SMART START IS FUNDED IN PART BY FOUNDATION FOR A HEALTHY KENTUCKY.

♪ ♪ ♪ ♪ YOU >> Renee: WELCOME TO SMART START, A KET SPECIAL REPORT.

I'M RENEE SHAW.

THANK YOU SO MUCH FOR JOINING US.

OVER THE NEXTR, WE'LL DISCUSS EARLY CHILDHOOD LEARNING AND CHAIR.

WE'LL EXPLORE THE IMPORTANT IMPACT IT HAS ON CHILDREN DURING THE VERY FIRST FEW YEARS OF LIFE >> THEN YOUR ABILITY TO ENHANCE, TO CONTINUE TO ENHANCE THE FUNCTION OF THAT BRAIN STARTS FROM THEY MOMEN THAT THEY'RE BORN.

>> Renee: NEXT, WE'LL DISCUSS HOW TO DO IT.

>> YOU ARE IMPACTING YOUR CHILD'S DEVELOPMENT BY TALKING WITH THEM, BY PLAYING WITH THEM, BY READING THEM BOOKS.

>> Renee: FINALLY, WE'LL DISCUSS CHALLENGES AND SOLUTIONS TO KENTUCKY'S EARLY CHILDHOOD EDUCATION STE BUSINESS MODEL OID CARE JUST DOESN'T WORK.

AND THAT IS AN UNDERSTATEMENT.

>> Renee: THE FIRST FEW YEARS OF A CHILD'S LIFE IS A TIME OF GREAT OPPORTUNITY TO SET A STRONG FOUNDATION AND SHAPE THE TRAJECTORY OF THAT CHILD'S FUTURE.

DURING THIS TIME, A CHILD'S BRAINMSOR THAN ON MILLIO NEW NEURAL CONNECTIONS EVERY SECOND, MORE THAN ANY OTHER TIME IN LIFE.

THESE CONNECTIONS ESTABLISH EITHER A STRONG OR FRAGILE FOUNDATION FOR ALL FUTURE LEARNING, HEALTH AND BEHAVIOR.

CHILD' FIRST AND MOST IMPORTANT TEACHER.

KET PARTNERED WITH THE KENTUCKY DEPARTMENT OF EDUCATION AND THE KENTUCKY GOVERNOR'S OFFICE OF EARLY CHILDHOOD TO DEVELOP LET'S LEARN KENTUCKY.

A RESOURCE HUB TO EMPOWER CAREGIVERS WITH THE TOOLS AND PPARE THEIR CHILDREN FOR SUCCESS.

>> MORE THAN 90% OF A CHILD'S BRAIN DEVELOPS BEFORE THE AGE OF 5, MAKING THESE EARLY YEARS CRITICAL FOR FUTURE SUCCESS.

YET HERE IN KENTUCKY, ONLY HALF OF KIDS ENTERING KINRGARTEN ARE READY TO LEARN WITHOUT EXTRA SUPPORT.

FUFERL, FORTUNATELY, TOGETHERNESS CAN GO A LONG WAY TO SUPPORT LEARNING DEVELOPMENT.

READING TOGETHER... >> ONCE UPON A TIME THERE WAS A... >> COUNTING TOGETHER.

>> AND TALKING TOGETHER.

[LAUGHTER] YOU CAN ALSO PLAY AND MOVE TOGETHER.

WHICH NOT ONLY SUPPORTS A HEALTHY BRAIN, BUT A HEALTHY BODY, TOO.

READING, COUNTING, PLAYING, IT'S REALLY THAT SIMPLE.

TO INCREASE YOUR CHILD'S READINESS, TO OPEN UP A WORLD OF POSSIBILITIES.

>> Renee: THROUGHOUT THIS PROGRAM, WE WILL BE SHARING WAYS YOU CAN HELP CHILDREN PREPARE FOR SUCCESS IN SCHOOL AND LIFE BY DOINGHING TOGETHER.

KET'S "KENTUCKY HEALTH" HOST Dr. WAYNE TUCKSON HAD THE OPPORTUNITY TO SPEAK WITH ONE OF KENTUCKY'S LEADING EXPERTS ON EARLY CHILDHOOD DEVELOPMENT.

Dr. DONNA GRIS BY, THE DIVISION CHIEF OF ACADEMIC ATRICS KENTU ILDREN'S HOSPITAL.

SHE HELPS FAMILIES AND THE COMMUNITY BELIEVE THE ROLE THEY PLAY IN A CHILD'S EARLY BRAIN DEVELOPMENT.

>> Dr. GRISBY, IT'S GOOD HAVING A CHANCE TO TALK TO YOU.

>> THANK YOU FOR HAVING ME.

>> PLEASURE IS ALL MINE.

LET ME ASK YOU, A LOTFS STARTINR COGNITIVE AND FUNCTIONAL DEVELOPMENT OF A CHILD IS BIRTH, THE CHILD IS HERE, NOW THEY'RE GOING TO DEVELOP THOSE COGNITIVE AND SOCIAL SKILLS.

BUT DOESN'T IT REALLY START A LITTLE EARLIER THAN THAT?

>> YES, IT DOES.

>> T M THAT.

>> THAT'S WHY PRENATAL CARE IS SO IMPORTANT BECAUSE SO MUCH DEVELOPMENT OCCURS WHEN THE MOTHER'S CARRYING THE BABY.

SO SO MUCH HAPPENS BEFORE THAT BABY IS EVEN BORN.

>> HOW IMPORTANT IS ONE THAT CHILD IS O, AND FOR INTERACTIONS, SOCIAL INTERACTIONS, THE FAMILY GROUP, BE IT IMMEDIATE RELATIVES OR JUST THE CHOSEN FAMILY THAT WE HAVE.

>> IT'S EXTREMELY IMPORTANT.

BECAUSE WHAT WE KNOW ABOUT LANGUAGE PATHWAYS, IT'S THAT VE BETWEENHE PER THAT YOU ARE INTERACTING WITH AND YOU THAT REINFORCES THOSE LANGUAGE PATHWAYS.

AND SO-- AND IF YOU THINK ABOUT IT, WE TALK A LOT ABOUT READING AND THE IMPORTANCE OF READING.

BUT I SUSPECT IF YOU THINK BACK TO YOUR FAVORITE BOOK AS A CHILD, YOU N ONLHI TH BOOK, BUT YOU THINK ABOUT THAT SITUATION OR THAT PERSON THAT USED TO READ THAT BOOK TO YOU.

BOOKS SOMETIMES, OR MANY TIMES, ENHANCE THE LANGUAGE THAT WE USE.

>> REALLY?

>> I'M NOT GOING TO PROBABLY USE THE WORD TER TERADACHTYL.

BUT THERE ARE SO MANY WORDS WE GET FROM BOOKS THAT WE DON'T GET IN OUR EVERYDAY LANGUAGE.

>> WHEN WE TALK ABOUT THE BRAIN, WE OFTEN TIME TALK ABOUT FUNCTION.

