Compensation

Compensation for ECCE staff is one of the most pressing issues for ECCE staff and it has been the same for the past four decades (Whitebook & Darrah, 2013) even though studies have shown that better compensation for early childhood staff is linked to higher quality care and education (Barnett, 2002). Low compensation of child care workers contributes to high staff turnover which has been shown to jeopardize the quality of care (Whitebook, 2002) as well as program stability, program quality, teacher behavior and child outcomes (NICHD, 2006).

The well-being of adults who work in ECCE is a cornerstone of the program environment (National Research Council, 2012). Low compensation has also shown that early childhood educators experience ill health and depression which are conditions that prevent adults from supporting the developmental needs and care of children (Center for the Developing Child, 2009). While studying the detrimental effects of child care workers well-being, it was reported that higher than average depression rates in child care workers were associated with compromised interactions with children (Hamre & Pianta, 2004). Another study conducted on 2,199 Head Start staff in 66 different programs found that workers had poorer physical and mental health than other U.S. women with similar economic demographics and characteristics.

Several health indicators were higher such as more unhealthy days, depression, and 3 or more physical conditions (Center for Disease Control, 2012).

Although it is expected that both preschool and child care programs provide care and appropriate learning experiences for young children (Isenberg & Jalongo,1997), there is a difference in the compensation and job description between the staff/teachers that work in them. Although there is much variation by state, according to a report of the U.S. Bureau of Labor & Statistics (2014) preschool teachers earn a median amount of $10.25 per hour and are expected to have at least an associate’s degree, educate and care for children who have not yet entered kindergarten, teach reading, writing, science and other subjects in a way that children can understand. In the same report, child care workers are said to earn a median salary of $9. 38 per hour or a median annual wage of $19,510 per year and are expected to attend to children and perform a variety of tasks such as dressing, feeding, bathing, and overseeing play. Pennsylvania child care workers basically follow this trend and have an hourly mean wage of $9.88 and an annual mean wage of $20,550. The national rates of compensation will vary according to states and programs but the standard median pay for a preschool teacher or child care worker of children ages 3 to 5 years is $25,700 per year which is barely above the federal poverty level for a family of four (U.S. Bureau of Labor Statistics, 2013). Also, it is estimated that only 44 % of child care workers would be able to support themselves and their families on their own wages (Whitebook, 2013).

Because of low compensation it is difficult to attract and retain high quality individuals into the field of early childhood (Olson, 2002). Whitebook (2011) claims that due to low compensation, many women of intelligence and competence who cannot afford to work for such low salaries will not consider work in the ECCE field. There is a wage penalty for women child

care workers because the pay they receive is 31% less than that earned by other women with similar qualifications who work in other occupations (Brandon et al, 2009). As well, college students with an interest in ECCE will most likely not plan to work in a child care center. An example of this is illustrated in a study on the role of compensation in occupational selection, intention to be in the ECCE field, and turnover (Torquati et al, 2007). It was found that first year college ECCE students reported greater dissatisfaction with their practicum experiences completed in child care centers than the practicum’s completed in Kindergarten classrooms. Only 9% of the students intended to work in child care centers after graduation while 43% planned to work in Kindergarten classrooms (Torquati et al., 2007). The students perceived disadvantages of working in child care sites as compensation being too low, length of work year too long, and number of hours per week too many. Thus, half of the sample of students selected out of working in child care centers before beginning their careers. Low compensation is related to low status of the field which is likely to continue to limit its appeal to college graduates (National Research Council, 2012).

As expectations for quality of child care and education are raised, the level of competence of the workforce is not increasing as well. The field needs financial support if quality is to improve (Helburn, 1995). Unfortunately, there is no indication that current polices are focused on improving compensation for early childhood educators (Guernsey et. al., 2014). Quality child care is expensive because it requires well trained and educated individuals with a good knowledge of child care and education who must earn an adequate wage if they are to be attracted to or remain in the field (Whitebook & Darrah, 2013). It is estimated that parent fees cover less than half of the full cost of child care and that 20% of the cost is carried by ECCE workers who are poorly compensated (Helburn, 1995). Furthermore, the challenge of low

wages, cost of care, quality and child outcomes, though having received much attention and study during the past 40 years, has yet to be resolved (Helburn, 1995).

