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The Daycare Myth

NNPA NEWSWIRE — While parents are their children’s first and most important teachers, decades of evidence show that professional educators play a crucial role in the development of infants, toddlers, and preschoolers.

Published

10 months ago

February 17, 2025

Oakland Post

By Katie Dukes, director of early childhood policy at EdNC and
Liz Bell, early childhood reporter for EdNC

The inaccuracy of the term “daycare” is at the heart of a book by Dan Wuori, an early childhood expert who you may know from his viral social media posts or his previous work as senior director of early learning at the Hunt Institute. In “The Daycare Myth,” Wuori argues that what we think of as “daycare” doesn’t exist. “That’s a strange thing to say because there are businesses all over North Carolina who have that right outside on their signs,” Wuori said. “But for almost 100 years now, we have envisioned daycare as just this safe, warm place that children can be left during the day while their parents go to work.”

Wuori asserts that vision has never captured the vital teaching and learning that takes place inside what people have typically called “daycare” or “childcare” programs. “The problem with both of those terms in my mind is that they center care. The care in those settings is necessary, but not sufficient,” Wuori said. “This is you selecting who is going to co-construct your child’s brain. This is not babysitting while you go to the movies.” Wuori’s book captures a sentiment shared by many researchers, educators, and leaders in early childhood education, including North Carolina state Rep. David Willis, R-Union, co-chair of the early childhood caucus and owner and operator of a preschool program in his district. “There are several terms describing early childhood education that carry somewhat negative or minimizing connotations, such as childcare, daycare, and nursery schools,” Willis wrote in an email. “The teachers are providing so much more than just ‘babysitting.’ I challenge anyone who thinks this is easy to come spend a day in the classroom.”

Centering learning

As parents know, babies don’t come with instruction manuals. While parents are their children’s first and most important teachers, decades of evidence show that professional educators play a crucial role in the development of infants, toddlers, and preschoolers. Their expertise and experience make them an essential resource for parents. Most human brain development occurs in the first three years of life. During this time more than one million neural connections are formed each second. Strengthening these connections during the 2,000 days between birth and kindergarten leads to improved outcomes in education, health, employment, and economic stability. Because of that, research has found that high-quality early childhood programming yields a 13% %-%-per-year return on investment as children grow into adults.

In our travels to other states, as we’ve researched best practices, we’ve found a variety of ways that people refer to early childhood education at the state level:

New Mexico has a cabinet-level Early Childhood Education & Care Department.
Oregon has its own state-level Department of Early Learning and Care.
Michigan’s Office of Child Development and Care is housed in its newly-created Department of Lifelong Education, Advancement, and Potential.
Massachusetts houses its Department of Early Education and Care within its Executive Office of Education (like our state’s Department of Public Instruction).
Vermont similarly places Early Education within its Agency of Education.

North Carolina’s state government also emphasizes the significance of education in its official nomenclature. The state entity that oversees much of our formal system is the Division of Child Development and Early Education (DCDEE) under the Department of Health and Human Services (DHHS). That name indicates the focus is on the brain development and education of our youngest learners. But all these phrases and titles are cumbersome, both in conversation and in writing. A simpler term has been adopted in Finland and by a specific model of early childhood education here in the United States — educare.

In both instances, this model centers education while still acknowledging the care inherent in early childhood education settings. Though “Educare” has not found its way into the common vernacular of the United States, “daycare” simply isn’t an accurate term for describing the provision of care and education in the earliest years. As Terra Flint, childcare director and assistant pastor at Trinity Wesleyan Education Center in Eden, North Carolina, put it at a recent rally outside the legislature: “It’s not daycare, because I don’t care for days!”

Oakland Post

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LIHEAP Funds Released After Weeks of Delay as States and the District Rush to Protect Households from the Cold

BLACKPRESSUSA NEWSWIRE — The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding.

Published

4 days ago

December 1, 2025

Stacy M. Brown

By Stacy M. Brown
Black Press USA Senior National Correspondent

The federal government has released $3.6 billion in home heating assistance after a delay that left states preparing for the start of winter without the program’s annual funding. The Low-Income Home Energy Assistance Program, known as LIHEAP, helps eligible households pay heating and cooling bills. The release follows a shutdown that stretched 43 days and pushed agencies across the country to warn families of possible disruptions.

State officials in Minnesota, Kansas, New York, and Pennsylvania had already issued alerts that the delay could slow the processing of applications or force families to wait until December for help. In Pennsylvania, more than 300,000 households depend on the program each year. Minnesota officials noted that older adults, young children, and people with disabilities face the highest risk as temperatures fall.

The delay also raised concerns among advocates who track household debt tied to rising utility costs. National Energy Assistance Directors Association Executive Director Mark Wolfe said the funds were “essential and long overdue” and added that high arrearages and increased energy prices have strained families seeking help.

