Part Day Childcare
Category
Early Care and Education
Child's Age
0-1 years, 1-2 years, 2-3 years, 3-4 years, 4-5 years
Participant
Children, ECE Teachers
Languages
English
Brief Description
Funding for developmentally appropriate preschool activities in part-day childcare, otherwise not eligible for subsidy. Part day child care is defined as 10-30 hours per week and is curriculum-based.
Expected Impact
- Higher scores on cognitive assessments for children who attended center-based care for at least 15 hours a week for nine months prior to kindergarten, compared with children who attended center-based care programs for fewer hours
- Reduced likelihood of behavioral problems in kindergarten for children who attended for at least 15 hours a week for nine months prior to kindergarten, compared with children who attended center-based care programs for longer hours
Core Components for Model Fidelity
- Intensity: NCPC requires that part-day childcare programs have an intensity of at least 10 hours per week, but no more than 30 hours per week. Based on the research, it is strongly recommended that part-day childcare hours range from 15-30 hours per week.
- Curriculum: Part-day childcare must include a curriculum and the types of structured experiences associated with full-day/full-week programs.
- Eligibility: Eligibility requirements for children and families are determined by the Smart Start Local Partnership.
Languages Materials are Available in
English
Delivery Mode
In-person childcare.
Dosage
Children must attend a part day childcare program for a minimum of 10 hours per week for at least 9 months and maximum of 30 hours per week, with a research-based recommendation of 15-30 hours per week.
Infrastructure for Implementation
NCPC is developing a checklist of minimal requirements for implementation. More information will be shared as it becomes available.
Staffing Requirements
NCPC is developing a checklist of minimal requirements for implementation. More information will be shared as it becomes available.
Training for Model Fidelity
NCPC is developing a checklist of minimal requirements for implementation. More information will be shared as it becomes available.
Contact Information
For more information, contact your Program Officer or Angela Lewis, NCPC’s Early Care & Education Manager (alewis@smartstart.org).
Cost Estimates
Cost estimates vary based on local needs and costs of care.
Purpose Service Code (PSC)
3318 - Part-Day Child Care Program
Program Identifier (PID)
Part Day Childcare
Minimal Outputs for NCPC Reporting
FY 24-25:
- Number of children funded
Minimal Outcomes for NCPC Reporting
FY 24-25:
- More children on track for typical and/or enhanced development
Minimal Measures for NCPC Reporting
FY 24-25:
- TS GOLD
NCPC Evidence Categorization
Evidence Informed - Industry Standard
Research Summary
The most relevant publications and resources on part-day childcare include an evaluation using the Early Child Longitudinal Study- Kindergarten (ECLS-K) data from 19981 and a study comparing first-grade reading achievements of children who attended full-day, part-day, and no preschool.2 These studies compared cognitive and social-behavioral outcomes for young children based on their differing pre-kindergarten experiences. Childcare intensities were conceptually defined by Loeb et al. (2007) as 15 to 30 hours per week for at least 9 months or more than 30 hours per week for at least 9 months, suggesting that part-day childcare ranges from 15 to 30 hours per week. Study results indicated that children who attended center-based care had the highest scores on cognitive assessments completed in the fall of kindergarten, compared with children who attended other care arrangements (Head Start, non-parental care, parental care). However, their teachers were more likely to report behavioral challenges in kindergarten. Further analyses of outcomes for children who attended center-based care indicated that this arrangement was most beneficial for Hispanic children and children who started attending between ages 2-3 years. The recommended intensity is mixed, with attending center-based care for more hours being associated with a greater likelihood of teacher-reported behavioral difficulties in kindergarten.
Additionally, the North Carolina Office of Administrative Hearings and the North Carolina General Assembly provide additional guidance in defining child care rules, requirements, and procedures across the state. More information can be found in N. C. G. S. § 110-85 through 110-114 and 10A NCAC 09 .0101 through 10A NCAC 09 .3104.