TELL ME ABOUT SOME OF THE SCIENCE ABOUT WHAT IS GOING ON IN TERMS OF THE PCAL DEVELOPMENT PRENATAL AS WELL AS THE FUNCTIONAL DEVELOPMENT AND COMPARE THAT TO AFTER BIRTH.

>> SURE.

WE TALK A LOT ABOUT STRESS NOT ONLY IN PREGNANT WOMEN BUT IN YOUNGHI EFFECTS OFES AS YOU KNOW, OUR BODIES WERE SET UP TO DEAL WITH STRESS, BUT THEY WERE SET UP TO DEAL WITH BRIEF EPISODES OF STRESS.

NOT ENDLESS UNRELENTING WHAT WE CALL TOXIC STRESS.

BUT IF THAT LEVEL OF STRESS HORMONE STAYS UP ANDOESN AWAY, IT CAN ADVERSELY AFFECT THE ACTUAL STRUCTURE OF THE BRAIN.

>> CAN THAT BE CORRECTED?

>> IT DEPENDS ON THE SEVERITY, BUT YES.

AND WHAT WE KNOW ABOUT HOW DO IS THAT THEREEEDS TOE THATSSVI NURTURING PERSON IN YOUR LIFE THAT MAKES EVERYTHING SEEM OKAY.

SO THAT YOUR STRESS LEVEL GOES DOWN.

>> HOW IMPORTANT IS IT, IN TERMS OF LATER DEVELOPME, BUT SO ACADEMIC PERFORMANCE AND EVEN HEALTH AND INTERACTION WITH THE CRIMINAL JUSTICE SYSTEM?

SOME OF THIS EARLY INTERACTION, THESE KINDS OF THINGS YOU ARE TALKING ABOUT?

>> SO WHEN YOU TALK ABOUT BRAIN DEVELOPMENT, AND YOU TALK ABOUT GETTING CHILDREN REA SCHOOLOU KW, MOST OF OUR ACADEMIC SUCCESS IS DURING OUR SCHOOL YEARS.

BUT THE ABILITY TO HAVE THAT ACADEMIC SUCCESS STARTS, AS YOU SAID, PREVIOUSLY PRENATALLY BUT ALSO IN THE FIRST YEARS OF THAT CHILD'S BRAIN DEVELOPMENT TH AND SO READING TO CHILDREN, SINGING TO CHILDREN, INTERACTING AND HELPING THOSE LITTLE BRAINS DEVELOP MAKE A HUGE DIFFERENCE IN HOW READY THEY ARE TO BE SUCCESSFUL FOR SCHOOL.

SO EARLY CHILDHOOD EDUCATION REALLY STARTS AT HOME OR WHO THAT PRI THAT PRIMARY CAREGIVER.

AND SO THEY'RE THE ONES THAT ARE ACTUALLY BUILDING THOSE WONDERFUL PATHWAYS IN THE BRAIN THAT INVOLVE LANGUAGE, MEMORY AND LEARNING AND OUR ABILITY TO REGULATE OUR EMOTIONS AND ALL OF THE THINGS OCCURY EARLY ON.

D WE KNOW TT IF THERE IS A GAP THERE, YOU CAN START TO OVERCOME IT BUT YOU MAY NEVER BE ABLE TO COMPLETELY OVERCOME A GAP.

>> WAIT A MINUTE.

SORRY.

YOU ARE SAYING THAT IF WE HAVE THIS GAP IN LEARNING ELY, IT MAY, IN THAT PRE-THREE-YEAR-OLD, IT MAY MANIFEST ITSELF DOWN THE ROAD.

>> ABSOLUTELY.

AND YOU MAY KNOW THIS, BUT PRISON RATES, PRISON NEEDS ARETG LEVELS IN A COMMUNITY.

SO THEY PREDICT HOW MANY BEDS THEY MAY NEED OR HOW MANY PEOPLE THEY MAY HAVE IN THE PRISON IN FUTURE BY LOOKING AT THIRD GRADE READING LEVELS.

>> THAT IS A DISHEARTENING PERSPECTIVE.

>> YES, IT IS AS A COMMUNITY, DON'T WE HAVE A RESPONSIBILITY TO LIFT ALL OF OUR CHILDREN UP AND MAKE SURE ALL OF OUR CHILDREN HAVE THE OPPORTUNITY FOR SUCCESS?

SO WHILE CHILDREN THAT ARE INTORIVILEGE ARE GNG TO HAVE AN EASIER TIME, ISN'T IT IMPORTANT FOR US AS A COMMUNITY TO MAKE SURE THAT THOSE CHILDREN THAT AREN'T BORN INTO PRIVILEGE HAVE THOSE OPPORTUNITIES TO LEARN?

AND THOSE PARENTS HAVE AN CEF H TIRTY TO UNDERSTAND T INTERACTIONS ARE GOING TO SET >> Renee: PROVIDING ALD WITSS.

EARLY LEARNING EXPERIENCES CAN SEEM EXCITING, BUT ALSO OVERWHELMING FOR SOME PARENTS.

LUCKILY, KENTUCKY HAS DEVELOPED THE HANDS PROGRAM TO SUPPORT NEW AND EXPECTING PARENTS FROM PREGNANCY THROUGH THE FIRST TWO YEARS O CHILD'S LIFE.

HANDS IS A FREE STATEWIDE HOME VISITATION PROGRAM THAT TEACHES PARENTS HOW TO HELP CHILDREN REACH THEIR FULL POTENTIAL.

KET'S CHRISTIE DUTTON HAS MORE.

>>WO-YEAR-OLD ELIZABETHS QUITE FOND OF ANNA, HER HANDS HOME WORKER AND THE FEELING IS MUTUAL.

>> I GROW WITH THEM.

THEY GROW WITH ME.

>> ANNA IS DEDICATED TO THE FAMILY SHE WORKS WITH, GIVING PARENTS THE KNOWLEDGE AND TOOLS TO MAXIMIZE THEIR CHILD'S EARLY LEARERIEES.

>> I LOVE BRAIN DEVELOPMENT BECAUSE I LOVE HOW THE EFFECT OF THEIR BRAIN CELLS WORK IN ALL THEIR BODY AND ALL LITTLE THINGS THAT DO YOU WITH YOUR BAB STIMUD CONNECTIONS.

>> IT MAY SEEM LIKE CHILD'S PLAY, HANDS USES A SCIENCE-BASED CURRICULUM TO ALLOW EACH CHILD TO REACH THEIR FULL POTENTIAL AND TO LET PARENTS KNOW WHAT T EXPECT AT EACH STAGE OF DEVELOPMENT.

>> WHEN SHE STARTS TRY, AND CRY AND CRYURING THE NIGHT, WE DIDN'T KNOW ANYTHING BECAUSE WE-- IT'S OUR FIRST BABY.

SO THE PROGRAM AND ANNA TOLD US THAT MAYBE STEPS SHEAS ADOPTI.

>> SOMETIMES I TELL MY CLIENTS, I DON'T WANT TO GIVE YOU MORE THINGS.

