Above all beginnings child care: Above All Beginnings Child Care, Inc.

Опубликовано: October 27, 2022 в 6:05 am

Автор: alexxlab

Категории: Child

Above All Beginnings Child Care, Inc.

Above All Beginnings Child Care, Inc. – Care.com Osceola, WI Child Care Center

Costimate^™

^$169

per week

Ratings

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Costimate^™

^$169/week

Ratings

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

Free Tours! Free Application to be on wait list!
Hiring Caregivers with No Qualifications and No Experience – Will Train On-Site!!!!

Our college students are headed back to school ….. Above All Beginnings Child Care is hiring full and part time Caregivers. We offer paid time off, free meals, and lots of fun!! Competitive wages. No experience required, we will help train!

In business since: 2007

Total Employees: 11-50

Awards & Accreditations

Youngstar Quality Standard – 3 Star

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Monday :	5:30AM – 5:30PM
Tuesday :	5:30AM – 5:30PM
Wednesday :	5:30AM – 5:30PM
Thursday :	5:30AM – 5:30PM
Friday :	5:30AM – 5:30PM
Saturday :	Closed
Sunday :	Closed

Type

Child Care Center/Day Care Center

Philosophy

Developmental (Play-Based)

Faith-Based

Languages

English

Program Capacity:

Costimate^™

^$169/week

At Care. com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.

OFFERINGS

Full Time (5 days/wk)

Part Time (1-4 days/wk)

Drop-In

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Free Tours! Free Application to be on wait list!
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Above All Beginnings Child Care Inc

About the Provider

Description: AAB4K has a small class size to allow one – on – one and small group instruction . Parents are a big part o f the 4K program. We recognize and support parents as partners in their child’s education and care. We en courage parent classroom volunteers and host several “Family Fun Nights” throughout the year.

Additional Information: 2 stars. Initial License Date: 8/14/2007. Open Jan – Dec.

Program and Licensing Details

License Number:
1012229
Capacity:
80
Age Range:
3 Week(s) – 13 Year(s)
Enrolled in Subsidized Child Care Program:
Yes
District Office:
Wisconsin Dept of Children and Families (DCF)- Child Care Regulation and Licensing
District Office Phone:
608-266-9314 (Note: This is not the facility phone number.)

Inspection/Report History

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Violation Date	Rule Number	Rule Summary

2018-08-02	251.05(1)(c)	Cardiopulmonary Resuscitation Training
Description: Staff record review, 8/2/2018. Staff record, “E”, did not have a current certificate of completion for infant and child CPR.

2018-08-02	251.07(6)(j)9.	Reviewing Injury Records
Description: Records of injuries documented in the medical log book are to be reviewed every 6 months to ensure preventative measures are being taken. Center med logs did not have documentation of the review.

2018-02-01	251.06(2)(b)	Electrical Or Hot Surface Protection
Description: 2 electrical outlets in the 4 year old room were not guarded.

2018-02-01	251.06(5)(c)	Garbage Containers – Construction & Disposal Schedule
Description: Garbage containers used for more than just paper disposal are required to be covered. A refuse garbage container in the 3’s room was not covered.

2018-02-01	251.07(6)(k)1.	Health Examination – Children Under Age 2
Description: Child record review, 2/1/18. Child record #2, a child under age 2, did not have documentation of the child’s follow-up health examination at least every 6 months.

2018-02-01	251. 04(6)(c)2.	Medical Log – Entries
Description: Medical log book entries are to be made in ink on the date of occurrence. On 1/31/18, a child was injured in the older infant room and the injury was not documented in the medical log book.

2017-07-20	251.05(1)(c)	Cardiopulmonary Resuscitation Training
Description: Staff record “H” did not have documentation of a current certificate for infant and child CPR.

2017-07-20	251.04(5)(a)3.	Staff File – Caregiver Background Check Results
Description: Staff record review, 7/20/2017. Staff file “A”, did not have documentation of the employee’s annual caregiver background check.

2017-01-11	251.04(2)(m)	Health, Safety & Welfare Of Children
Description: The licensee shall ensure that any action, by commission or omission, or any condition or occurrence relating to the operation of the child care center does not adversely affect the health, safety or welfare of any child under the care of the licensee. Contrary to DCF 251.04(2)(m), on January 10, 2017, a child care worker inadvertently switched 2 bottles of breast milk, feeding each child from the wrong bottle.

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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Kids Count Montana

May 2021

Child care is a critical component of a modern and thriving economy. High-quality and affordable care is essential for parents to stay in the workforce. Businesses across all sectors need workers who have a safe and reliable place for their children during the day. The coronavirus pandemic highlighted how important child care is and the complex challenges the system faces across the country. Child care businesses operate on narrow profit margins, often struggle to pay adequate wages, and have high staff turnover. However, this long undervalued industry played a key role in reopening, allowing businesses to recruit and retain workers.

Even before the pandemic, Montana lacked adequate child care for years. In 2017, Montana ranked in the bottom five states for access, meeting only 41 percent of the demand.¹ Affordability has also been a problem as families struggled to pay for child care for years. Families paid between $7,900 and $9,100 for child care in 2016, more than the cost of in-state tuition at a four-year public college.² The affordability situation has not improved. In 2020, families paid between $8,400 and $9,500 for child care. ³

In 2020 and 2021, Montana received more than $200 million in federal relief money to support child care and early childhood education, which includes the most recent $111 million from the American Rescue Plan Act.^4-11 During the 2021 Montana State Legislature, policymakers sponsored seven bills related to early childhood care.¹² The two successful bills increased the number of children in licensed, home-based care and allowed candidates campaigning for office to utilize campaign contributions for child care.¹³ A better child care system is in reach for Montana. To get there, policymakers should focus on long-term solutions and balance the needs of families and child care businesses.

Access: Many Families Cannot Find Licensed Child Care Providers

More than 74,000 children under age 6 call Montana home, and 67 percent of these children have all parents in the workforce.^14,15 Children younger than age 6, particularly those with all parents working, likely need some type of child care before attending school. However, 90,500 school-age children in Montana (ages 6 through 12) may also need care before or after school.¹⁶

In 2020, Montana had 1,269 licensed facilities providing 22,531 slots for children ages 0 to 12.^17,18 Head Start programs in Montana also provide care to young children. Head Start programs can be licensed by the state, and those programs are included in the state-reported data. Other programs are not state-licensed but do meet health and safety standards set at the federal level. Head Start served 5,755 children in Montana in 2019.¹⁹

The current supply of licensed child care does not meet the demand. In 2020, there was one licensed child care slot for every three children under age 6.²⁰ Accounting for the additional Head Start enrollment in 2019 increased the supply to meet 35 percent of demand.²¹ Another way to measure the number of children needing care is to count only those children with all parents working. Using this measure, the current number of licensed child care slots meets about half (48 percent) of the children needing care.²² This same measure incorporating the Head Start enrollment in 2019 bumps up to 56 percent.²³ Meaning that at most, the supply of child care opportunities in Montana meets just half of the demand. It is important to use both measures of demand to assess the current child care supply for two reasons: 1) the number of parents working is only an estimate provided by a survey from the U.S. Census Bureau, and 2) more parents may choose to work if there were better access to care.