Some states faced additional pressure when other services were affected by the shutdown. According to data reviewed by national energy advocates, roughly 68 percent of LIHEAP households also receive nutrition assistance, and the freeze in multiple programs increased the financial burden on low-income residents. Wolfe said families were placed in “an even more precarious situation than usual” as the shutdown stretched into November.

In Maryland, lawmakers urged the Trump administration to release funds after the state recorded its first cold-related death of the season. The Maryland Department of Health reported that a man in his 30s was found outdoors in Frederick County when temperatures dropped. Last winter, the state documented 75 cold-related deaths, the highest number in five years. Rep Kweisi Mfume joined more than 100 House members calling for immediate federal action and said LIHEAP “is not a luxury” for the 100,000 Maryland households that rely on it. He added that seniors and veterans would be placed at risk if the program remained stalled.

Maryland Gov. Wes Moore used $10.1 million in state funds to keep benefits moving, but noted that states cannot routinely replace federal dollars. His administration said families that rely on medical equipment requiring electricity are particularly vulnerable.

The District of Columbia has already mapped out its FY26 LIHEAP structure in documents filed with the federal government. The District’s plan shows that heating assistance, cooling assistance, weatherization, and year-round crisis assistance operate from October 1 through September 30. The District allocates 50 percent of its LIHEAP funds to heating assistance, 10 percent to cooling, 13 percent to year-round crisis assistance, 15 percent to weatherization, and 10 percent to administrative costs. Two percent is used for services that help residents reduce energy needs, including education on reading utility bills and identifying energy waste.

The District’s plan lists a minimum LIHEAP benefit of $200 and a maximum of $1,800 for both heating and cooling assistance. Crisis benefits are provided separately and may reach up to $500 when needed to resolve an emergency. The plan states that a household is considered in crisis if it has been disconnected from energy service, if heating oil is at 5 percent or less of capacity, or if the household has at least $200 owed after the regular benefit is applied.

The District’s filing notes that LIHEAP staff conduct outreach through community meetings, senior housing sites, Advisory Neighborhood Commissions, social media, posters, and mass mailings. The plan confirms that LIHEAP applicants can apply in person, by mail, by email, or through a mobile-friendly online application and that physically disabled residents may request in-home visits.

As agencies nationwide begin distributing the newly released funds, states continue working through large volumes of applications. Wolfe said LIHEAP administrators “have been notified that the award letters have gone out and the states can begin to draw down the funds.”

Stacy M. Brown

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Seven Steps to Help Your Child Build Meaningful Connections

BLACKPRESSUSA NEWSWIRE — Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think

Published

4 days ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Swinging side by side with a friend on the playground. Sharing chalk over bright, colorful sidewalk drawings. Hiding behind a tree during a spirited game of hide-and-seek. These simple moments between children may seem small, but they matter more than we think: They lay the foundation for some of life’s most important skills.

Through everyday play, young children begin learning essential social and emotional skills like sharing, resolving conflicts, showing empathy, and managing their emotions. These social skills help shape emotional growth and set kids up for long-term success. Socialization in early childhood isn’t just a “nice-to-have”—it’s essential for development.

Yet today, many young children who haven’t yet started school aren’t getting enough consistent, meaningful interaction with peers. Research shows that there’s a decline in active free play and peer socialization when compared to previous generations.

There are many reasons for this. Children who are home with a parent during the day may spend most of their time with adults, limiting opportunities for peer play. Those in daycare or preschool may have restricted free play, and large classrooms can reduce supervision and social coaching. Some children live in rural areas, are homebound due to illness, have full schedules, or rely on screens to fill their playtime. And for some families, finding other families with young children to connect with isn’t easy.

While these challenges can feel significant, opportunities for connection still exist in every community. Families can take simple steps to help children build friendships, create a sense of belonging, and strengthen social skills. Here are some ideas to get started:

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores

Some of these community activities are free or low-cost and give kids the chance to build friendships and practice social skills. Parents can also model positive social behavior by interacting with other parents and encouraging their children to play with their peers.

These may seem like small moments of connection, but they can have a powerful impact. Every time your child shares a toy, plays make-believe with peers, or races a friend down the slide, they’re not just playing—they’re learning the skills that build confidence, empathy, and lasting friendships. And it’s good for you, too. Creating intentional opportunities for play also helps you strengthen your own network of parents who can support one another as your children grow together.

Oakland Post

Posts by Oakland Post

#NNPA BlackPress

Seven Steps to Help Your Child Build Meaningful Connections

Published

4 days ago

December 1, 2025

Oakland Post

By Niyoka McCoy, Ed.D., Chief Learning Officer, Stride/K12

Storytime sessions at libraries or local bookstores
Community offerings such as parent-child workshops, art, music, gymnastics, swimming, or sports programs
Weekly events at children’s museums, which may include art projects, music workshops, or science experiments
Outdoor exploration, where kids can play with peers
Local parenting groups that organize playdates and group activities
Volunteer opportunities where children can participate, such as pet adoption events or packing meals at a food bank
Classes for kids at local businesses, including hardware, grocery, or craft stores