I'M GOING TO PUT NAMES TO ALL OF THE THINGS THAT YOUR BABY IS DOING AND I WILL GIVE YOU THE REASON WHY THEY ARE DOING THIS THESE THINGS.

>> THIS PROGRAM EMPARENTS FIRST AND MT IMPORTANT TEACHER.

(SPEAKING SPANISH).

>> DURING THE TIME I STARTED LEARNING, THE THING IS IF I THOUGHT IF I FOLLOW EVERYTHING WITH THE PROGRAM SAID AND GIV 30 MUTST EVERY SINGLE DAY TO M BABY, SHE WILL MAKE AN EFFECT ON HER AND SHE WILL BE LEARNING.

(SPEAKING SPANISH).

>> I LEARNED HOW SHE WAS GOING TO BEELOPINGEARN ALL THE CYCLES OF HER AGE BECAUSE IT IS LIFE CHANGING FOR THEM AND ESPECIALLY FOR THEIR KIDS.

>> HANDS MAKES A MEANINGFUL IMPACT.

ONE FAMILY AT A TIME.

♪ ♪ ♪ ♪ >> Renee: CHILD CARE CAN BE A UATY LEARNINARENTS, P OPPORTUNITIES.

UNFORTUNATELY, THE COST OF CHILD CARE CAN BE A BARRIER FOR LOW INCOME FAMILIES.

HEAD START AND EARLY HEAD START PROGRAMS CAN ELIMINATE THIS BARRIER FOR INCOME ELIGIBLE FAMILIES OR FOR CHILDREN WITH THE FREE PROGRAM ARE DESIGNED TO PROMOTE SCHOOL READINESS FOR INFANTS, TODDLERS AND PRESCHOOLERS.

KET'S CHRISTIE DUTTON DISCUSSES THE IMPORTANCE OF THIS PROGRAM WITH VAUGHN NEVITT, VICE PRESIDENT OF EARLY CHILD SERVICES AT FAMILIES CHILDREN PLA.

>> THE FIR THREE YEARS OF DEVELOPMENT ARE SO CRUCIAL TO CHILD DEVELOPMENT, ESPECIALLY AS IT RELATES TO SCHOOL READINESS GOALS.

AND I THINK THAT WHEN WE LOOK AT WHAT WE DO IN EARLY CHILDHOOD, BETWEEN JUST THE COGNITIVE DEVELOPMENT AND THE SOCIAL DEVELOPMENT, THATT SHOWS THAT THE WORK THAT WE DO IS SO VIABLE TO THE DEVELOPMENT OVER THE SPAN OF A CHILD'S DEVELOPMENT.

>> KINDERGARTEN READINESS IS VERY IMPORTANT.

WE HEAR THE NEWS ABOUT IT AND AD THE STATISTICS ABOUT IT.

SO HOW IMPORTANT IS IT FORIDS TO GO INTO KINDERGARTEN ALREADY READY TO LEARN?

>> IT'S VERY IMPORTANT FOR CHILDREN TO BE READY TO LEARN ONCE THEY GET INTO KINDERGARTEN BECAUSE RESEARCH HAS SHOWN THAT IF THEY'RE NOT PREPARED, THAT TH HAVE GAPS IN AREAS SUCH AS LITERACY, LANGUAGE DEVELOPMENT AS WELL AS MATHEMA BY THEME THEE HOOL.

>> WHAT IS SOMETHING YOU WISHED EVERYBODY NU ABOUT HEAD START AND EARLY HEAD START?

>> I THINK THE MOST IMPORTANT THING FOR PEOPLE TO KNOW WHEN IT COMES TO HEAD START OR EARLY HEAD START IS JUST THE SUPPORT THAT IS GIVEN TO THE FAMILIES BEYOND JUST THE COGNITIVE DEVELOPMENT.

I THAT WITH W WITH OUR FAMILIES, WEREORKING TO SEE IF THERE ARE THINGS THAT WE THEY'D TO PUT INTO PLACE OR RESOURCES TO PUT INTO PLACE TO HELP THE MOTHERS, THE FATHERS, THE CAREGIVERS, TO MEET THOSE NEEDS THAT THEY HAVE OVERALL, WHETHER THAT'S IN GETTING FOOD TO THEIR FAMILY OR SUPPORT WITH JUST WHAT THEAS JOB SKILLS, EDUCATION.

I THINK THAT'S THE MOST IMPORTANT THING ABOUT HEAD START IS THAT IT'S A COMPREHENSIVE HOLISTIC APPROACH TO SUPPORTING THE FAMILY.

>> THAT IS REALLY GOING THE EXTRA MILE AS AN EARLY CHILDHOOD EDUCATOR.

WHAT DO PEOPLE NEED TO KNOW ABOU TSE TEACHERS, POURING SO MUCH LOVE AND ACCOMPLISHMENT INTO THESE KIDS?

>> THE MOST IMPORTANT ASPECT OF THE EDUCATORS THAT BEE WORK WITH IN HEAD START IS THAT THEY'RE TASKED WITH DOING SO MUCHITHSO .

AND ONE OF THE THINGS THAT WE TALK ABOUT IS THE RESPECT FACTOR FOR OUR EDUCATORS WITH THEIR PEERS IN THE SCHOOL SYSTEM AND BEING ABLE TO MAKE SURE THAT OUR EDUCATORS KNOW THAT THEY'RE JUST AS IMPORTANT AS THOSE EDUCATORS IN THE SCHOOL SYSTEM, IF NOT MORE SO AS WE TALK ABOUT HIMT IG THOSE FIRSTHROUGH YEARS AFTER BIRTH.

>> Renee: CHILDREN WHO ATTEND HEAD START AND EARLY HEAD START PROGRAMS SHOW AN INCREASE IN CRASHED READINESS.

THERE IS MUCH MORE TO THESE PROGRAMS BEEN THE ABCs 1, 2, KEEY STARK VISITED ONE OF KENTUCKY'S HEAD START CLASSROOMS, SPARKING CURIOSITY AND TEACHING NEW SKILLS THESE CHILDREN WOULD COUNT ON THROUGHOUT LIFE.

>> 3, 4, 5.

>> ALEXIS WAMURNED FI YEARS OLD.

>> 7, 8, 9, 120.

>> AND WHEN SHE STARTS CRASHED NEXT YEAR, SHE WILL BE READY.

>> I CAN SEE THE CHANGE IN HER COMMUNICATION SKILLS, HER SOCIAL SKILLS EVEN WITH MEE.

SHE KNOWS HOW T SITHEREND HOLD A CONVERSATION.

SHE KNOWS HOW TO EXPLAIN HERSELF EVEN WHEN SHE HURT OR FEELING GOOD, SO I SEES THE GREATNESS IN THINGS OF HER COMING FROM HERE.

HER DAD SAYS IT'S ALL BECAUSE OF THIS HEAD START PROGRAM AT AUBURN DALE LEARNG LOUIILLE'S SOUTHND, ONE OF SIX HEAD START LOCATIONS IN GREATER LOUISVILLE THAT HELP CHILDREN GET READY FOR SCHOOL BEFORE KINDERGARTEN EVEN BEGINS.