While all areas of Montana face a lack of child care supply, the issue is more pronounced in rural and tribal communities. In Montana, six counties lack even a single licensed child care provider: Carter, Fallon, Golden Valley, Petroleum, Treasure, and Wibaux.²⁴ On average, rural counties have child care for 23 percent of children with all parents working, compared to 38 percent for moderately rural counties and 43 percent in the least rural counties. ²⁵ Each tribal nation within Montana, except for the Little Shell Chippewa Tribe, operates a tribal Head Start program that collectively enrolled 1,927 children in 2019.²⁶ On average, tribal Head Start programs provide care for 55 percent of children under age 6 with all parents working who live on one of the seven American Indian reservations within Montana.^27,28 Through Head Start, tribal nations provide critical access to child care for families living in reservation communities, offering evidence-based and culturally relevant early education to a group that has faced generations of limited access to social and economic resources.²⁹ Across all of Montana, children of color make up the majority of Head Start enrollment (53 percent compared to 21 percent of the population in Montana), underscoring the importance of Head Start for historically marginalized communities.^30,31

Families in need of child care for infants and toddlers (age 0 to 1) find even fewer options. The current supply meets 39 percent of the demand for infants and toddlers with all parents working.³² Child care providers spend more when caring for infants and toddlers to cover higher staffing needs and additional supplies. The higher cost burden dissuades many providers from offering infant and toddler slots, leaving families of young children to navigate waitlists or make difficult decisions on how or if to return to work.

The shortfall worsens even further when adding in school-age children who need before or after-school care. Much of the data for supply and demand focuses on children under age 6, but Montana likely faces a lack of child care for school-aged children as well. Estimating child care need for school-age children is more complex. However, many licensed child care facilities do provide care for school-age children.

The numbers are clear; the current supply of child care does not meet the needs of Montana families. Parents unable to find a licensed child care facility for their children may turn to unlicensed care that does not provide the same reliability or health and safety standards. Parents may also be forced to drop out of the workforce without access to care. This has been particularly evident during the pandemic, where mothers of young children left the labor force at a higher rate than women without children.³³ Labor force participation for mothers with young children dropped 7 percentage points between 2019 and 2020 in the three-state region of Montana, North Dakota, and South Dakota.³⁴ Inadequate child care also impacts businesses. When workers cannot access child care, businesses experience lower productivity and struggle to recruit and retain workers. A recent analysis estimates that inadequate child care causes Montana businesses to lose $55 million while parents miss out on $145 million in wages.³⁵

Quality: Not All Available Child Care Is High Quality

High-quality child care provides a safe and nurturing environment for children, involves their families, and creates a supportive environment for workers. Licensed facilities meet basic health and safety standards set by the state, establishing a baseline standard of care. Little is known about unlicensed facilities; however, they exist in Montana. The U.S. Economic Census records businesses that report income as child daycare services. More than 900 businesses report income from child care than are licensed with the state.³⁶

Child care facilities that provide high-quality care go above and beyond licensing requirements. Providers in Montana can participate in a voluntary quality rating and improvement system (QRIS, also called “Best Beginnings STARS to Quality”). Providers advance through five rating levels as they demonstrate improvement on employee qualifications, training, and professional development; supportive learning environments for children; and engagement with families. A provider at QRIS level two begins receiving financial incentives and an increased scholarship reimbursement to use for continued improvement.

More child care providers participate in QRIS than they did five years ago. Despite the steady improvement, a clear gap still exists in the availability of high-quality child care slots. In 2020, 37 percent of child care slots were at a facility participating in QRIS, up from 16 percent in 2014.^37,38 State advocates consider reaching QRIS level three as a benchmark for high-quality care.³⁹Only 12 percent of licensed child care slots met a rating of three or higher in 2020.⁴⁰

Child care providers must invest time and resources to offer high-quality programs, and it can take a year or more to move through one QRIS level. Montana needs solutions that encourage more providers to participate in QRIS in addition to ongoing support for current high-quality providers to maintain high standards of care.

Affordability: Parents Often Cannot Afford Child Care and Child Care Businesses Struggle to Stay Open

Montana families struggle to afford child care. On average, families pay $9,518 per year for infant care and $8,365 per year for 4-year-old care, making child care more expensive than college tuition at a four-year public college. ⁴¹ This means a household making $57,200 spends 17 percent of their income on infant child care.⁴² The Best Beginnings Child Care Scholarship provides money towards these costs for families with lower incomes. In 2020, more than 7,000 children received a child care scholarship.⁴³ However, more eligible children could benefit from the program than are currently participating. Estimates from the U.S. Census Bureau show that 30,000 children live below the income guideline for Best Beginnings eligibility (less than 185 percent of the federal poverty level, or less than $40,626 per year for a family of three).^44-46

Child care businesses must balance the true cost of providing high-quality care with what parents can afford. Because of this, many child care businesses operate on narrow margins and often cannot pay employees an adequate wage. Employee wages and benefits make up more than half the cost for most child care businesses (68 percent for infants and 59 percent for toddlers and preschool-age), with other expenses going toward rent and utilities, administrative costs, and classroom materials. ⁴⁷

Low wages for child care workers leads to staffing instability, making it challenging for child care businesses to retain workers and remain open.⁴⁸ In Montana, 4,380 individuals work in the early childhood field, about the same number that work as high school teachers.^49,50 Child care workers are predominately female (84 percent) and more diverse compared to all workers (15 percent of child care workers are workers of color compared to 11 percent of all workers).⁵¹ In Montana, the median wage for child care workers was $10.99 an hour in 2020, which means making $22,900 per year if working full-time.⁵² This is barely hovering above the poverty level for a family of three. Child care workers make less than half the wage of a kindergarten teacher, even though 24 percent of child care workers in Montana have a bachelor’s degree or higher.^53,54

The child care system in Montana is in dire need of solutions that consider the cost of care for parents while providing adequate funding for child care businesses that continue to play a critical role in Montana’s economic recovery.

Recommendations

Montana lacks strong state investments in the child care and early childhood education system. Federal funding contributes 24 percent of the estimated cost to provide care to children younger than 6 with all parents working (not including one-time relief money related to the pandemic recovery).⁵⁵ Parent payments or other private funds make up 74 percent.⁵⁶ State investments of $9 million per year make up only 2 percent of the total estimated cost to provide care.⁵⁷These percentages will shift in the next few years with the influx of federal relief funding for child care and early childhood education. A more stable and equitable early childhood education system is in reach for Montana. However, state policymakers should prioritize investments in quality early childhood education to make that a reality.