- ^ See Loeb et al. (2007). This study uses the Early Child Longitudinal Study- Kindergarten (ECLS-K) data from 1998 to evaluate the impacts of their preschool experiences based on the type of care, age at entry into center-based care, and intensity of attendance. The ECLS-K included data for 14,162 children who entered kindergarten in 1998. Children were categorized into one of four groups: Head Start program (8%), non-Head Start center-based program (64%), parental care (17%), and non-parental care (12%). Data was analyzed for the child's age at entry into center-based care and the intensity of attendance (moderate intensity of 15-30 hours per week for 9 months of the year or high intensity of at least 30 hours per week for at least 9 months of the year). Of the children who attended center-based programs as their primary care setting, 21% fell into the moderate intensity category and 30% aligned with the high intensity category. The ECLS-K data indicated that Head Start participants were more likely than children in other care settings to live in the South and identify as Black. Children in Head Start programs were also more likely to have parents without high school degrees, had a lower birth weight, lived in single-parent families, and participate in WIC. Hispanic children were less likely to attend center programs than their non-Hispanic peers. Center-based care participants were more likely to speak English only at home and have more highly educated parents. Additional demographic data from the ECLS-K indicated differences in the home lives of children and their parents' involvement in their schooling. Children who attended Head Start were more likely to be spanked and watched the most television. Their parents were least likely to be involved in school activities (such as PTA meetings and attending parent-teacher conferences) and they had the least number of children's books in the home. Measures included child assessments conducted in the fall of kindergarten that assessed academic abilities and a teacher-reported survey of the students' social-behavioral skills. Results indicated the most significant improvements in cognitive and behavioral outcomes for children who attended center-based care for preschool, regardless of their socioeconomic status, but was associated with a greater likelihood of behavioral challenges. The center-based care group scored significantly higher on their reading (SD = 1.1, p = 0.01) and math scores (SD = 1.2, p = 0.01). Children in center-based care (p = 0.01) and Head Start care (p = 0.01) were more likely to demonstrate behavioral problems, while children in other non-parental care arrangements showed significantly fewer behavioral problems (p = 0.01). Center-based care was most beneficial for Hispanic children whose reading (SD = 2.3, p = 0.01) and math scores (SD = 2.0, p = 0.01) were the highest. Analyses also indicated that the greatest improvements in the reading and math scores of children attending center-based care were seen when children began attending center-based care programs between ages 2-3 years. Their reading (SD = 2.0, p = 0.01) and math scores (SD = 1.8, p = 0.01). Children who began attending center-based care programs before age 4 showed significantly more behavioral problems than other children (p = 0.01). Attending center-based care for at least 15 hours a week for nine months was associated with significantly higher scores in reading (SD = 0.8, p = 0.01) and math (SD = 0.9, p = 0.01). Attending for longer hours was associated with a greater likelihood of behavior problems, with children who attended center-based care programs for at least 30 hours a week for nine months seeing an effect size of -0.25 SD. Children from low-income families did not experience significant changes in behavioral outcomes based on the number of hours attended, but needed to attend center-based care for at least 30 hours a week to obtain significantly higher reading scores (SD = 1.5, p = 0.01). Similarly, Black children needed to attend center-based care for at least 30 hours a week to obtain significantly higher reading scores (SD = 1.6, p = 0.01) but this intensity was associated with significantly higher rates of behavior problems (SD = -0.18, p = 0.05). For Hispanic children, intensity did not significantly impact their cognitive or behavioral outcomes. Overall, attending center-based care prior to kindergarten was most impactful for children who entered care between ages 2-3 years and was associated with higher reading and math scores. However, attending center-based care was associated with a greater likelihood of negative behavioral effects than attending other care settings.
- ^ See Valenti & Tracey (2009). This study compared first-grade outcomes of children who attended full-day, part-day, and no preschool. The sample population included 214 first-grade students who were enrolled in a public school during the 2006-2007 academic year. The community is small yet diverse as it neighbors two large urban cities. Students in the public school system identified as African American (62%), Hispanic (26%), Caucasian (11%), and Asian (1%). These demographics differ from the community, as many Caucasian families do not use the public school system. Community-wide demographics indicate that most residents identify as African American (46%) or Caucasian (40%). The study excluded students who attended preschool outside of the country and who were retained in first grade. Measures included the Developmental Reading Assessment, Second Edition (DRA2), the school district's reading assessment used in September and January of first grade. The research team utilized a cumulative folder that contained DRA2 scores and additional information about the student's preschool experience. Based on the information in the folder, students were grouped into one of three groups: full-day preschool (n = 87), half-day preschool (n = 86), and no preschool (n = 41). Results of the analyses found no significant differences between the three groups' DRA2 scores in September (p = 0.973) nor in January (p = 0.204). However, there were significant differences between groups' mean gains on the DRA2 when comparing September and January scores (p = 0.039). Further analysis indicated that the full-day group scored significantly higher on the DRA2 than the group who did not attend preschool (p = 0.05). The part-day group scored higher than the no preschool group, although these findings were not statistically significant. These findings are limited by the lack of consideration of program quality and the possibility of students' home lives impacting their preschool enrollment status. For example, the authors speculate that children who attended full-day care may have done so because their parents were more highly educated or worked more often than the children who did not attend preschool.
Researched Population
- ECLS-K data for 14,162 children who entered kindergarten in 1998
- 214 first-grade students who were enrolled in a public school during the 2006-2007 academic year
- Children who attended diverse child care arrangements, including Head Start program, non-Head Start center-based program, parental care, and non-parental care
- Children from diverse racial/ethnic backgrounds, including White or Caucasian, Black or African American, Asian, and Hispanic children
Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. W. (2007). How much is too much? The influence of preschool centers on children’s social and cognitive development. Economics of Education Review, 26. 52-66. https://doi.org/10.1016/j.econedurev.2005.11.005
N.C. Gen. Stat. § 110-85 through 110-114 (2023). https://www.ncleg.gov/EnactedLegislation/Statutes/PDF/ByArticle/Chapter_110/Article_7.pdf
N. C. Office of Administrative Hearings. Title 10A Health and Human Services, Chapter 09 Child Care Rules, Section .0100 Definitions. 10A NCAC 09 .0101 through 10A NCAC 09 .3104. http://reports.oah.state.nc.us/ncac/title%2010a%20-%20health%20and%20human%20services/chapter%2009%20-%20child%20care%20rules/chapter%2009%20rules.pdf
Valenti, J. E., & Tracey, D. H. (2009). Full-Day, Half-Day, and No Preschool: Effects on Urban Children’s First-Grade Reading Achievement. Education and Urban Society, 41(6). https://doi.org/10.1177/0013124509336060
Local Partnerships Currently Implementing
Local Partnerships in purple have adopted Part Day Childcare. Local Partnership contact information can be found here.