflin Place, Cambridge, MA 02138.

183

12 (5)

The following are children's books loaned to day care parents and parenterto

reinforce training session themes. Some were purchased as they are not always

available at local libraries.

A Baby, Sitter for Frances

All Alone with Daddy

Bedti*J for' Frances

Bread and Jam for Frances

BusY People

Charlotte's Web

Russel Hoban

Joan Fassler

Russel Hoban

Russel Hoban

Joe Kaufman

E. B. White

Coleen - The Question Girl' Arlie Russell Hochechild

Crow Boy Taro Yashima

Don't Worry, Dear Joan Fassler

_Grandpa Barbara Borack

I Have Feelings Terry Berger

I'll Fix Anthony Judith iorst

Just Think

Let's Be Enemies

Lisa and Her Soundless World,

Mothers Can Do Anything

Miles and Bios

Janice May Udry

Edna S. Levine

Joe Makert

My Mama Says There Aren't Any Judith Viorat

One Little Girl Joan Fassler

One Morning in Maine Robert McCloskey

Overt, Under and Through Tana Hoban--V _

Phoebe's Revolt Natalie Babbitt

). Push-Pull-Empty-Full Tana Hoban

Snow McKie and Eastman

Stuart Little E. B. White

Sunflowers for Tina Anne Norris Baldwin

Tell Me a Mitzi Lore Segal

The Boy With A Problem Joan Fassler

184

Ce

4

The Dragon and the Doctor

The Indoor and Outdoor Grow-It Book

12 (6)

Barbara Danish

Sam Sinclair Baker

The Man in the, House Joan Fassler

e

The Little Dua'ter.

The Sneaky Machine

Bill Ch:rmatz

iph

The Tenth Good Thing Judith ViOirst

Things I Hate Wittels a d.Greisman.

Umbrella Tara

WeAre Having a Baby Viki Holl7nd

Whit Can She Be? Gloria and Esther GoldreichAn Architect

What Can She Be? Gloria and Esther GoldreichA Lawyer

What Can She Be? Gloria aid Esther GoldreichJA Newscaster

What Can She Be? Gloria and Esther GoldreichA Veterinarian

William's Doll Charlotte Zolotow

185

lc"

ANIIIIIIITIO1110111MMMONN'4:1:'