Montana needs innovative and long-term solutions to build a better child care system that works for children, parents, and businesses. As Montana begins infusing the millions of dollars in federal relief into the child care system, policymakers should reimagine what child care can and should be in our state and invest in infrastructure and programs that set Montana up for long-term success. Specific recommendations include:

Access

Over the next three years, prioritize stabilization grants to areas with the most significant child care shortage:
- Providers in rural areas and high poverty areas where child care access is limited.
- Providers that serve historically marginalized communities, including children of color and children with special needs.
- Providers that offer infant and toddler capacity or non-traditional hours of service.
Provide capacity grants and expand the Provider Financial Assistance Program to support new providers with start-up costs. Providers describe staff recruitment, training, and the licensing process as barriers to becoming a fully licensed facility. ^58,59 Capacity grants paired with outreach to current Family-Friend-Neighbor providers could reach an audience to recruit new family home providers.⁶⁰
Contribute additional funds to expand Head Start slots and Early Head Start-Child Care Partnerships, particularly in tribal communities operating tribal Head Start programs. Head Start is an evidence-based program and is particularly essential for providing high-quality care in tribal communities. Prioritizing the expansion of Early Head Start (age 0 to 2) can address the immense need for more infant and toddler slots.⁶¹ Investing additional funds in Head Start is a ready-built solution to reach more children in Montana. Other states have implemented this funding solution with success.⁶²

Quality

Provide additional support to expand the Infant and Early Childhood Mental Health Consultation capacity across the state. Equipping providers with the mental health training and resources they need will help support child care workers, families, and children. Mental health consultation increases retention and job satisfaction for child care providers, an additional long-term benefit.⁶³
Remove barriers for participating in the quality rating and improvement system (QRIS). Businesses have noted that training and administrative requirements at the beginning of the QRIS process are barriers for participation.⁶⁴ Participating in QRIS may also be out of reach for facilities with fewer resources. This potentially widens inequities across the state where only the most well-funded programs participate in QRIS and are rewarded with additional incentives.⁶⁵ Allowing flexibility on the timeline to meet training requirements and offering incentives earlier in the quality rating process may attract additional providers to participate.
Better align licensing and quality rating and improvement system (QRIS) requirements with Head Start. Head Start providers struggle to participate in state licensing and QRIS due to a lack of alignment between federal and state requirements. ⁶⁶ Accepting Head Start training and monitoring to meet quality requirements will streamline Head Start participation in QRIS.

Affordability

Over the next three years, prioritize stabilization grants for providers to increase child care worker pay. Child care workers are essential and deserve adequate wages. Montana needs a stable child care workforce for parents to return to work.
Reach more families that can benefit from child care scholarships by increasing income eligibility to 200 percent of the federal poverty level. Families just above the current eligibility cutoff can spend more than a quarter of their income on child care.^67,68 Expanding eligibility will reach up to 2,700 more children.⁶⁹
Expand a shared services model statewide to make it easier for businesses to coordinate common services such as accounting, insurance, benefits for employees, and a substitute pool. Shared services models help small child care businesses tap into pooled resources at a lower cost than obtaining them on their own.^70,71
Increase pay for child care workers and ensure professional development opportunities are within reach. Provide additional funding for current scholarship and apprenticeship programs that support training and higher education for child care workers. Provide all child care workers with a stipend that increases with progressive experience and education, like the Reward Program in Wisconsin.