>> RESEARCH SHOWS THE FIRST THREE YEARS CHILDREN LEARN MORE THAN IN ANY OTHER TIME IN THEIR LIFE.

AND WE WANT TO BE ABLE T PRNIT THOSEIGH QUALITY EXPERIENCES.

WE, YOU KNOW, READING STORIES, PLAYING WITH FRIENDS, SOCIALIZING, ALL THOSE PIECES THAT WE KNOW ARE THE FOUNDATION OF SCHOOLEADINESS FOR CHILDREN.

>> HEAD START IS THOSE BUILDING OC, FREHO TO PUT CHDREN AT THE SAME STARTING LINE REGARDLESS OF INCOME OR DISABILITY.

EARLY HEAD START PROGRAMS CATER TO CHILDREN EVEN BEFORE THAT, UNDER 3.

>> 3 AND AALF ACTLL IS MY GRAND.

>> 7, 8, 9, 10, 11... >> I LOVE THE FACT THAT THEY HAVE HOME VISITS.

WE TALK ABOUT WHERE HE IS ON THE SCALE AS FAR AS HIS DEVELOPMENT.

WHERE WOULOU LIKEO SEE AREAS FOR HIM TO IMPROVE IN?

AND THOSE ARE THE THINGS THAT I DEFINITELY WANT TO SEE PRIOR TO HIM GOING TO SCHOOL BECAUSE I KNOW THIS IS SOMETHING THAT IS GOING TO BE EXPERIENCED WHEN HE ENTERS A SCHOOL ENVIRONMENT.

>> STUDIES SHOW CHILDREN WHO ATTEND HEAD START ARE MORE LIKELYHI MORE LIKEL TO ENROLL IN COLLEGE AND 19% MORE LIKELY TO GRADUATE FROM COLLEGE.

♪ A, B, C, D E, F, GO ♪ >> IF WE HAD MORE FUNNG, MORE PLES CHI T OUR CTE, WE COULD ABSOLUTELY FILL THEM.

WE HAVE ABOUT 80 CHILDREN ON OUR WAIT LIST RIGHT NOW.

BUT WE HAVE ANOTHER 70 THAT HAVE STARTED APPLICATIS THAT ARE IN PROCESS SOMEWHERE ALONG THE LINE.

AND SO WEILLING UP WE JUST OPENED OUR NEW PROGRAM HERE SEPTEMBER 1 AND WE ARE GETTING PRETTY FULL, PARTICULARLY WITH OUR HEAD START CHILDREN, OUR 3 TO 5 YR OLDS.

AND OUR BIGGEST HURDLE WE ARE FACING RIGHT NOW IS STAFFG.

SO WE HAD MORE STAFF, WE COULD PROVIDE MORE SERVICES TO CHILDREN.

>> THE NEED IS GREAT.

THE IMPACT IS PRICELESS.

♪ H, I, J, K, L, M, N, O,, R,, T, U, V, W, EXIST X, Y AND Z NOW I KNOW MY ABCs NEXT TIME WON'T YOU SING WITH ME >> I HAVE TWO KIDS ONE OF THEM PARTICIPATED IN THE HEAD START PROGRAM AND TO SEE WHAT THAT DID FOR HER JUST GIVES ME SUCH HOPE AND ENCOURAGEMENT AND THAT'S WHY I DO WT I DO EVERY DAY BECAUSE THESE KIDS DESERVE IT.

THEY DERVE NOTHINGES THAN THE BEST.

>>: I SPOKE T AF EXPERTS DEDICATED TO GIVING CHILDREN A STRONG START TO LIFE.

THEY SAY EARLY LEARNING CAN BE SIMPLE TO DO, BUT THE ISSUES THAT SURROUND EARLY CHILDHOOD EDUCATION ARE MORE COMPLEX JOINING US NOW IS A PANELF LDHOOD EDUCATI EXPERTS AND THOSE IN THE FIELD WHO DEAL WITH THIS EVERY DAY.

Dr. GENERAL Dr. JENNIFER PORTER, WITH EXTENSIVE WORK IN EARLY CHILDHOOD DEVELOPMENT.

>> D STEVENSON.

YRAT, DIRECTOR EARLY CARE AND EDUCATION FOR THE METRO UNITED WAY.

THANK YOU ALL FOR JOINING US FOR THIS IMPORTANT DISCUSSION.

I'LL JUST ASK EACH OF YOU AND START WITH YOU, Dr. STEVENSON, THERE IS A COMMON LEAVE THAT A CHILD'S EDUCATION SHOULD BEGIN WE HAV BEE FOR MANY YEARS.

MORE AND MORE RESEARCH SHOW THE FIRST FEW YEARS HAVE A GREATER IMPACT ON A CHILD'S DEVELOPMENT.

IN A SENTENCE ON ARE TWO, EXPLAIN WHY THAT IS AND THE FACTOR THAT COULD LEAD TO PUTTING A CHILD ON A BRIGHT, SUCCESSFUL ACADEMIC PATH?

>> AS YOU MENTIONED THE RESEARCH, WE KNOW CHILDREN'S BRAINS ARE BEING BUILT DURING THAT TIME AND THE INTERACTIONS THEY HAVE WITH THE ADULTS IN THEIR LIVES ARE PART OF THE BUILDING OF THE BRAIN OR THE MAIN REASON THAT ALL OF THOSECY NAPSES ARE HAPPENING.

THOSE SAPSIS ARE HAPPENING AND BRING THE CHILD TO THE FUTURE.

>> Dr. PORTER, WHAT WOULD YOU ADD TO THAT?

>> PARENTS ARE THE FIRST TEACHERS.

I REGULARLY SAY THAT IN THE OFFICE.

THAT YOU ARE YOUR CHILD'S BEST ADVOCATE BUT YOU ARE ALSO THEIR FIRST TEACHER.

WHEN THEY START TO BABBLE, THOSE ARERIES FOR COMMUNICAON AND YOU SHOULD ANSWER THEM EVEN THOUGH YOU MAY NOT UNDERSTAND THEM.

THAT'S HOW YOU BUILD THEIR BRAIN AND GET THEM TO BE READY FOR KINDERGARTEN.

>> SAME QUESTION TO YOU.

>> I ECHO EXACTLY WHAT THEY HAV ALREADY SAID, BUT I THINK ALSO HERE IN KENTUCKY, WE ARE SCREENERT WETILIZE ONTEDE EVERY CHILD WHEN THEY ENTER KINDERGARTEN CALLED THE BRIGANS SO WE HAVE DATA SHOWING WHERE CHILDREN START ON THE FIRST DAY OF KINDERGARTEN.

AND THAT DATA SHOWS THAT CHILDREN WHO ARE READY ON THAT FIRST DAY ARE MORE LIKELY TO BE ON TRA T GRADE FOR EIR READING AND MATH SCORES.

SO WE KNOW BEING PREPARED ON THAT FIRST DAY IS CRUCIAL FOR REALLY LONG-TERM OUTCOMES FOR THAT CHILD.

