<b>Black and Latina Family Child Care Educators' </b><b>Community-Centered Care</b><b>: Cultivating Healthy Development and Family Well-Being</b>

<p dir="ltr">The economic ramifications of child care in the United States are considerable, with an estimated valuation of $99.3 billion (Care Aware of America and the Buffett & Early Childhood Institute, 2025). This sector is pivotal, facilitating the creation of over 2 million jobs nationwide, thereby highlighting the integral role of child care in sustaining the workforce and broader economy (Yoonjeon & Austin, 2025). As of 2019, nearly 60% of the 15.3 million households with children under the age of five relied on non-parental care, reflecting a significant reliance on such services (Cui & Natzke, 2021). Additionally, approximately 2.7 million parents reported modifications of their employment circumstances in response to challenges associated with securing adequate child care, thus illustrating the profound connection between child care accessibility and parental employment stability(Yoonjeon & Austin, 2025).</p><p dir="ltr">Participation in high-quality early care and education (ECE) programs for children from birth to age five has been associated with substantial public health benefits. Research indicates that these programs facilitate critical developmental milestones, including enhanced brain development, improved executive function, and increased self-regulation capacities(Schoch et al., 2023). The educational and health benefits of high-quality early education are particularly salient for low-income children, notably boys, who demonstrate improved educational outcomes, higher lifetime earnings, and better health indicators as a result of such programs(Garcia & Heckman, 2016; Reynolds et al., 2011).</p><p dir="ltr">Despite the well-documented advantages of ECE, the systems that underpin these programs are beset by numerous challenges, including funding constraints, workforce turnover, and issues related to program accessibility(Petig et al., 2024). There exists an urgent need for increased investment in high-quality ECE initiatives to adequately cater to the diverse needs of children, their families, and the dedicated professionals within the ECE workforce. Such investments are essential not only for sustaining high-quality programs but also for improving the overall effectiveness of care provided to children.</p><p dir="ltr">To advance the understanding of these systemic issues, further research is needed, particularly regarding the lived experiences of Black Indigenous Women of Color (BIWOC) Family Child Care (FCC) Educators. These educators are crucial in delivering nurturing and high-quality care to children and families residing in resource-limited communities. The present study seeks to gather and analyze the insights of BIWOC FCC Educators, focusing on the components within ECE systems—their interrelated organizations, policies, and practices—that empower these educators to offer quality care and socioeconomic support in high-poverty areas. By elevating the voices of these educators and gaining a deep understanding of their perspectives, this research aims to contribute to the discourse on systemic reform and equity within the early care and education landscape.</p>

Author dc:creator

• Leatha Perez-Chun (22458451)

• Early childhood education
• Public health
• Family Child Care -- United States

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.30406396.v1

OAI identifier oai:identifier

oai:figshare.com:article/30406396