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Footnotes

Watson, A., “Childcare in Montana,“ Department of Labor & Industry, 2018.
Watson, A., “Childcare in Montana.“
Economic Policy Institute, “The cost of child care in Montana,” Oct. 2020.
The Coronavirus Aid, Relief, and Economic Security Act (CARES) money allotted $10 million for child care to supplement the Child Care and Development Block Grant (CCDBG). Department of Public Health and Human Services, “Governor Bullock Announces $10 Million Available for Child Care Facilities in Response to COVID-19 Pandemic,” May 2020.
Tribes located within Montana also received CARES money to supplement the CCDBG for a total of $2.4 million. U.S. Department of Health & Human Services Office of Child Care, “GY 2020 CCDF Final Tribal Allocations,” July 2020.
Gov. Bullock directed an additional $50 million from CARES money to be used for child care. Department of Public Health and Human Services, “Governor Bullock Directs $50 Million to Maintain and Expand Child Care and Support Montana Families,” Aug. 2020.
December relief money from the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) included $28 million for child care. U.S. Department of Health & Human Services Office of Child Care, “Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) of 2021 Allocations for States and Territories,” Feb. 2021.
An additional $6.8 million was allocated from CRRSA to tribes located within Montana. U.S. Department of Health & Human Services Office of Child Care, “Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) of 2021 Allocations for Tribes,” Feb. 2021.
The American Rescue Plan Act (ARPA) money included $111 million specifically for child care ($42.5 million for expanded child care assistance through the Child Care and Development Block Grant (CCDBG) and $68 million toward a stabilization fund). U.S. Department of Health & Human Services Office of Child Care, “ARPA Supplemental Stabilization and CCDF Discretionary Funding Allocation Tables – States and Territories,” Apr. 2021.
ARPA money also included $28.6 million for child care sent to tribes within Montana. U.S. Department of Health & Human Services Office of Child Care, “ARPA Supplemental Stabilization and CCDF Discretional Funding Allocation Tables – Tribes,” Apr. 2021.
ARPA money also included $3. 5 million for Head Start. Federal Funds Information for States, “Estimated State Funding in the American Rescue Plan,” on file with author.
Rep. Buckley, A., “Establish a business task force on child care,” HB 624, Montana 67th Legislature, as introduced on Mar. 10, 2021. Sen. Bogner, K., “Increase the number of children who can be present in day-care homes,” SB 142, Montana 67th Legislature, as introduced on Jan. 25, 2021. Rep. Buckley, A., “Allow campaign contributions to be used for candidate childcare,” HB 221, Montana 67th Legislature, as introduced on Jan. 22, 2021. Sen. O’Brien, S., “Generally revise child care scholarship program laws,” SB 311, Montana 67th Legislature, as introduced on Feb. 22, 2021. Sen. O’Brien, S., “Generally revise laws related to preschool programs,” SB 342, Montana 67th Legislature, as introduced on Feb. 25, 2021. Sen. Gross, J., “Revise Montana parents as scholars program eligibility,” SB 356, Montana 67th Legislature, as introduced on Feb. 24, 2021. Sen. O’Brien, S., “Establishing high-quality child care business development grants,” SB 407, Montana 67th Legislature, as introduced on Mar. 29, 2021.
Sen. Bogner, K., “Increase the number of children who can be present in day-care homes,” SB 142, Montana 67th Legislature, as introduced on Jan. 25, 2021. Rep. Buckley, A., “Allow campaign contributions to be used for candidate childcare,” HB 221, Montana 67th Legislature, as introduced on Jan. 22, 2021.
KIDS COUNT Data Center, Child population by single year of age in Montana, 2019.
U.S. Census Bureau, “Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employment Status of Parents, American Community Survey 1-Year Estimates, Table B23008, 2019,” accessed on Apr. 22, 2021.
KIDS COUNT Data Center, Child population by single year of age in Montana.
KIDS COUNT Data Center, Licensed child care facilities by STAR level in Montana, State Fiscal Year 2020.
KIDS COUNT Data Center, Licensed child care capacity by STAR level in Montana, State Fiscal Year 2020.
Office of Head Start, Head Start Program Information Report, 2019, on file with author.
KIDS COUNT Data Center, Percent of all children under 6 that can be served by licensed child care capacity in Montana, State Fiscal Year 2020.
In 2019, 1,459 slots from licensed Head Start facilities is subtracted from the licensed capacity of 22,304. After adding in the 5,755 Head Start enrollment, total supply in Montana is 26,600, compared to the estimated population of 75,154 children under age 6. (Child Care Licensing Data) Department of Public Health and Human Services, Early Childhood and Family Support Division, Early Childhood Services Bureau, special data request for child care licensing, on file with author. (Head Start Enrollment) Office of Head Start, Head Start Program Information Report. (Population Data) KIDS COUNT Data Center, Child population by single year of age in Montana, 2019.
KIDS COUNT Data Center, Percent of children under 6 with all parents working that can be served by licensed child care capacity in Montana, State Fiscal Year 2020.
In 2019, the 1,459 slots from licensed Head Start facilities is subtracted from the licensed capacity of 22,304. After adding in the 5,755 Head Start enrollment, total supply in Montana is 26,600, compared to the estimated demand of 47,459 children under age 6. (Child Care Licensing Data) Department of Public Health and Human Services, Early Childhood and Family Support Division, Early Childhood Services Bureau, special data request for child care licensing, on file with author. (Head Start Enrollment) Office of Head Start, Head Start Program Information Report. (Population Data) KIDS COUNT Data Center, Child population by single year of age in Montana, 2019. (Parents Working Data) U.S. Census Bureau, “Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employment Status of Parents, American Community Survey 5-Year Estimates, Table B23008, 2014-2018,” accessed on Apr. 22, 2021.
KIDS COUNT Data Center, Licensed child care facilities by STAR level in Montana.
County designation is based on the Center for American Progress designations of least rural, moderately rural, and most rural. Designations are assigned using the U.S. Department of Agriculture’s Economic Research Service codes for rural- urban continuum. The Montana Early Childhood Needs Assessment identified these designations in Montana on page 18. Least rural counties include: Cascade, Custer, Dawson, Deer Lodge, Fergus, Gallatin, Glacier, Hill, Lewis and Clark, Missoula, Park, Richland, Roosevelt, Silver Bow, Toole, Yellowstone. Moderately rural counties include Beaverhead, Big Horn, Flathead, Lake, Lincoln, Pondera, Powell, Ravalli, Valley. All other counties assigned to most rural. Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment,” Sept. 2019. Percentages are calculated as average among counties for: KIDS COUNT Data Center, Percent of children under 6 with all parents working that can be served by licensed child care capacity in Montana.
Office of Head Start, Head Start Program Information Report.
Office of Head Start, Head Start Program Information Report.
Children needing care estimates (denominator of the percent) are from Census estimates at the American Indian Reservation geography. U.S. Census Bureau, “Age of Own Children Under 18 Years in Families and Subfamilies by Living Arrangements by Employment Status of Parents, American Community Survey 5-Year Estimates, Table B23008,” accessed on Apr. 22, 2021.
Bipartisan Policy Center, “Data and Funding Gaps in Tribal Early Care and Education,” Apr. 2021.
Children of color include those identifying as American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander, Biracial/Multi-racial, other, or Hispanic. Data from: Office of Head Start, Head Start Program Information Report.
National Center for Health Statistics, Bridged Race Population Estimates, 2019.
KIDS COUNT Data Center, Percent of infants and toddlers with all parents working that can be served by licensed child care in Montana, State Fiscal Year 2020.
Boesch, T., Grunewald, R., Nunn, R., Palmer, V., “Pandemic pushes mothers of young children out of the labor force,” Federal Reserve Bank of Minneapolis, Feb. 2021.
Boesch, T., Grunewald, R., Nunn, R., Palmer, V., “Pandemic pushes mothers of young children out of the labor force.”
Dillon, T., Baldridge, J., Sonora, R., Grunewald, R., “Lost Possibilities: The Impacts of Inadequate Child Care on Montana’s Families, Employers and Economy,” Bureau of Business and Economic Research, University of Montana, Sept. 2020.
Data includes businesses that report income as child day care services under NAICS code 6244. Employers, Individual Proprietorship, and Partnerships are all included. U.S. Census Bureau, “Nonemployer Statistics for the U.S., States, Counties, Metropolitan Areas, and Combined Statistical Areas; and by Legal Form of Organization and Sales, Value of Shipments, or Revenue, U.S. Economic Annual Survey, 2018,” accessed on Apr. 22, 2021. U.S. Census Bureau, “County Business Patterns by Legal Form of Organization and Employment Size Class for the U. S., States, and Selected Geographies, U.S. Economic Annual Survey, 2018,” accessed on Apr. 22, 2021. Licensed facilities in Montana in 2018 is from: Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
KIDS COUNT Data Center, Licensed child care capacity by STAR level in Montana.
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
KIDS COUNT Data Center, Licensed child care capacity meeting STAR level 3 or higher in Montana, State Fiscal Year 2020.
Economic Policy Institute, “The cost of child care in Montana.”
The median income for households in Montana in 2019 is $57,248. KIDS COUNT Data Center, Median household income in Montana, 2019.
KIDS COUNT Data Center, Children receiving Best Beginnings Child Care Scholarship in Montana, State Fiscal Year 2020.
U.S. Census Bureau, “Age by Ratio of Income to Poverty Level in the Past 12 Months, American Community Survey 5-Year Estimates, Table B17024, 2015-2019,” accessed on Apr. 16, 2021. Population estimates are multiplied by poverty percentage. National Center for Health Statistics, Bridged Race Population Estimates, 2019.
Letter from Department of Public Health and Human Services to Administration for Children and Families, 60 day report on Montana’s planned use of Child Care and Development Fund (CCDF) Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA), Feb. 2021, on file with author.
Office of the Assistant Secretary for Planning and Evaluation, 2021 Poverty Guidelines for the 48 Contiguous States and the District of Columbia.
Estimates are for center-based child care. Center for American Progress, “Where Does Your Child Care Dollar Go?,” Feb. 2018.
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
Center for the Study of Child Care Employment, “Early Childhood Workforce Index 2020,” Feb. 2021.
The 4,030 high school teachers are counted from three categories of secondary school teachers, including those that teach special education and career/technical education. U.S. Bureau of Labor Statistics, Occupational Employment and Wage Statistics, May 2019 State Occupational Employment and Wage Estimates Montana, accessed on May 11, 2021.
Center for Economic and Policy Research, CEPR’s Analysis of American Community Survey, 2014-2018 5-Year Estimates, Apr. 9,2020, on file with author.
U.S. Bureau of Labor Statistics, Occupational Employment and Wage Statistics, “May 2020 State Occupational Employment and Wage Estimates Montana,” accessed on May 14, 2021.
Center for the Study of Child Care Employment, “Early Childhood Workforce Index 2020.”
Montana Early Childhood Project, “Registry Demographics,” Jan. 2020-Dec. 2020, registry data was a special request and is on file with author.
Federal estimates include: Child Care Development Fund (CCDF) both for the state and tribes located within Montana; Preschool Development; Head Start/Early Head Start; Tribal Head Start/Early Head Start; Temporary Assistance for Needy Families (TANF) funds transferred to CCDF and other Child Care Assistance/Non-Assistance; Individuals with Disabilities Act Part C (Grants for Infants and Families) and Part B, Section 619 (Special Education for Preschool-Age Children). Total federal estimates are for $106 million. Exact amounts from each program are on file with author.
The cost of care coming from parent payments or other private sources is subtracted for the estimated total cost of child care for the 23,815 infants/toddlers with all parents working and 25,776 preschool-age children with all parents working. Using the average cost of care for these age groups, it is estimated that the total cost in Montana for the child care system is $442 million ($9,518*23,815 infants/toddlers=$227 million; $8,365*25,776 preschool-age=$216 million). Parents or other private sources are estimated to cover the gap of $328 million that isn’t covered by state or federal funding sources.
State estimates include $9 million included in the General Fund to support the state match for CCDF. No additional state money is currently funding early childhood education initiatives. In prior years, Montana set aside money towards a preschool pilot program, however that money has since been cut from the budget. Estimated amount comes from Department of Public Health and Human Services, “Child Care and Development Fund (CCDF) Plan for Montana, FFY 2019-2021.”
Department of Public Health and Human Services, Early Childhood and Family Support Division, Early Childhood Services Bureau, “Draft Montana FY2022-2024 CCDF State Plan for Public Comment Period,” Apr. 2021.
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
National Head Start Association, “7 Ways State Policymakers Can Step Up to Support the Children of Head Start as the American Rescue Plan Moves to U.S. Communities,” May 2021.
National Head Start Association, “State Investments in Head Start to Support At-Risk Children and Families,” Dec. 2020.
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment. ”
Center for the Study of Child Care Employment, “Early Childhood Workforce Index 2020.”
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment.”
Office of the Assistant Secretary for Planning and Evaluation, 2021 Poverty Guidelines for the 48 Contiguous States and the District of Columbia.
Economic Policy Institute, “The cost of child care in Montana.”
U.S. Census Bureau, “Age by Ratio of Income to Poverty Level in the Past 12 Months, American Community Survey 5-Year Estimates, Table B17024, 2015-2019,” accessed on Apr. 16, 2021. Population estimates are multiplied by poverty percentage. National Center for Health Statistics, Bridged Race Population Estimates, 2019.
Department of Public Health and Human Services, Early Childhood and Family Support Division, Early Childhood Services Bureau, “Draft Montana FY2022-2024 CCDF State Plan for Public Comment Period.”
Smith, K., “Montana’s Early Childhood System: A Comprehensive Statewide Needs Assessment. ”

