Melody Notes
Vol.1, No. 3
April 2002

WHERE ARE THE ADVOCATES FOR 0-5?

When you need funding for your program, how many questions can you ask? How honest can you be? The field of daycare, early intervention, Head Start, and so many other service agencies for children and families comprise a fragile, overburdened, and fragmented system serving less than 50% of the eligible children in America. This does not count those children whose families are not eligible for certain federal programs. It is a class-driven system defined by parent/caregiver income. Unlike the field of special education in public schools, there is no single point of entry into the child-care system for children 0-5. It begins as a health driven system at birth which transitions to developing school related competencies at age 3. Research has yet to connect with public policy.

In schools, teachers and administrators often turn to parents and parent organizations to agitate for change or the status quo. Where do those agencies and service providers for 0-5 turn? Parents and caregivers fight for sheer survival, especially if their infant or toddler has a problem. In large measure they do not understand that everything- every service and every dollar paying for that service- ultimately flows from a politicianüs desire to be elected. Books by the pound are published about 0-5, websites abound, conferences are held, and more and more grant money is offered for research and evaluation on early childhood programs. On the surface it looks like a lot is happening.

But there is a bottom line that everyone accepts throughout the political spectrum. The 0-5 infrastructure is a mess and nothing is happening to fix it. Talking the problem to death wonüt find a solution. More pressure on current systems might break them, in a manner similar to what has occurred in special education. Only those who are not controlled by funding concerns are free to say what must be said. Who are they? Where are the advocates for 0-5? Marilyn Arons, President & CEO

DEVOLUTION
A central funding concept begun in the early 1980s gave authority and responsibility for many childrenüs programs and services to states, viewed as better able to help their people than the federal government. This is the concept of devolution. The original programs returned to state authority were discretionary in nature and funded through block grants. However, current federal programs under state control are entitlements, such as Medicaid, Head Start, and special education. These, too, are funded by block grants, so that federal aid to states does not increase as needs rise, such as in a recession.

(Ready, Willing, And Able?, National Association of Child Advocates, Multi-State Childrenüs Budget Watch Report, 1996)