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Collaboration and Subsidized Early Care and Education Programs in Illinois

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Title: Collaboration and Subsidized Early Care and Education Programs in Illinois
Language: English
Authors: Spielberger, Julie, Zanoni, Wladimir, Barisik, Elizabeth
Source: Early Childhood Research & Practice. Fall 2013 15(2).
Availability: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Peer Reviewed: Y
Page Count: 10
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Early Childhood Education
Descriptors: Semi Structured Interviews, Early Childhood Education, Student Needs, Low Income Groups, Agency Cooperation, Stakeholders, Educational Policy, Coordinators, Educational Practices, Grants, Literature Reviews, Preschool Education
Geographic Terms: Illinois
Laws, Policies and Program Identifiers: Child Care and Development Block Grants, Personal Responsibility and Work Opportunities Reconciliation Act, Temporary Assistance for Needy Families
ISSN: 1524-5039
Abstract: As a result of policy changes following welfare reform in 1996 and the costs associated with providing high-quality early care and education for children of low-income working families, agency collaboration in the state of Illinois has become an increasingly salient feature of subsidized early care and education programs (SECE). The authors examine how the three major subsidized early care and education programs in Illinois collaborate to meet the diverse needs of low-income children and families. Based on an in-depth literature review and semistructured interviews with state and local stakeholders, the authors find that collaboration in the SECE system is frequent, despite different program eligibility criteria, guidelines, performance expectations, perspectives on quality measures, and mechanisms for monitoring. However, the extent to which collaboration occurs is not well understood, which may affect how stakeholders interpret the impact of publicly funded early care and education programs. This may prevent accurate characterization of children's early care and education experiences and hinder assessments of how such experiences impact their development.
Abstractor: As Provided
Number of References: 20
Entry Date: 2014
Accession Number: EJ1020834
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1020834
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  Data: Collaboration and Subsidized Early Care and Education Programs in Illinois
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Research+%26+Practice%22"><i>Early Childhood Research & Practice</i></searchLink>. Fall 2013 15(2).
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  Data: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
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  Data: 10
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: 1524-5039
– Name: Abstract
  Label: Abstract
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  Data: As a result of policy changes following welfare reform in 1996 and the costs associated with providing high-quality early care and education for children of low-income working families, agency collaboration in the state of Illinois has become an increasingly salient feature of subsidized early care and education programs (SECE). The authors examine how the three major subsidized early care and education programs in Illinois collaborate to meet the diverse needs of low-income children and families. Based on an in-depth literature review and semistructured interviews with state and local stakeholders, the authors find that collaboration in the SECE system is frequent, despite different program eligibility criteria, guidelines, performance expectations, perspectives on quality measures, and mechanisms for monitoring. However, the extent to which collaboration occurs is not well understood, which may affect how stakeholders interpret the impact of publicly funded early care and education programs. This may prevent accurate characterization of children's early care and education experiences and hinder assessments of how such experiences impact their development.
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  Data: EJ1020834
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Agency Cooperation
        Type: general
      – SubjectFull: Stakeholders
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Practices
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      – SubjectFull: Grants
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Illinois
        Type: general
      – SubjectFull: Child Care and Development Block Grants
        Type: general
      – SubjectFull: Personal Responsibility and Work Opportunities Reconciliation Act
        Type: general
      – SubjectFull: Temporary Assistance for Needy Families
        Type: general
    Titles:
      – TitleFull: Collaboration and Subsidized Early Care and Education Programs in Illinois
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            NameFull: Zanoni, Wladimir
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