Features of the upbringing of boys and girls

Autonomous Institution “Center for Monitoring and Development of Education” of the city of Cheboksary

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Features of raising boys and girls

Need for trust and care
Boys usually have special needs that are less important for girls. Likewise, girls have special needs that are less important to boys. Of course, the main need for both is love. But love can be expressed in different ways. The love of parents is primarily manifested through trust and care.
Care is a willingness to always help a child, an interest in his well-being, an interest in his personality, a desire to make him happy, compassion for his pain. Caring is an active form of love.
To care means to be interested in and imbued with the life of a baby.
To trust means to admit that the child is all right. It is the belief that a child can successfully learn from their own mistakes. It is the willingness to let life take its course, believing that everything will be fine in the end. To trust a child means to believe that he always does the best he can, even if at first glance it seems that this is not the case. Trust means giving the baby the freedom and space to do everything on their own.
Naturally, every child needs both trust and care, but in different proportions. Everything is good in moderation. Until the age of nine, all children need a lot of care and a little less trust. After the age of nine, children begin to naturally move away from their parents and become more independent. The first sign that the child is moving away from you is that he is embarrassed by your behavior.
Around the age of nine, the child begins to develop a sense of self as a separate entity from its parents. From this point until the age of eighteen, children need more trust, although care is still needed.
Regardless of age, boys need more trust and girls need more care. The boy is pleased with himself if he can act on his own. Achieving something without outside help, he gains self-confidence and self-esteem. For example, a boy may resist having his mother help him tie his shoelaces, because he enjoys the knowledge that he is doing it himself. On the other hand, if you offer help to a girl, she feels loved. Offering help to a girl is a gesture of care, while allowing a boy to do things on his own is a gesture of trust.
If the mother is too concerned about satisfying one or another need of the boy, he often interprets her behavior as follows: “She does not believe that I can do it myself.” If the father believes too much in the daughter’s ability to do things on her own, she may think that her father does not care about her very much. If a girl is given too much freedom, it may seem to her that she is repulsed, offended, not loved. The boy, on the other hand, often thrives on such an attitude, because he feels that his parents recognize his independence and believe in his ability to take care of himself on his own and do everything right.
Mothers often make their sons weak by worrying too much about them and overpowering them with their guardianship. Fathers often give their daughters too much independence and the ability to do without outside help, neglecting the girls’ need for care. Parents should understand that boys form a positive self-image based on the trust of others, and girls on the basis of the attention and care that people give them.
Maintain care and trust
The most difficult task for a woman is to start trusting a man again after he has hurt her, while it is especially difficult for men to revive the desire to take care of a woman if this desire has somehow died out. When there are difficulties in the relationship between spouses, women most often complain: “I do not get what I need” (that is, “I do not believe that he will give what I need”). Men, on the other hand, complain that “you can’t please her anyway, so why bother yourself?” (i.e. “I don’t care about her anymore”). Women usually complain: “He stopped caring about me,” and men say: “She is unhappy with everything, that’s why I stopped caring about anything.”
These various tendencies begin to appear in childhood. Coming into this world, boys and girls tend to equally trust others and take care of them. When toddlers are met with neglect of their needs and desires, or are hurt by the fact that these needs and desires are not met, the reaction of boys is usually that they care less about others, and the reaction of girls is that they begin to trust less. The task of parents is to give the girl more care, understanding and respect so that she can trust others; and in relation to the boy, more trust, acceptance and approval should be shown in order to encourage him to care for others.
A girl needs to feel that she can trust her parents – that they are always ready to understand her feelings, desires and needs. This is how her need to remain weak and dependent on others is manifested. She needs the confidence that she can count on the support of her parents. Often, girls satisfy this need by sharing with older feelings and turning to them for help. When a girl feels bad, she should know that her parents are ready to surround her with care. If a girl gets the care she needs, she trusts her parents and stays open. A trusting girl is happy and content with life. To develop their gifts and talents, girls need confidence in loved ones. Otherwise, they feel worthless, unloved and refuse the support of others.
Sometimes, if a girl is not able to get what she needs, she suppresses her feminine qualities (weakness, vulnerability) and begins to experience the boy’s need for independence, trust, acceptance and approval. It is so painful for a girl to need care and not receive it that she rejects her feminine essence and develops masculine qualities.
If a girl is neglected, she can develop masculine qualities in herself – so as not to experience the pain of dissatisfaction.
This does not mean that the girl, who has masculine features, certainly did not receive what she needs for the development of feminine qualities. Perhaps she just has an active temperament, as a result of which this girl behaves like a boy. Despite the fact that some girls behave like boys, they still remain girls, they need more care, understanding and respect.
Naturally, in order for a boy to be confident in the future and trust his elders, he also needs care, understanding and respect, but motivation for action is more important for him. Without motivation, he stops caring about anything. If the boy does not care about anything, he becomes sullen, uncontrollable and begins to study poorly. Without motivation, the boy cannot focus on anything, which leads to either depression or hyperactivity. The most important need for boys is motivation for activity.
The task of parents is to show more trust, acceptance and approval in relation to the boy in order to motivate him to work.
In order for a boy to take care of others, his actions must be motivated by success and encouragement. It is necessary to clearly let him know that he is able to please his parents and pleases them. If the boy manages to bring joy to his parents, this serves as a motivation for him to continue to behave accordingly, otherwise the boy becomes weak and ceases to care for others. Positive encouragement of correct behavior serves as an additional confirmation of success for the boy.
When you offer help to a girl, you let her know that you care about her, that you care about her, but the boy may perceive the offer of help as an insult. He will see this as a hint that you do not believe in his ability to do things on his own. Sometimes the best way to take care of a boy is to let him do things for himself. Even if you are sure that the kid will not succeed, trust that he will learn the necessary lessons from his failure. And please remember: if he fails, don’t ever tell him, “Well, I told you so.”
Of course, girls also need trust, acceptance and approval, but boys usually need more than that to be motivated to act. A boy willingly takes care of others when he feels competent and sees that he is accepted for who he is. Heightened doses of trust make the boy feel competent. A high score is “super fuel” for a boy. If a boy sees that those around him appreciate what he does, the impulse to do even more wakes up in him. There is no stronger incentive than success.
Boys are from Mars, Girls are from Venus
Below I give a few simple statements that you may not forget that boys are from Mars and girls are from Venus:
Boys from Mars: Boys need more love, attention and recognition in return for what they do, for their ability to act unaided and for the results of their activities.
Girls from Venus: Girls need more attention and recognition in response to who they are, how they feel and what they want.
Boys from Mars: Boys need to be happy with their accomplishments. Let’s appreciate their work.
Girls from Venus: Girls need to be loved for who they are. Admire them.
Boys from Mars: Boys need more approval and motivation for their activities.
Girls from Venus: Girls need more help and encouragement.
Boys are from Mars: A boy or man is happy if he feels needed and can give someone the support they need. The boy becomes discouraged when he feels that no one needs or is unable to complete the task assigned to him.
Girls from Venus: A woman or girl is happy if she feels she can get the support she needs. She becomes discouraged when she feels that there is nowhere for her to wait for help and she will have to do everything herself.
Boys are from Mars: In order to care for others and be motivated to action, boys first need trust, acceptance and approval.
Girls from Venus: In order to trust loved ones and feel self-confidence, girls first of all need care, understanding and respect.