The well-being of adults who work in ECCE is a cornerstone of the program environment (National Research Council, 2012). However, poorly compensated early childhood educators experience ill health and depression. These conditions of course prevent adults from supporting the developmental needs and care of children (Center for the Developing Child, 2009). While studying the detrimental effects of child care workers well-being, it was reported that higher than average depression rates in child care workers were associated with compromised interactions with children (Hamre & Pianta, 2004). Another study conducted on 2,199 Head Start staff in 66 different programs found that workers had poorer physical and mental health than other U.S. women with similar economic demographics and characteristics. Several health indicators were higher such as unhealthier days, depression, and 3 or more physical conditions (Center for Disease Control, 2012).

Although it is expected that both preschool and child care programs are to provide care and appropriate learning experiences for young children (Isenberg & Jalongo,1997), there is a difference in the compensation and job description between the staff/teachers that work in them. Although there is much variation by state, according to a report of the U.S. Bureau of Labor & Statistics (2014) preschool teachers earn a median amount of $10.25 per hour and are expected to have at least an associate’s degree, educate and care for children who have not yet entered kindergarten, teach reading, writing, science and other subjects in a way that children can understand. In the same report, child care workers are said to earn a median salary of $9.38 per hour or a median annual wage of $19,510 per year and are expected to attend to children and perform a variety of tasks such as dressing, feeding, bathing, and overseeing play. Pennsylvania

child care workers basically follow this trend and have an hourly mean wage of $9.88 and an annual mean wage of $20,550. The national rates of compensation will vary according to states and programs but the standard median pay for a preschool teacher or child care worker of children ages three to five years is $25,700 per year which is barely above the federal poverty level for a family of four (U.S. Bureau of Labor Statistics, 2013). Also, it is estimated that only 44 % of child care workers would be able to support themselves and their families on their own wages (Whitebook, 2013).

Because of the low compensation it is difficult to attract and retain high quality individuals into the field of early childhood (Olson, 2002). Whitebook (2011) claims that due to low compensation, many women of intelligence and competence who cannot afford to work for such low salaries will not consider work in the ECCE field. There is a wage penalty for women child care workers because the pay is 31% less than other women with similar qualifications who work in other occupations (Brandon et al, 2009). College students with an interest in ECCE will most likely not plan to work in a child care center. An example of this is illustrated in a study on the role of compensation in occupational selection, intention to be in the ECCE field, and turnover (Torquati et al, 2007). It was found that first year college ECCE students reported greater dissatisfaction with their practicum experiences completed in child care centers than the practicum completed in Kindergarten classrooms. Only 9% of the students intended to work in child care centers after graduation while 43% planned to work in Kindergarten classrooms (Torquati et al., 2007). The students perceived disadvantages of working in child care sites as compensation being too low, length of work year too long, and number of hours per week too many. Thus, half of the sample of students selected out of working in child care centers before

beginning their careers. Low compensation is related to low status of the field which is likely to continue to limit its appeal to college graduates (National Research Council, 2012).

As expectations for child care and education are raised, the workforce level of competence is not available. The field needs financial support if quality is to improve (Helburn, 1995). Unfortunately, there is no indication that current polices are focused on improving compensation for early childhood educators (Guernsey et. al., 2014). Quality child care is expensive because it requires well trained and educated individuals with a good knowledge of child care and education who must earn an adequate wage it they are to be attracted to or remain in the field (Whitebook & Darrah, 2013). It is estimated that parent fees cover less than half of the full cost of child care and that 20% of the cost is carried by ECCE workers who are poorly compensated (Helburn, 1995). Further, the challenge of low wages, cost of care, quality and child outcomes, though having received much attention and study during the past 40 years, has yet to be resolved (Helburn, 1995).