COVID-19 Didn't Create a Child Care Crisis, But Hastened and Inflamed
                        It

Carson, Jessica; Mattingly, Marybeth J.

doi:10.34051/p/2021.4

Cited by 3 publications

(3 citation statements)

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“…Campus employees likely weren't used to working from home but many were also likely to be juggling children who were schooling from home while attempting to do their jobs [18]. Provision of safe and affordable childcare options for campus employees have been called for in general [19] and the pandemic has revealed this need further. Universities may also need to develop protocols for an online ecosystem that provides students efficient access to services and resources when the campus is closed in an emergency.…”

Section: Plos Onementioning

confidence: 99%

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

et al. 2021

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Objectives We examined undergraduate STEM students’ experiences during Spring 2020 when universities switched to remote instruction due to the COVID-19 pandemic. Specifically, we sought to understand actions by universities and instructors that students found effective or ineffective, as well as instructor behaviors that conveyed a sense of caring or not caring about their students’ success. Methods In July 2020 we conducted 16 focus groups with STEM undergraduate students enrolled in US colleges and universities (N = 59). Focus groups were stratified by gender, race/ethnicity, and socioeconomic status. Content analyses were performed using a data-driven inductive approach. Results Participants (N = 59; 51% female) were racially/ethnically diverse (76% race/ethnicity other than non-Hispanic white) and from 32 colleges and universities. The most common effective instructor strategies mentioned included hybrid instruction (35%) and use of multiple tools for learning and student engagement (27%). The most common ineffective strategies mentioned were increasing the course workload or difficulty level (18%) and use of pre-recorded lectures (15%). The most common behaviors cited as making students feel the instructor cared about their success were exhibiting leniency and/or flexibility regarding course policies or assessments (29%) and being responsive and accessible to students (25%). The most common behaviors cited as conveying the instructors did not care included poor communication skills (28%) and increasing the difficulty of the course (15%). University actions students found helpful included flexible policies (41%) and moving key services online (e.g., tutoring, counseling; 24%). Students felt universities should have created policies for faculty and departments to increase consistency (26%) and ensured communication strategies were honest, prompt, and transparent (23%). Conclusions To be prepared for future emergencies, universities should devise evidence-based policies for remote operations and all instructors should be trained in best practices for remote instruction. Research is needed to identify and ameliorate negative impacts of the pandemic on STEM education.

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Section: Plos Onementioning

confidence: 99%

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

et al. 2021

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“…Child care is largely financed by private pay by families, along with federal and state funding with specific eligibility criteria [10]. Even after the peak of the coronavirus disease 2019 (COVID-19) pandemic and the disbursement of federal funds to stabilize the sector, the ECE sector is plagued by limited supply, overwhelming demand, varying quality, and a workforce shortage [11][12][13][14]. Black and Latinx families, young parents, rural communities, and families with lower-incomes bear a disproportionate burden in accessing and paying for quality ECE compared to other population groups [15][16][17].…”

Section: Current State Of Child Care In the United Statesmentioning

confidence: 99%

Improving child care through healthy eating and physical activity

Payes

Chong

Botsko³

2022

Current Opinion in Pediatrics

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Purpose of reviewMost young children in the United States spend a significant portion of their time in early care and education (ECE) settings, commonly known as child care. This review highlights recent literature to support a continued focus and increased investment in embedding nutrition and physical activity standards within ECE settings and systems as a critical strategy for child obesity prevention. Pediatricians can support the promotion of these standards by understanding their local child care settings and sharing information with families about the importance of healthy eating and physical activity in early childhood.Recent findingsThe child care sector is fragile and complex, but quality improvement efforts have been successful in improving healthy eating and physical activity. Diverse child care providers, including family child care homes, can effectively embed nutrition and physical activity standards in their environments to promote healthy eating and active play, limit screen time, and support breastfeeding families. A small but growing body of evidence also demonstrates how these standards can be embedded in broader state systems to stimulate change across a state.SummaryThe literature demonstrates progress supporting diverse child care settings to embed high-impact standards into their environments. There is a small but growing body of evidence around systems-change efforts as well. Greater attention is needed on embedding physical activity standards in facilities, especially family child care homes, and state systems.

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“…The current pandemic has forced inadequate childcare systems into the limelight, as existing deficits were amplified amid school and daycare closures (Camera, 2020; Carson & Mattingly, 2020; Kalluri et al, 2021). These concerns were unique for military members, who experienced reduced access to informal childcare assistance they may have called upon in a crisis (e.g., family members) due to infection risks associated with travel, age, or underlying conditions, as well as Department of Defense (DoD) pandemic-related travel restrictions (Congress of the United States, 2020).…”

mentioning

confidence: 99%

Gender Disparities in Active Duty Air Force Parents’ Childcare Access: Pre-Pandemic Costs, Utilization, and Career Impacts

King

Myint

Gardner

et al. 2022

Armed Forces & Society

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Past reports indicate that enduring Department of Defense (DoD) childcare shortfalls may disproportionately affect women, but details regarding gender effects are unknown. This exploratory study sought to uncover the military childcare system’s pre-pandemic state by analyzing two Air Force (AF) survey datasets—the 2017 AF Community Feedback Tool and 2020 AF Childcare Survey—to examine gender gaps in active duty AF parents’ childcare access, cost and utilization, and perceptions of childcare impacts on career progression and retention. Results reveal that women—particularly those in the lowest ranks with less time on station—report more difficulties accessing childcare than male counterparts. Furthermore, fathers paid nothing for childcare and relied on spouses for childcare at higher rates, while mothers paid for care, relied on DoD childcare programs, were on DoD waitlists, reported childcare-related career impacts, and reported childcare affected their retention decisions at higher rates. Policy recommendations to improve childcare across the force are discussed.

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COVID-19 Didn't Create a Child Care Crisis, But Hastened and Inflamed It

Cited by 3 publications

References 0 publications

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020

Improving child care through healthy eating and physical activity

Gender Disparities in Active Duty Air Force Parents’ Childcare Access: Pre-Pandemic Costs, Utilization, and Career Impacts

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