CCTAN - The Child Care Technical Assistance Network, a service of the Office of Child Care

The Fall 2019 issue of AfterSchool Today, the quarterly magazine of the National Afterschool Association (NAA), contains articles relevant to discussion on quality and equity: Allyship in Racial Equity on page 12, Shifting Systems with mention of WA racial equity policy screen on page 13, and Working Toward a More Equitable Future on pages 14-15. You can access this issue, including these articles, at the link provided.  Our friends at NAA ask that we remind you that the magazine is a benefit of membership with the National Afterschool Association.

This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity. It then illustrates with examples how Out-of-School Time (OST) programs are well situated to be an integral component of initiatives that address the whole child and foster healthy habits that help children develop into healthy, happy, and capable adults.

This issue brief outlines why collaboration between the Child Care and Development Fund (CCDF) and Temporary Assistance for Needy Families (TANF) is important for a two-generation approach to break the cycle of poverty so parents can focus on their own education, training, and work. It provides beginning steps for collaboration, numerous state examples, and fiscal considerations.

This issue brief includes links to resources to help states create a plan for equal access. It includes links to key program regulations and guidance from Child Care and Development Fund (CCDF) on topics like market rate surveys and family co-payments, FAQ and a webinar on the new rule, and recent data like characteristics of families served. While the primary audience is CCDF state system planners, it provides resources that can be helpful for school-age stakeholders involved in planning for equal access.

This guide is designed to supplement National AfterSchool Association (NAA) Core Knowledge and Competencies for Afterschool and Youth Development. It includes eight field-tested, research- and evidence-based practices and who, why, and how to implement these practices. These practices include competencies such as getting in touch with your own social-emotional competencies, building in coaching and reflection for continuous improvement, and providing opportunities for voice, choice, and leadership.

This issue brief about trauma-informed care brings a strengths-based perspective that emphasizes resilience. There is a review of the signs of trauma, how it impacts trauma and how to practice trauma-informed care using the Four Rs: realizing the widespread nature of childhood trauma, recognizing the symptoms, responding by adjusting policies and practices, and resisting re-traumatization. This resource supports resiliency.

The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development. This issue brief highlights three key takeaways and the implications of these findings for afterschool settings: (1) children and youth learn and develop best in relational settings; (2) cultural competence and responsiveness are necessary for equity; and (3) trauma and adversity affect development.

The Child Care and Development Fund (CCDF) program is the largest federal funding source for child care, with an investment of $8.1 billion in fiscal year 2019. The Temporary Assistance for Needy Families (TANF) block grant also directs funding to the care of children, either directly or through a transfer of some of its funds to CCDF.  This brief explores ways that TANF can be used to subsidize the care of eligible school-age children and support Out-of-School Time (OST) program initiatives.

This brief, Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School Time, highlights best practices that states learned about and shared during the the National Center on Afterschool and Summer Enrichment facilitated Peer Learning Group (PLG).

This issue brief summarizes findings from the National Study of Family Child Care Networks, that conducted surveys, did qualitative interviews, and compiled case studies about Staffed Family Child Care Networks (SFCCN). These networks increase support for family child care providers by offering services such as training, home visits, support groups, and business and administrative supports. SFCCN are one promising practice that may help turn around the dramatically decreasing numbers of family child care providers.