Too much care: what is overprotection

The current generation of teenagers is fundamentally different from their parents. Let’s remember our school years: moms and dads worked, came late, their strength was barely enough to find out if the lessons were ready. And we led our own lives: we went out with friends, ran to clubs and dates, did homework without outside help and prepared for tests.

Much has changed now. Not every parent will let a child go to a circle alone, and this circle can be located on the other side of the city. Parents strive to give their child everything possible, and many teenagers have less and less free time. Many mothers do not work, devoting themselves entirely to the family.

And in this new reality, a new, previously little-known problem appeared – overprotection.

What is overprotection?

Family upbringing can be described using various characteristics: how many demands are made on the child, how he is encouraged or punished, what he is allowed or forbidden. One of these characteristics is the level of care. It shows how much effort, attention, time the parents devote to the child. Well-known experts in the field of family relations E. Eidemiller and V. Justickis call such a parenting style that has developed in the family, in which children are given a lot of time, effort and attention, caring for children becomes the main thing in the life of parents. In reality, this manifests itself in the fact that parents help their son or daughter too much.

Of course, any child needs help and care from mom and dad, and not every hint or reminder is a manifestation of overprotection. Caring becomes superfluous when the parents do for the child what he may well learn to do for himself, or when, as a result of this help, the child feels weak and worthless. You can often find the conventional wisdom that the exclusive attention of parents is necessary for successful development. This is true if we are talking about babies up to a year old. After this age, the balance of independence and parental care is important for the child, and every year of his life this balance changes: independence should become more and more.

Two types of overprotection

In psychology, there are two types of overprotection. The first kind is called indulgent . In this case, parents do not just do a lot of work on the child, they do it in an exceptionally mild form, trying to limit the teenager as little as possible. The needs of the child become the most important, mom and dad are ready to sacrifice their interests for the sake of him. In addition, as a rule, with condoning overprotection, almost nothing is forbidden to the child. In extreme versions of this type of overprotection, the mother of an eighth-grader can call her son’s class teacher and ask him to check that his son has eaten, and the graduate’s grandmother refuses to go to the hospital in order to be able to accompany her granddaughter to school.

In the second type of overprotection – dominant – parents not only help the child too much, but also constantly control him. Mom or dad constantly command the teenager, demand or forbid something, as a rule, without being interested in the opinion of the child himself and not allowing him to take the initiative. Often this is accompanied by negative comments about the child. Here is a typical example. Mom and daughter of thirteen years old came to visit, the hostess asks the girl: “What salad do you want to put?”. Mom intervenes before her daughter can say a word: “That one over there, without mayonnaise, and so she has already gained weight over the summer.”

We emphasize that in the second form of overprotection, remarks are not necessarily made in a rude or disrespectful manner. Notations, explanations, persistent reminders are also its manifestations. Many parents will say: “I wouldn’t take care of him like that if he was independent and remembered everything himself.” However, independence and self-organization are formed gradually, they will not appear from nowhere at a certain age. When the children were small and learning to walk, at first they needed our help, we led them by the hand. Gradually they learned to walk on their own. The same thing happens with independence: it develops in stages, parents gradually complicate what they entrust to the child. But if you do everything for the child and help him too much, there is nowhere to take independence from. There is a kind of vicious circle: overprotection prevents the child from becoming independent and we continue to patronize him.

Why does overprotection occur?

When a child is still very young, parents do almost everything for him: feed, dress, play with him. Gradually, the baby’s abilities grow: he learns to walk, dress himself, he can already play by himself. Every year, he needs less and less help from adults, and the task of parents is to adapt to a new level of development of the child, reducing the number of guardianships. But it is not always possible to rebuild – and then the parents continue to take care of the child as actively, help, suggest.