SO THAT BIRTH TO FIVE IS CRUCIAL TO ENSURING READINESS ON DAY ONE OF KINDERGARTEN.

>> RHT ANDOULD THE READINESS LOOK LIKE?

WHAT SHOULD PARENTS BE DOING SPECIFICALLY WITH THEIR CHILDREN SO WHEN THEY TAKE THE BRIGANS, THAT THEY PERFORM WELL WHEN THEY ENTER KINDERGARTEN.

>> EVERYTHING FROM PLAYING OUTSIDE, GROSS MOTOR SKILLS, JUMPING,OPNG, SKIL, PLAY PLAY-DOH, CUTTING WITH SCISSORS, IT IS A PREWRITING SKILL.

GET SOME SCISSORS THAT ARE APPROPRIATE.

COMMUNICATION LIKE WE WERE TALKING ABOUT THAT BACK AND FORT HG CRCHTION CONVERSATION, CONSTANTLY TALKING WITH THEIR CHILD.

AND THEN READING AND JUST REALLY HAVING AN ONGOING DIALOGUE, OBSERVING THE WORLD AROUND YOU TO BUILD THAT CHILD'S BRAIN.

>> Renee: Dr. PORTER, PARENTS ARE THEHILD'S F E BUT PEDIATRICIANS ARE ALSO THE PARTNERS IN THAT EDUCATION.

SO WHAT ARE THE THINGS YOU TELL, PARTICULARLY NEW PARENTS TO HELP THEM UNDERSTAND WHAT THEY NEED TO DO TO PUT THEIR CHILD ON A SUCCESSFUL EDUCATIONAL JOURNEY?

>> I TRY TO TELL THEM WHEN THEY COME TO FIRSTIT EVEN THE NEWBORN VISIT, READING IS IMPORTANT.

IT SEEMS LIKE THEY'RE NOT LISTENING.

THEY'RE FRUSTRATED THE TODDLERS ARE EATING THE BOOK, TURN CAN THE PAGE, THEY DON'T WANT TO LET MEEAD.

IF YOU OPEN THE BOOK AND THEY CLOSE IT, TALK ABOUT WHAT IS ON THEACKOVER, TAL COLO.

IT'S NOT ALWAYS THE WORDS IN THE BOOK BUT USING IT AS A TOOL FOR LEARNING, POINTING OUT COLORS OR COUNTING HOW MANY BEARS THERE ARE OR POINTING OUT 9 WORDS.

THIS IS THE DOG AND THEY'LL PICK UP ON THE THINGS.

THEY'LL GET TO A POINT WHERE THEY WANTO S C READHE BKS, BUT UNTIL YOU GET THERE, USE THAT TIME AND IT DOESN'T HAVE TO BE TWO HOURS A DAY.

LITERALLY A BOOK AT BED TIME AS PART OF YOUR ROUTINE CAN START THE PROCESS.

>> Renee: Dr. STEVENSON, YOU HAVE BEEN VERY INTEGRAL IN THE PROGRAM FIRST FIVE LEX AND WE THAT SEVERAL TIMES ON KET.

THIS IS WHERE A COMMUNITY OF EDUCATORS ARE REALLY DEDICATED TO SUPPORTING CHILDREN THE FIRST FIVE YEARS OF LIFE, HENCE THE NAME, RIGHT?

IN IT EMPOWERS CAREGIVERS, PARENTS AND GUARDIANS AND OTHERS TO SET A FOUNDATION FOR LEAR DONE?

>> IT REALLY IS CENTERS AROUND RETALK PLAY.

SO WE WANT FAMILIES LIKE TO SEE THAT, TO SEE OH YEAH, THAT'S THE FIRST FIVE LEX.

AND WE SAY IT'S AS SIMPLE AS THAT, BUT FROM THIS CONVERSATION WE KNOW THAT THERE IS SO MUCH BEHIND RETALK PLAY.

BUT AINUS SHAT FAMILIES ARE, AS CONSUMERS, IF THEY'RE ON FACEBOOK, IF THEY'RE ON TWITTER, IF WE ARE ADVERTISING, WE ARE GOING ON TO RAMP UP OUR PRESENCE IN THE COMMUNITY WITH BILLBOARDS AND BUSES.

GETTING THE INFORMAON O AND SASY A POSSIBLE FOR FAMILIES TO SCAN THE QR CODE AND SEE WHAT IS GOING ON IN YOUR DAILY LIFE, YOU ARE IMPACTING YOUR CHILD'S DEVELOPMENT BY TALKING WITH THEM, PLAYING WITH THEM AND READING THEM BOOKS.

>> Renee: EARLY LEARNING ENVIRONMENT, Dr. PORTER, WE KNOW BIASES CAN AFFECT CHIREN WHO OST A SO TAL TO US AUT HOW RACE IS A FACTOR WHEN IT COMES TO EARLY EDUCATION.

>> THERE IS A LOT OF RESEARCH THAT SHOWS DISPROPORTIONATELY BLACK CHILDREN GET SUSPENDED FROM CHILD CARE EVEN BEFORE THE AGE OF 5.

SO IT'S SUPPOSED TO BE A PLACE OF LEARNING AND GROWTH, BUT W BEHAVIOR IS NORMAL CHILD BEHAVIOR, THEY'VE EVEN SHOWN THEIR EYES AUTOMATICALLY GO TO THE BLACK CHILD AND THERE MIGHT BE OTHER CHILDREN DOING THE SAME BEHAVIOR BUT THOSE CHILDREN GET PUNISHED.

AS A MOTHER OF TWO CHILDREN, TO THINK THAT THE PLACE YOU SEND EM TO HELP THE AND DEVELO MIGHT NOT, YOU KNOW, THEY MIGHT NOT BE TREATED WHEN THEY'RE THERE, BUT HAVING TEACHERS THAT LOOK LIKE THEM THERE HAS BEEN RESEARCH THAT BLACK CHILD CARE PROVIDERS HAVE THE SAME KIND O BEHAVIOR FOR THOSE CHILDREN THAT THEY MORE SO LOOK AT BLACK BOYS THAN THEY DO HECHILDREN.

>> EVENHEY'RE THE SAME RACE.

AFRICAN-AMERICANS STILL TREATED-- INTERESTINGLY.

I WANT TO GO TO YOU, MISS ASHLEY TO TALK ABOUT KINDERGARTEN READINESS AND YOU TALKED ABOUT BRIGANCE AND THAT'S A STRONG CORRELATION TO A CHILD'S FUTURE ANDENO METRO UNITED WAY IS FOCUSED ON GETTINGHOSE KIDS READY TO LEARN AND IN THE ENVIRONMENTS THEY CAN THRIVE WHAT FACTORS HAVE THE BIGGEST IMPACT FROM YOUR EXPERIENCE?

>> YEAH, I THINK, YOU KNOW, THERE ARE SEVERAL DIFFERENT FACTORS THAT WE FOCUS ON.

