About this srcd poster session

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Panel information
Panel 21. Social Policy

Abstract

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Introduction and Current Study
The early education and care (ECE) system in the United States is fragmented, with little ECE policy in place to support home-based educators and promote high-quality home-based ECE environments (Miller et al., 2022). This lack of policy reflects a history of racist and sexist perspectives on home-based care, adversely impacting Black, Indigenous, and other women of color (BIPOC), as they are more likely to provide home-based programs compared to White educators. Advocacy for home-based ECE and support for BIPOC educators has historically been led by nonprofit organizations serving educators and families (Kane et al., 2021). However, little research examined the impact of these groups’ efforts on shifting ECE policies and creating better ECE systems for home-based educators. This qualitative study evaluates the early efforts of 10 organizations implementing programs to address ECE policy shortcomings.

Methods
Data collection included interviews with representatives (N = 53) across 10 early childhood organizations funded to engage in various ECE initiatives. Interviews conducted by trained researchers lasted approximately 60 minutes. Data were transcribed verbatim and analyzed using qualitative thematic analysis (Braun & Clarke, 2021). Analysis began with open coding of transcripts by two independent coders and a third to reconcile discrepancies, followed by axial coding and theme development.

Findings
Data analysis revealed three key themes across the organizations illustrating their engagement in activities aimed at impacting ECE policy. The first theme, Building the Advocacy Structure, illuminated activities, strategies, and objectives designed to influence ECE policy, focusing on innovative ways to advocate for policy change without replicating historical racist and sexist harm. These included funding for professional development, technical expertise for home-based programs, and creative communications campaigns to share stories about the importance of home-based ECE. These approaches worked toward Shifting Power to Educators, Families, and Communities (theme 2) where advocacy power was transferred to those directly involved in ECE programs. Examples included providing advocacy training for educators, building coalitions and networks, and establishing new partnerships. Advocacy activities also led to Changing Cultural Norms (theme 3), wherein organizations actively shifted societal- and individual-level paradigms toward recognizing childcare as a public good through uplifting the work of educators. Together, these efforts began to impact ECE policy, laying the groundwork for higher-quality ECE and equity for educators, families, and children.

Implications and Conclusion
Study themes demonstrate how organizations focused on developing the skills and power of educators to establish a foundation for effective ECE policy change. Organizations began to change cultural perceptions of home-based care to garner public support for policy change. These efforts, unlike previous advocacy, directly combat the racist, sexist roots of current ECE policy by focusing on those most marginalized: home-based educators. More research is needed to evaluate the long-term impact of these advocacy efforts on ECE policy, and the effectiveness of different strategies employed. Establishing metrics to assess the impact of advocacy initiatives on ECE policy will be critical for understanding their effectiveness and guiding future efforts.

Author information

Author	Role
Emily Miller, Center on the Ecology of Early Development, Boston University	Presenting author
Daphne Babrow, Center on the Ecology of Early Development, Boston University	Non-presenting author
Destiny Ho, Center on the Ecology of Early Development, Boston University	Non-presenting author
Stephanie Curenton, Center on the Ecology of Early Development, Boston University	Non-presenting author
Dede Addy, Center on the Ecology of Early Development, Boston University	Non-presenting author
Ariel Dyche, Center on the Ecology of Early Development, Boston University	Non-presenting author

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