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It isn鈥檛 the 1950s anymore. The reality before and, presumably, after the pandemic, is that parents are outside of home for a good part of the day. So what about the kids? The hours young children鈥攁ll of them鈥攕pend in formal or informal care ought to be conducive to their development, but that鈥檚 not how it usually works.

Social and economic currents have left us with a ramshackle, unsustainable system. 鈥淭he way it鈥檚 organized now doesn鈥檛 make sense,鈥� explains Emily Sharrock, associate vice president of the Bank Street Education Center. Together with Courtney Parkerson, consultant with the organization鈥檚 Birth-to-Three Policy Initiative, she has written a new paper describing pay as 鈥渢he obvious but elusive lever to sustainably improving the quality of child care in this country.鈥�

lays out the problem, the consequences and a vision for transitioning to a system more aligned with the values most of us recognize as essential to a functioning society.

鈥淚ncreasing compensation is not only key to quality improvement,鈥� Sharrock and Parkerson write, 鈥淚t鈥檚 essential to building an equity-centered system that values the lives and work of early childhood educators, who are disproportionately women of color.鈥�

Parkerson and Sharrock鈥檚 paper isn鈥檛 just about pay. Strengthening the expertise of the workforce is critical. are proven ways of helping junior staff and those new to the profession to learn鈥攁nd earn鈥攐n the job. Sharrock describes it as 鈥渞ebuilding the talent pool.鈥�

Founded in 1916 as the Bureau of Educational Experiments, Bank Street has been a force for children鈥檚 and teacher development for more than a century. Located in New York City, Bank Street鈥檚 graduate school and children鈥檚 programs are known for a longstanding focus on and expertise in early childhood, and for ways to support the development of teachers, schools and communities to realize each learner鈥檚 full potential. The organization has recently become a voice in the national education policy landscape. Its new Birth-to-Three Policy Initiative is grounded in neuroscience proving that learning, in fact, starts at birth.

Bank Street鈥檚 team is working on behalf of young children, families and the caregivers who support them. The paper鈥檚 authors describe it as educator development rooted in practice, under the guidance of an experienced coach. Acknowledging the economic and personal stress that plague the workforce (and discourage many from participating), they argue the enterprise of child development will never be sustainable until educators achieve a living wage and, eventually, pay parity with K-12 teachers.

So how much would this all cost? When you include comprehensive benefits for all birth-to-three educators nationwide, it comes to $40.2 billion per year. The paper juxtaposes this figure with $591 billion spent on compensation and benefits for K-12 public school teachers.

鈥淚t鈥檚 not only possible,鈥� affirms Sharrock. 鈥淚t鈥檚 essential.鈥�

With a new administration coming in and a growing recognition of historical factors that unduly burden women of color, this may be the time to pump up the volume. The paper notes that 鈥減ublic support for investment in child care is the highest it has ever been.鈥� Furthermore, disruption and, indeed, chaos wrought by the pandemic could usher in new dynamics that make child care a more attractive career option than working in a big box retail store.

鈥淲e have to persuade government to subsidize the system,鈥� says Sharrock. She cites the initiative as an example of how it can happen. Bank Street has supported the city鈥檚 Department of Education by providing professional learning that will lead to a Child Development Associate credential for all child care providers working in the EarlyLearn networks.

Making space for early childhood education in federal, state and municipal budgets takes time鈥攖hink years, not months鈥攁nd a diverse coalition of stakeholders. One reliable way to build organizational muscle is through papers like Parkerson and Sharrock鈥檚. 鈥淏y developing proof points,鈥� explains Parkerson, 鈥渨e can generate public will.鈥� Ultimately, they hope that people regard the sector as infrastructure so that it can be scaled up鈥攁nd scaled up at a high quality.

In surveys, education almost always comes near the top of voter priorities. Increasingly, voters of all parties are prioritizing investment in child care or early education on par with K-12 schools. (.) 鈥淚magine,鈥� says Parkerson, 鈥渁 future where communities value and invest in learning experiences for children from birth through age five in the same way they do for their K-12 schools.鈥�

This story originally published on Early Learning Nation and is now archived on 麻豆精品. Learn more here.