ONE IS HEALTH.

WE TALK ABOUT THE IMPORTANCE OF THOSEELL CHILD CHECKS THASG CRUCIAL.

WE ALSO KNOW THAT ACCESS TO FORMAL CARE SETTING SO THAT MAY BE PUBLIC PRE-K. THAT COULD BE HEAD START OR THAT COULD BE CHILD CARE.

THAT'S ONE OF THE INDICATORS THAT WE KNOW BEST SUPPO KIRT.

SO CHILDREN WH ARE IN A FORMAL SETTING BEFORE THAT FIRST DAY OF KINDERGARTEN, THEY SCORE THE HIGHEST ON THE BRIGANCE.

WE KNOW A LOT OF TIMES THERE ARE BARRIERS FOR FAMILIES TO ACCESSING THAT CARE.

IT COULD BE AFFORDABILITY, AVAILABILITY, QUALITY OF CHILD CARE THEIR AREA SO WE WANT TO REDUCE THE BARRIERS AND SUPPORT THE CHILD CARE ECOSYSTEM TO MAKE SURE IT'S ROBUST TO SUPPORT FAMILIES NEEDS AND FINALLY, REALLY SUPPORTING AT DULTSES AND SYSTEMS THAT-- THE ADULTS AND SYS SURROUNDLDREN.

>> Renee: YOU MAKE A VERY GOOD POINT ABOUT FAMILIES IN VERY UNCERTAIN ECONOMIC ENVIRONMENTS SO IT'S NOT TOP OF MIND TO DO SOME OF THESE ACTIVITIES WITH THEIR CHILD BECAUSE THEY'RE FOCUSED ON BASIC SURVIVAL, RIGHT?

>> RIGHT.

YEAH, IF YOU ARE JUST TRYING TO SURVIVE, LIKE YOUAID, T VAL, THERESOT-- WE CAN'T PUT MORE ON TOP OF AT.

SO WE NEED TO MEET THOSE BASIC NEEDS BEFORE WE CAN BE ASKING FAMILIES TO DO MORE.

AND PROVIDE RESOURCES IN ORDER FOR FAMILIES TO THRIVE.

AGAIN, CHILD CARE IS A BIG ONE FAMILIES TO W OR BACK TOWS HOOL AND THEN EITHER INCREASE THEIR INCOME OR HAVE A STABLE INCOME BECAUSE THEY HAVE RELIABLE CHILD CARE.

SO THAT'S A BIG PIECE OF THE PUZZLE AS WELL.

I THINK WE'VE HEARD, JUST FROM THIS CONVERSATION, THERE IS NO SILVER BULLET.

THIS IS A VER COMPL THERE AREO MANY DRENT FACTORS THAT PLAY INTO IT.

BUT CHILD CARE IS ONE OF THE SILVERREST BULLETS WE LIKE TO SAY BECAUSE AS WE MENTION, CHILDREN WHO ARE IN FORMAL CARE BEFORE THE FIRST DAY, THEY'RE THE MOST READY AND THAT CHILD CARE SPACE CAN POHMORE THAN JUST CHILD, REALLY WRAP AROUND SERVICES, WHETHER IT'S HEALTH RELATED, HEAD START.

THEY'RE MANDATED TO PROVIDE VISION, DENTAL, HEALTH SCREENINGS, SO IF THE FAMILY CAN'T GET TO A PEDIATRICIAN, THE CHILD IS RECEIVING IT THROUGH THAT SERVICE AS WELL AS MEALS DAY MOST CHILD CARE PROVIDERS PROVIDE AT LEAST TWO MEALS, ADDITIONAL SNACKS AND MAY PROVIDE A MEAL TO GO HOME.

SO THAT IS JUST ONE ASPECT THAT CAN REALLY WRAP AROUND A FAMILY AND SUPPORT THEM.

>> IT'S A MULTITIERED CONVERSATION.

>>T I en: ANNKOU F BRKING IT DOWN FOR YOU, FOR US ALL OF US.

CHILD CARE PLAYS AN IMPORTANT ROLE FOR CHILDREN, FAMILIES AND THE COMMUNITY.

HOWEVER, THE LACK OF CHILD CARE PROVIDERS IS A GROWING PROBLEM FOR KENTUCKY.

TIS MANY CHILDREN UNDER AGEEE 5 AS THERE ARE SPACES IN CHUK CENTERS ARE OFTEN REFERRED TO AS CHILD CARE DESERTS.

ACCORDING TO THE KENTUCKY YOUTH ADVOCATES, HALF OF ALL KENTUCKIANS LIVE IN A CHILD CARE DESERT.

CHILDAR SUP I EECIALLY LOW IN THE STATE'S RURAL AREAS.

ONE COUNTY IN EASTERN KENTUCKY HAS FOUND AN ANSWER TO THE LACK OF EARLY LEARNING OPPORTUNITIES BY BRINGING THOSE LEARNING EXPERIENCES RIGHT TO CHILDREN'S DOORSTEPS.

>> YOU SAY RECTANGLE.>> REC >> GOOD JOB.

>> ROSIE WAS GIVEN TO US THROUGH A PARTNERS FOR EDUCATION GRANT THAT HAD RAN OUT.

IT WAS USED IN ANOTHER COUNTY.

THEN IT WAS DONATED TO PERRY COUNTY SCHOOLS, AND ALL THE FUNDING ANDEEP IS PROVIDED THROUGH SAVE THE CHILDREN THE.

>> MAIN PURPOSE FOR ROSIE THE READINESS BUS IS TO REACH INTO THE RURAL AREAS IN THE COMMUNITY.

WE HAVE TWO AREAS THAT DIDN'T HAVE ANY KIND OF PRESCHOOL PROGRAMMING.

AND THAT WAS THE BUCK HORN AND LEATHERWOOD AREA.

SO THE GOAL WAS TO GONTHO AREA AND FIN THE KIDS THAT WERE AGES 3-5 AND TO SIGN THEM UP FOR THE PROGRAM AND TO GO TO THEIR HOMES AND BRING THE KIDS ON THE BUS AND DO EARLY CHILDHOOD EDUCATION WITH THEM AND PROVIDE ACTIVITIES.

AND A F THEM.

ANDE GIVE ONE BOOK PER WEEK, WHICH WOULD BE 52 WEEKS PER YEAR FOR THE FAMILIES THAT ARE INVOLVED IN OUR PROGRAMS.

SO WE HAVE BEEN ABLE TO USE ROSIE THE READINESS BUS TO TAKE WHAT WE HAVE, YOU KNOW, THE TOOLS, THE RESOURCES, THE MATERIALS, THE BOOKS, THEINFORMR THEIRAMILIES, WE ARE ABLE TO GO TO THEM WHEN THEY CAN'T COME TO US.

AND I FEEL LIKE THE MOBILE PROGRAMMING HAS BEEN A HUGE BLESSING FOR OUR COMMUNITIES AND OUR FAMILIES BECAUSE OF THAT.

>> WELL, OUR CHILDREN WTO LEATHERWAND VER SCHOOLS AND WE GOT SIGNED UP FOR IT THROUGH THEM.

