Child care, or day care, involves the supervision and care of children, usually aged three months to 18 years, by non-parental caregivers. It encompasses various professionals, institutions, settings, activities, and social norms. Early child care is a vital yet often underestimated aspect of a child's development, playing a key role in their overall well-being and growth.
In 1969, according to Weisner and Gallimore, there had been no crosscultural work reference to caretaking of children by anyone other than parents published in The Handbook of Socialization Theory and Research.
In 1971, the Comprehensive Child Development Act, which would have created nationally funded childcare centers providing early childhood services, after-school care, nutrition, counseling, and medical/dental care on a sliding scale, was passed by Congress but vetoed by President Richard Nixon.
In 1977, Thomas S. Weisner and Ronald G. Gallimore published an article reporting on their study of over a hundred countries, finding that in agricultural/horticultural societies, siblings and similar-aged children are often responsible for younger children's care, especially where work is done to provide sustenance for the community.
In 1990, the Child Care and Development Block Grant Act was enacted under the Omnibus Budget Reconciliation Act, creating a dedicated federal funding stream for childcare subsidies to low-income families.
According to the 1995 U.S. Census Bureau Survey of Income and Program Participation (SIPP), over 36% of families of preschoolers with working mothers primarily relied on childcare in the home of a relative, family daycare provider or other non-relative.
In 1996, the 104th Congress passed The Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA), consolidating three federal child care programs previously serving low-income families under the program formerly known as Aid to Families with Dependent Children.
Since 1997, the WHO has conducted an extensive study of six developing nations to develop standards to measure the physical growth, nutritional status, and motor development of children from birth to 5 years of age.
In 1999, a Canadian survey of formal child care centers revealed that labor accounted for 63% of costs, with the industry having an average profit of 5.3%. The survey also indicated little economies of scale between larger and smaller operators due to the labor-intensive nature of the industry.
In 1999, it was noted that in the United States, "child care worker" was the fifth most female-dominated occupation, with women comprising 95.5% of the workforce. Staffing requirements varied from state to state.
In 2000, studies in the United States indicated that good daycare for non-infants was not harmful and could provide different experiences than parental care, especially for children around two years old. However, poor quality daycare was seen to put children at risk.
As of 2001, more than half of the children in the United States attended childcare facilities, and this number has increased alongside the rise in working parents. This increase in the number of children needing childcare services led to a greater demand for childcare facilities.
By 2001, child care had become an important aspect of American society, with more than "thirteen million American children under 5 years of age experiencing some form of child care before entering formal school."
In 2001, Public Agenda and other universities and institutions began undertaking research on child care in the United States.
By 2003, almost 26% of families used organized childcare facilities as their primary arrangement.
In 2003, an American study published in Child Development found that more time spent in daycare before age four-and-a-half was associated with a child's tendency to be less cooperative, more disobedient, and more aggressive, though within the normal range.
In 2003, the IRS Child and Dependent Care Credit information and other universities and institutions began undertaking research on child care in the United States.
By 2006, New Zealand began to use learning stories as a learning model in their curriculum called "Te Whaariki". It highlights children's learning outcomes as 'disposition' which are situated learning strategies plus motivation-participation repertoires. Learning stories are documents that are used by caregivers and educators in childcare settings.
In 2006, The University of Florida's Department of Family, Youth and Community Sciences (IFAS) and other universities and institutions began undertaking research on child care in the United States.
A 2007 National Institute of Child Health Development survey indicated the lack in quality of American healthcare centers.
In 2007, the Ministry of Social Development in Mexico created a childcare program focused on assisting children and mothers not covered by social security, specifically targeting low-income families. Eligibility required mothers to be working or seeking employment, with income considerations relative to minimum wage, and lack of access to other services. This program aimed to increase women's participation in the workforce by addressing childcare availability.
In 2007, the program known as the Federal Daycare Programme for Working Mothers was established. This program subsidized home and community-based childcare, requiring care center operators to undergo psychological testing and training in childcare principles. Funding was provided to furnish facilities. The program also subsidized care provided by non-profits, private for-profits, or religious institutions in areas of need.
In March 2007, the National Institute of Health released a study that followed children from early childhood through 6th grade. It found that higher quality childcare correlated with higher scores on 5th grade vocabulary tests. Teachers reported that children from childcare may be more disobedient, but researchers emphasized that the children's behavior was within the normal range.
Studies undertaken in the United States between 2000 and 2007 found that good daycare for non-infants is not harmful, with higher quality care associated with better language and cognitive development for children.
In 2008, an article in The Star suggested that not-for-profit childcare providers are more likely to provide high-quality environments for children.
In 2008, the Government of India (GOI) adopted the World Health Organization standards for measuring and monitoring child growth and development for both the ICDS and the National Rural Health Mission (NRHM).
In 2009, the National Child Care Information and Technical Assistance Center (NCCIC) and other universities and institutions began undertaking research on child care in the United States.
By 2011, the government in Norway guaranteed daycare for all children at least 1 year old by August 1st. While coverage was not yet 100%, most regions were nearing that goal. A maximum price was implemented to ensure affordability for all families.
By 2012, Head Start programs required all lead teachers to have a bachelor's degree in Early Childhood Education. State legislation also regulates the number and ages of children allowed before a home is considered an official daycare program, and states vary in their teacher requirements and standards for daycare providers.
In 2013, The New Republic published a cover story entitled, "The Hell of American Day Care", highlighting potential benefits and harms related to formal child care and citing a 2007 National Institute of Child Health Development survey that indicated a lack of quality in American healthcare centers.
In 2013, the median weekly cost of center-based long day care in Australia was approximately A$364, making it unaffordable for many lower-income families.
In March 2014, the U.S. Senate passed a reauthorization of the Child Care and Development Block Grant program aimed at enhancing childcare safety. Organizations like Child Care Aware of America supported the bill, advocating for background checks, CPR and health training, and unannounced inspections.
On 12 September 2014, House and Senate leaders reached a bipartisan agreement to reauthorize the Child Care and Development Block Grant Act, which will enhance transparency, strengthen health and safety protections, and improve the quality of care. The U.S. House of Representatives passed the amended version of the bill on 15 September 2014.
On 19 November 2014, President Barack Obama signed S.1086, the Child Care and Development Block Grant Act of 2014, into law.
According to a 2017 survey done by HiMama, 68% of for-profit child care organizations ranked 'Labor' as their top risk and 65% ranked 'Talent and Recruitment' as their top priority.
In 2018-19, free childcare in India, provided by the state through the Integrated Child Development Services (ICDS), cost the state ₹28,335 crore (US$3.4 billion).
In 2024, the average annual cost of center-based child care for one child was $13,128, a 29% increase from 2020.
As of 2021, the minimum supervision ratios of educators to children in Australia are as follows: 1:4 for infants, 1:5 for 2–3 years old (except for VIC – 1:4), 1:10 for preschoolers in NSW, TAS and WA, and 1:11 for preschoolers in ACT, NT, QLD, SA and VIC.
In 2021, the Canadian government recognized the benefits of child care on child development and economic growth, and made it a goal to decrease the cost of child care. The 2021 Canadian budget invested up to $8.3 billion for child care services for early learning and for indigenous communities.
In 2024, the average annual cost of center-based child care for one child was $13,128, a 29% increase from 2020. Child care for one child accounted for approximately 10% of a married couple's income and 35% of a single parent's income. The cost for two children exceeded typical mortgage payments in 45 states and the District of Columbia, and surpassed median annual rent payments in 49 states and the District of Columbia.
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