There may be various reasons for this. Some strive to give their children what they themselves did not receive: for example, the grandmother worked and hardly delved into the lives of her children, who grew up, became parents themselves and are now ready to spend round the clock next to their child. Events in the life of the family can also affect: if at some stage the parents were very worried about the child (say, he was seriously ill or had an accident with him), if the child was hard to get (say, was born after a long treatment or IVF). The personal characteristics of the parents also affect: the mother-boss, who is accustomed to lead her subordinates, often controls the children just as strictly.

Finally, parents and grandparents want to feel needed and in demand. Overprotection often becomes an opportunity to feel needed for the family. This is especially common in cases where family care becomes the main area of implementation: a non-working mother or a retired grandmother is more likely to become overprotective. I’ll give you an example. There were many conflicts in the family between the grandmother and the fourteen-year-old grandson: the boy insisted that he could do many things himself (and his parents were ready to give him such an opportunity), and his grandmother tried to help him. Finally, when, nevertheless, mom and dad decided to give their son more independence in some areas, the grandmother was indignant: “Well, if you don’t need me at all, you can send me to a nursing home.”

In some cases it can be helpful for parents to understand what leads to overprotection. This is the first step towards getting rid of it. But the class teacher needs to carefully consider whether it is worth raising this issue himself or whether it is better to invite the parent to talk with a psychologist. A conversation about the roots of overprotection can be quite painful for a parent.

How does overprotection interfere with a child?

Let’s ask ourselves simple questions: why do you need to raise a child at all and what is the main goal of parenthood? You can answer them in different ways, but the main thing will be present in all answers: we want to prepare children for life so that they can be successful and happy in the society in which they will live. And for this, a teenager needs a sense of self-confidence, the ability to take the initiative, cope with difficulties and comply with the rules and norms existing in society.

An overprotective child finds it difficult to learn to be independent and self-sufficient because of so much care. In both types of overprotectiveness, adolescents may have self-esteem issues. In the indulgent version, self-esteem is usually very high, but extremely unstable, and children find it difficult to cope with failure. Overprotective mothers often notice that their children react very violently to the slightest failure. And no wonder: the child is used to being indulged in everything and he is always in the first place.

In the second type, we often observe low self-esteem. The child grows up driven and insecure, because the mother always knows better, he is used to the fact that his opinion is not taken into account, and cannot insist on it.

Of course, all children are different, and they will react differently to overprotection: some teenagers will start actively protesting when they reach adolescence, while others will finally take a passive position and rely on their elders for everything. But in any case, the consequences will be negative.

How do you know if you are overprotective?

To begin with, try to honestly answer the following questions for yourself:
— Can I say that raising a child has become for me the main thing in my life?
– Do I regularly forget about my interests in order to take care of a child?
What part of my day is taken up by the time I spend with my child?
— Did I give up something very important to me for the sake of the child? (Naturally, we are not talking about one-time actions, but about sustainable trends).
If you readily agree to these questions, most likely there are some elements of overprotection.

Observe how you communicate with your child.
— How do you help him?
– How do you comment on what the child is doing?
— Do you give him the opportunity to take the initiative?
— Is it possible to say that the peers of your child do for themselves what you do for him?

In some cases, it is difficult for us to take a critical look at our behavior. If you find it difficult to assess your own behavior or doubt the correctness of your conclusions, you can always seek advice from a family or adolescent psychologist.

What should overprotective parents do?

The obvious answer is to reduce the amount of care and assistance to the child. This is not easy to do, but it is possible, although it will require significant self-organization on the part of the parent.

Giving up overprotectiveness does not mean that you need to let the situation take its course and give the teenager complete freedom. He does not need this, and he is not ready for such freedom. It is important to turn overprotection into effective help for a teenager. To do this, first of all, teach your teenager to ask for help. No need to rush to the aid of the child as soon as he encounters difficulties. Wait for the teenager to think and try to cope with the difficulty that has arisen, and only then ask: “Do you need my help?” If the child agrees, then specify: “How exactly can I help you?”. If the child is at a loss with an answer, offer options to choose from: “Do you need to explain the problem or just sit next to you?”. If he refused, you don’t need to dissuade him that he can’t do it himself, it’s better to say: “Good. I’ll be back in half an hour.” And if after half an hour he still hasn’t done it, only here you can say: “I see that this is not an easy task. Let’s try together.”

Together with your teenager, consider in which area you could stop helping him. It is enough to choose one thing, albeit insignificant: brushing your teeth, biology lessons, getting ready for the pool. It is best if it is some business that he himself likes and in which you are really ready not to interfere. Emphasize that he is now doing this himself. Praise him periodically for doing it himself. After a while, it makes sense to expand this list and add something else there. If a teenager forgets about this, it should be his own problem: he didn’t go to the pool – he didn’t go swimming. Therefore, you need to choose exactly such cases that you are ready to completely give him at his mercy.

If you are prone to the first type of overprotectiveness, it is very important to expand your horizons and scope of interests. Think: what else could you do? You don’t have to go to work at all. Perhaps you have some kind of hobby, you have long wanted to learn a foreign language or dance. Or maybe at the school where your teenager is studying, you will be happy to meet in the parent committee.

If a teenager comes to you for advice or a question about a difficult situation, take your time to answer. First ask the child what he thinks about this. Or offer several options to choose from and ask the child what seems optimal. At the same time, refrain from criticism or notations.

If you are prone to the second type of overprotectiveness, it is important to learn how to let your teenager take the initiative. Ask him for his opinion on certain issues, offer him a choice of several options, whether it’s breakfast dishes or the color of sneakers. But if you give a child a choice, in no case should you dissuade him or show that he has chosen incorrectly. It is better not to give a choice at all than to ask: “What do you choose?” and then do it anyway.

If you observe overprotectiveness on the part of one of the family members (for example, grandmother), try to find a new job for this person, thanks to which he will feel needed and in demand.

And most importantly, it is important to remember that the refusal of overprotection is a manifestation of love for the child. By reducing our care, stopping helping him when he does not need it, we give him the opportunity to believe in himself, to become more independent and mature. And there is no need to be afraid that without hyper-custody, relations with the child will become worse. On the contrary, moving away from overprotectiveness is an important step towards truly becoming a friend to your teenager.

Marina Chibisova, Ph.D. psychol. Sciences/azbyka.ru

Formation of a caring attitude of children to the family

References:

Prokopova, A. V. Formation of a caring attitude of children to the family / A. V. Prokopova. – Text: direct // Young scientist. – 2009. – No. 5 (5). — S. 204-206. — URL: https://moluch.ru/archive/5/380/ (date of access: 08.10.2022).

One of the main tasks of the harmonious upbringing of preschool children is the upbringing of humane, moral attitudes towards the outside world.

In psychological and pedagogical research it has been proved that in preschool age the formation and development of the moral sphere of children takes place, which contributes to the formation of moral qualities (L.S. Vygotsky, A.V. Zaporozhets, L.I. Bozhovich, R.S. Bure , R.I. Zhukovskaya, S.A. Kozlova, V.G. Nechaeva, S.N. Nikolaeva, etc.).

