Should the Government Provide Child Day Care Centers for Working Parents
There have at least been 70 bills that have been introduced by both of them, but it seems like the house of representative keep turning down every single one of them. (Noble) Government should pass a law that provides free daycare centers because that would be one thing less that the working parents would have to worry about.
This is nearly half the families in the U.S. If current federal spending on childcare and early childhood programs, amounting to about $26 billion a year, were shifted to the new subsidy, $16 billion more would be required. The charitable deduction presently costs the U.S. Treasury $55 billion a year. A $16 billion offset for childcare would allow the proposed childcare subsidy to be budget neutral while leaving $39 billion on the table to continue the charitable deduction or to support various tax reform proposals that are in the works. Most voters want government to spend more money of the care and education of young children, for the good of families and everything that flows from stable homes and supportive environments for children and adults. The policy arguments on this topic have largely been sideshows about research on long term benefits for children; whether it is desirable for government to gain substantial control over the environments in which young children are reared; and roles of the federal vs. state government. The immediate issues are more direct. The evidence shows clearly that many families need childcare and that licensed center-based care is not affordable for them. How can the federal government pay for it, assure that parents remain in the driver’s seat, minimize unintended negative consequences (including overutilization), and achieve requisite political support?
Factors that surround their social life in the kindergarten include a mix of the cultures as well as the issue of the teacher’s personal attributes forcing them to treat the children in a bias manner (Bowman, 1994). If the differences in the worlds these children hail from bring about a disparity in the experiences, beliefs as well as custom practices which the teachers must not at all brush off for this would bar them from offering an effective curriculum that fully takes care of each child’s needs and abilities.The issue of poverty in the community means the parents are also poorly educated, their socialization is low and they have cases of anti social conducts that are linked to lack of control. The size of the families in the poor neighborhood are generally large which results in limitations in time to give each child ample attention. Children only have access to poor quality childcare services that have poor resources too. A look at the wider community shows that there exist little or no policies that have worked towards improving the situation. The level of insecurity is high, the families still survive on low income abusive jobs, the schools are short of resources, and ethnicity is still evident among other social ills. The policy makers should understand that living in a community marred with all the antisocial tendencies as well as low quality livelihood is the reason the children result in poor developmental experiences as opposed to the problems experienced at home of say abusive families, single parenthood, cultural diversity, low paying jobs. Policies that ensure that the neighborhoods lived in harmony have links socially, have good schools, kindergarten, the parents have social support groups, and the law makers and other support agencies teamed up for the betterment of the community. This would include including the community members in making the laws and decisions that pertain to their lives (Edwards, 2005). In conclusion, the process of the children development is experiential and forms their learning methodology. As the children learn these experiences in the early childhood centers, the various factors come into play to affect their development process. These are their personal attributes, the close family members, and the community surrounding them and the childcare center and the policies in place to govern the community.
Bowman, B. (1994). Cultural Diversity and Academic Achievement, Chicago, Illinois: N.C.R.E.L Urban Education Program.
Deanna, M. (2002.) Enrollment in Early Childhood Education Program. National Center for Education Statistics. Retrieved from https://www.answers.com/search?q=early-childhood-education
Edgar, D. (2002) Fixing the Foundations: Early Childhood Development & Education, 5(2). 12-17.
Edwards, B. (2005). Does it take a village? Investigations of Neighborhood Influences on Young Children’s Development in Australia. 15(2), 8-10.
Ungerer, J. (2009). Ann Research on Children, Families and Communities. South Melbourne, Vic: Oxford University Press.