AND LERSDZWOOD IS REALLY FAR OUT THERE AWAY FROM EVERYTHING, LEATHERWOOD IS OUT IN THE BO THEY AND IT'S REALLY GOOD FOR THE KIDS THEY BROUG ROSIE THE READINESS BUS AROUND AND THAT WAS ONE OF THE THINGS THEY HAD TO LOOK FORWARD ON.

>> SO WHEN THE CHILD COMES ON THE BUS, WE GREET THEM WITH A HAPPY SMILE AND A HUG USUALLY.

AND WHEN T CE W WILL BE DOING LIKE A LITTLE WELCOME SONG AND WE WILL GO THROUGH THE ALPHABET, NUMBERS, COLORS, SHAPES, LITTLE ACTIVITIES CONCERNING THAT.

AND WE WILL READ A STORY.

THEY WILL HAVE A LITTLE BIT OF TIME TO PLAY.>>D WIT TIR READING AND SPELLING BECAUSE, YOU KNOW, A LOT OF ACTIVITIES, LIKE I SAID THEY REVOLVED AROUND WHATEVER BOOK THEY GOT FOR THEIR VISIT ANDHAT WAS THE BIG THING.

ALSO JUST OPENINGHEIR MINDS TO NEW STUFF THAT WAS OUT THERE AND NEW WAYS OF LEARNING THAT, YOU KNOW, THEY MIGHT NOT HAVE THOUGHT OF.

I GREW UP IN THIS AREA AND WHEN I WAS THEIR AGE, THERE WASN'T ANYTHING LS AND, YOU KNOW, LITERACY IN THIS PART OF THE STATE, AS MUCH AS I HATE TO SAY IT, IS SOMETHING THAT A LOT OF PEOPLE MY AGE STRUGGLE WITH AND, YOU KNOW, OF ALL AGES STRUGGLE WITH.

SO I WAS GLAD THAT IT WASHE BECAUSE, YOU KNOW, IT GAVE THE KIDS A HELPING HAND.

>> WE PROVIDE, FIRST OF ALL, PARENTS WITH THE KNOWLEDGE THAT THEY ARE THEIR CHILD'S FIRST TEACHER BECAUSE THOSE FIRST FIVE YEARS THAT THEY HAVE T AT HOME ARE THE MOST IMPACTFUL BECAUSE THE BRAIN GROWS AT THE FASTEST RATE BETWEEN THOSE FIRST FIVE YEARS, YOU KNOW, IT DEVELOPS THE MOST DURING THAT TIME.

AND WE ENCOURAGE READING AND, YOU KNOW, PARENTS TO READ.

PARENTS ARE CAR T AT LEAST 1 TO 20 MINUTES A DAY WITH THEIR CHILDREN.

>> IT IS SAD AGAIN.

>> I WOULD LOVE TO SEE IT GROW BECAUSE THIS REGION OF KENTUCKY, LIKE NOT JUST PERRY COUNTY, BUT LESLIE COUNTY, YOU KNOW, THE WHOLE AREA, COULD REALLY BENIT FROM YOU KNOW, EVEN IF IT WASN'T SAVE THE CHILDREN.

MORE PROGRAMS LIKE SAVE THE CHILDREN THAT, YOU KNOW, DO THAT OUTREACH AND GO OUT TO THE COMMUNITIES AND GIVE PEOPLE OPPORTUNITIES THAT THEY MIGHT NOT, YOU KNOW,WISE HAV THOUGHT OF.

GOOD JOB.

>> IT WAS GOOD FOR THE KIDS, YOU KNOW.

THEY GOT TO SEE PEOPLE.

THEY GOT STUFF TO DO.

ALL THAT HELPS THEM.

THEY HAVE BEEN DOING REALLY GOOD IN SCHOOL AND I THINK ROSIE THE READINESS BUS AND SAVE THE CHILDREN WAS A BIG PART OF THAT.

>> TRIANGLE.

>> GOOD JOB!

>> Renee: ACCESSING QUALITY EARLY CHILDHOOD EDUCATION AND CARE CAN BE A CHALLENGE, ESPECIALLY FOR CHILDREN WITH VARYING DEGREES OF ABILITIES AND NEEDS.

EASTER SEALS WEST KENTUCKY HAS PROVIDED THAT SERVICE TO FAMILIES IN THAT REGION FOR MORE 7EA.

OUR LAURA ROGERS VISITS THE CHILD DEVELOPMENT CENTER IN PADUCAH WHICH OFFERS EARLY INTERVENTION AND CHILD CARE SERVICES THAT PREPARE KIDS FOR KINDERGARTEN.

>> FROM KITCHEN PLAY AND BUILDING BLOCKS... >> DRAGON.

>> TO SRI SONGS.

>> X MARKS THE SPOT.

>> I HAVE SUCH A PASSION FOR WATCHING THEM GROW AND LEARN.

>> IT'S ALL PART OF EARLY LEARNING HERE AT EASTER SEALS WEST KENTUCKY EARLY CHILDHOOD DEVELOPMENT CENTER.

>> THEY'RE ALWAYS LEARNING FROM THE COMMUNICATION >> A EVERY INTERACTIONS IS AN OPPORTUNITY TO GRA SOMETHING NEW.

>> ESPECIALLY WITH THE INFANTS OR YOUNG TODDLERS, ONE BLOCK, TWO BLOCKS, THREE BLOCKS AND THEY'LL KNOCK IT DOWN AND YOU GET SUPER EXCITED AND IT TURN INTO A GAME.

>> THE L ♪ >> WHILE THE BASICS ARE IMPORTANT, SO ARE OTHER IF UMENTS.

>> WE WORK WITH YOUR SOCIAL, EMOTIONAL, HELPING THEM SELF REGULATE THEIR EMOTIONS, LEARNING HOW TO PLAY WITH OTHER CHILDREN.

>> WE ALWAYS HEAR FROM TEACHERS THAT OUR KIDS ARE SOME OF THE POSTD TY HAVE.

>> C.E.O.

OEASTER SEALS WEST KENTUCKY HAS A PASSION FOR THEIR PROGRAMS IS PERSONAL.

>> GOOD JOB.

>> I HAVE A CHILD WITH SPECIAL NEEDS.

OUR DAUGHTER MAGGIE HAS CEREBRAL PALSY AND AN INTELLECTUAL DISALI.

>> TERVEALLY DEVELOPING CHILDREN, EASTER SEALS PRIORITIZES KIDS WITH SPECIAL NEEDS, PUTTING THEM AT THE TOP OF THE WAIT WAITING LIST.

THOSE KIDS CAN ALSO GET THE THERAPIES THEY NEED RIGHT HERE AT THE CENTER.

>> IT IS VERY HELPFUL FOR OUR FAMILIES TO NOT HAVE TO MIS OAK THELDRE T THESE THERAPY PROGRAMS.

>> EASTER SEALS ALSO OFFERS THE LILLY PAD PROGRAM FOR CHILDREN WHO ARE MEDICALLY FRAGILE.