The most important factor that has a decisive influence on the formation of moral, caring qualities of a person is the family.

The leading component of the pedagogical potential of the family is undoubtedly intra-family relations, which play an important role in the formation of personality. First of all, this applies to relationships between spouses, between parents and children. The importance of intra-family relations in the formation and development of the personality of a preschooler is due to the fact that they are the first specific model of social relations that a child encounters from the moment of birth. Intra-family relations act in the form of interpersonal relations, carried out in the process of direct communication between a child and an adult.

A special role in the moral development of a child is played by his closeness to his mother in the first years of his life. Maternal love and care are the most desirable source of satisfaction for the child’s feelings, a stimulus for his development. This is one of the most important advantages of family education over other educational institutions.

Caring for each other by parents and children is one of the socio-psychological mechanisms of formation and development of a child’s personality. It is in the process of communication, interaction with adults that the child learns the rules and norms of human relationships, the qualities inherent in people, their aspirations, ideals, gradually embodying the moral foundations of experience in their own activities.

The most important thing for the development of the child is that communication in the family is built on the basis of kinship relationships that give rise to a whole range of intimate-emotional, i.e. deeply personal, emotional connections. They are characterized by such spiritual values as parental, sons (daughter) love and affection. To a greater extent than others, they have a deeply personal contact, cordiality, responsiveness, trust, sincerity, mutual understanding, sensitivity and concern for each other. The totality of these moral values that underlie the relationship between family members constitutes the moral and emotional basis of family relations, and the depth and richness of family relations with these values is their moral and emotional expressiveness, which plays an indispensable role in the formation of personality.

In family relationships, the extent to which family members (children) are emotionally responsive to the distress of others is of particular importance.

In our study, we consider the features of children’s manifestation of a caring attitude towards the environment. We were interested in who, according to the children, needs care most of all, what place nature occupies in this series. For this purpose, conversations were held with children (individual, group, according to drawings), problematic situations of a moral nature were proposed, situational pictures were used. In addition, systematic observations were made of the behavior of children in situations involving the manifestation of care and compassion. It was important to determine how children understand the word caring, who they consider it necessary to take care of, what place nature occupies in the process of caring. To this end, we recorded the statements and behaviors of children, paid attention to their manifestation of benevolence and responsiveness in relation to the nature around them (animals and plants), whether they seek to help them, or, conversely, leave natural objects without support, mock, mock them, show negative forms of behavior that make it difficult to cultivate caring.

The results of the survey showed that children consider it necessary to take care of their family members. So, to the question “who needs to be taken care of?”, they answered: about mom – (37%), about dad – (14%), about grandmother – (8%), about grandfather – (6%), about little children – (3%), about a younger brother (sister) – (4%), about friends – (4%), about acquaintances – (4%), about a cat – (2%), a dog – (1%).

At the same time, it turned out that the concept of caring for preschoolers is quite specific, and they are ready to show this quality only in relation to those who are nearby. If there are grandparents, brothers and sisters in the family, then their children are also included in the orbit of their attention.

In the course of the work, we found that the majority of preschoolers, among those in need of their care, parents are the first to single out, less often other family members, that is, about “close” people.

The reason for this selectivity is the personal experience of the child and the example of the adult. So, for example, a girl who has a younger brother at home says: “I help my mother take care of her brother” (Katya D.). Those who see how parents take care of other family members (a younger brother, sister, or an elderly person (grandparents) understand the importance and necessity of this.

The data obtained show that more than a third of children put care of their mother in the first place, it is she who, in their opinion, needs her most. The guys are ready to “help carry a heavy bag to the mother to the car” (Artem K.), “help mom cook vermicelli” (Ira I.), “wash the dishes” (Marina Z.), “wash the floor, wipe the dust” (Alina E. ), “wash, iron” (Dasha R.).

We see from the results that the idea of care among preschoolers is primarily associated with the performance of some kind of housework by adults. It is more obvious, understandable for them and, as a rule, is performed by the mother. That is why, a much smaller number of respondents (14%) consider it necessary to take care of dad (“Help dad vacuum” – Pasha R. ). The argumentation that is put forward at the same time is interesting: “You don’t need to take care of dad, he is strong, strong and takes care of the whole family” (Olya S.). The parents themselves were extremely surprised to find out the position of the child in relation to the fathers.

In those families where there are grandparents, children noted that they also need care, but they could not say which one. We were alarmed by the fact that the emotional component disappears from the concept of a caring attitude in most preschoolers. Many answered that they “didn’t have the money” to take care of anyone. Such a pragmatic attitude of the guys shows ignorance of various ways of showing care, such as: say a kind word, sit next to you, hug a person, etc. To fill this shortcoming, in our opinion, is possible in the process of interaction between the child and nature. The feelings that arise in this case (pity, responsibility) force the preschooler to show his concern in specific actions. This was confirmed to a certain extent in the examination of children.

Those who expressed their willingness to take care of animals turned out to be few (only 3%). These were children who have animals in the house (“I’m sorry when our Muska is hungry, I immediately give her food” – Ira I.)

It is significant that none of the respondents consider plants as the subject of their concern. This is explained by the fact that preschoolers do not perceive them as living organisms and even elementary plant care (watering, dust removal) is not associated with caring.

Thus, summarizing the data obtained, we can say that the majority of respondents understand the manifestation of caring as providing direct assistance to parents and close people. Children most often do not realize the need to take care of animals, plants available at home and in kindergarten. This is due to the fact that adults, as a rule, do not involve children in the systematic and independent care of pets. As a result, preschoolers either perceive living things (especially animals) as a subject for games, or even forget about their existence.

Parents supported our opinion that it is necessary to specially form in children a conscious, caring attitude towards the environment, to teach them to take care not only about family members, but also about other people, to help them, to respond to the pain and joy of others, to understand and be indifferent to the care that adults show towards them. Parents would like their child to be able to experience feelings of compassion, pity for everyone who needs it. They also included animals and plants. Such wishes testify to the importance of carrying out special work to educate caring in children.

Based on the analysis of the results obtained, we have identified the main points on which interaction with the family should be carried out in order to form such a moral quality as caring in older preschoolers.

First of all, it is necessary that adults around children understand that caring is an important personal quality that is formed in children on an emotional basis and manifests itself in activities.

It is necessary to clarify the concept itself, “caring attitude”, in relation to children of preschool age.

It is important for a child to realize that everyone can take care of those who need it. At the same time, the own example of all family members has a great educational effect on the preschooler.

The presence of animals and plants in the house creates conditions for caring. However, a result can be achieved only when children have constant responsibilities for caring for them. The child must understand that the life and condition of both animals and plants depend on his actions.

The experience of caring behavior in children is acquired on the basis of the unity of the pedagogical requirements of all family members in close cooperation with the preschool institution.

Literature

1. Bozhovich L.I. Problems of personality formation. – M.: Ed. DI. Feldstein. – M .: Publishing house “Institute of Practical Psychology”, Voronezh: NPO “MODEK”, 1995.