>> IT'S THE BEST OF BOTH WORLDS, GET GETTING MEDICAL CARE, TREATMENTS AND EDUCATION AND THE SOCIAL INTERACTION WITH OTHER KI.

>> CARROLL SAYS HE HAS CONCERNS ABOUT THE ACCESSIBILITY AND AFFORDABILITY OF CHILD CARE IN KENTUCKY, SOMETHING THAT IS INCREASINGLY BECOMING A NEED AS WE ATTRACT MORE JOBS AND INDUSTRY.

>> YOU CAN'T SURVIVE.

YOU CAN'T SUSTAIN WITHOUT RATES ARTSND CAREGIVERS BEI SO HIGH THAT THEY CAN'T AFFORD IT.

THAT'S THE DILEMMA WE ARE IN?

>> IN RESPONSE TO THE PANDEMIC, THE AMERICAN RESCUE PLAN ACT PROVIDES MILLIONS IN FUNDING FOR KENTUCKY CHILD CARE CENTERS.

>> OCTAGON.

>> ONE MORUSTAINABILITY PAYMENT SCH T WI UP TO THE STATE LEGISLATES Y ARE TO APPROPRIATE FUNDS.

>> WE DON'T HAVE ENOUGH CHILD CARE AS IT STANDS TODAY TO COVER THE DEMAND THAT'S OUT THERE.

SO THE PRIORITY HAS GOT TO BE TO KEEP CENTERS OPEN AND THEN KEEP THE INCENTIVES TO KEEP THEM OWG.

>> GOOD JOB.

>> THIS AS THE CHILDREN THEY SERVE CONTINUE TO GROW, DEVELOP AND ACHIEVE.

>> WHERE IS A RED ONE?

>> THE MOST REWARDING PART OF THIS JOB IS TO SEE A KID COME IN IN A WHEELCHAIR OR BEING CARRIED AND THEN THREE, F LAR, THEY WALK OUT OF HERE AND GOING TO SCHOOL.

THAT'S AS GOOD AS IT GETS.

>> THEY HOPE TO FOSTER A LOVE OF LEARNING AMONG THESE KIDS AND TO SUPPORT AND ENCOURAGE FAMILIES TO KEEP THE EDUCATION GOING AT HOME.

T VERMP NUURE THAT EARLY LEARNING.

>> BLUE DINOSAUR.

>> YOU ARE TALKING THROUGH SITUATIONS WITH THEM.

YOU ARE ANSWERING ALL THOSE SILLY LITTLE QUESTIONS THAT THEY HAVE.

>> THERE ARE STILL A LOT OF THINGS WE NEED TO DO.

A LOT OF FAMILIES THAT NEED TO BE SERVED SO WE'LL CONTINUEO MOVE FWAND WH EACH YEAR.

>> Renee: FAYETTE COUNTY PUBLIC SCHOOLS HAS FOUND A UNIQUE SOLUTION TO BOOST THE EARLY EDUCATION WORKFORCE, BY HAVING AN ACTUAL PRESCHOOL INSIDE THE HIGH SCHOOL.

AS KET'S JUNE LEFLER REPORTS, THE REAL LIFE EXPERIENCE OF BEING A PRESCHOOL TS HELPING HIGH SCHOOLERS FIGURE OUT IF THIS IS THE RIGHT JOB FOR THEM.

>> WITH COOKIE CUTTERS AND ROLLING PINS, THESE PRESCHOOLERS ARE GETTING THEIR HANDS DIRT DIRTY BEFORE THE HOLIDAYS.

>> GINGER BREAD ARMY?

>> I'M MAKING ANOTHER GINGER >> TREN'T COOKIES.

E KIDS ARE MAKING HOMEMADE PLAY-DOH.

AND THE TEACHERS HAVE TO REMIND THEM NOT TO EAT IT.

>> I LOVE HOW YOU GUYS ARE LISTENING.

>> THIS RAMBUNCTIOUS PRESCHOOL IS ACTUALLY INSIDE A COMPARATIVELY CALMER HIGH PANCEUNBARN LEXINGTON.

AND THE TEACHERS ARE HIGH SCHOOL SENIORS, LIKE DOMINIQUE JONES.

>> GROWING UP, I ALWAYS WANTED TO BE A TEACHER AND I ALWAYS, YOU KNOW, WANT TO CHANGE LIVES IN A WAY.

>> AND DOMINIQUE'S COUSIN TIA JONES.

>> I WNTESD IN BEINGN TH PRESCHOOL BECAUSE I DON'T KNOW, LITTLE KIDS ARE CUTE AND THEY'RE FUN TO BE AROUND AND YOU CAN LIKE, YOU KNOW, LAUGH AT THEM WHEN THEY BE SILLY.

>> THAT SILLINESS IS ENCOURAGED.

>> THE PRESCHOOL ROOM IS A ROOM WHERE YOU CAN LET YOUR JUST FLY AND ENGAGE YOU ALL DAY.

>> VICKI BUTLER IS THE PRIMARY ADID ULT IN THE ROOM, A LONG TIME PRESCHOOL TEACHER FOR FAYETTE COUNTY PUBLIC SCHOOLS, BUTLER SAYS HER JOB IS MORE THAN JUST BABYSITTING.

>> IT'S ABOUT JUST TEACHING THEM LFELPKI SELF REGULATION, SOCIAL, EMOTIONAL, JUST EVERYTHING THAT THEY WILL HAVE TO ENCOUNTSER IN DAY-TO-DAY LIVES.

>> BUTLER AND THE HIGH SCHOOLERS HELP THE KIDS PROCESS A LOT.

>> A COMMUCAS COMMUNATION.

IF THEY'RE CRYING, THAT'S COMMUNICATION OR IF THEY'RE YELLING AT A FRIEND, THAT'S OKAY TO BE UPSET BUT YOUR VOICE LEVEL, HOW YOU REACT TO WHEN YOU ARE UPSET.

>> THE LEARNING EXPERIENCE GOES BOTH WAYS.

>> I'VE DEFINITELY LEARNED PATIENCE WITH THOSE KIDS AND YOU ALSO HAVE TO L W TO S AND WHATOT TO SAY TO THEM OR AROUND THEM BECAUSE THEY WILL CATCH ON.

AND THEY WILL SAY IT.

>> THE PRESCHOOL ROOM IS PART OF THE HIGH SCHOOL'S EARLY CHILDHOOD EDUCATION PATHWAY, A CAREER-ORIENTED CURRICULUM THAT STUDENTS CAN OPT INTO.

IN THEIR SOPHOMORE STUDENTS START TAKING CLASS THAT BUILD ON ACADEMIC AND EXPERIENCE USUALLY UNDERSTANDING OF HOW ON WORK WITH KIDS SHAH UNA PENSON LEADS THE PROGRAM.

>> THE VERY FIRST CLASS IS JUST ABOUT HOW CHILDREN DEVELOP WITH THEIR GROSS MOTOR, FINEOT,EIRNI, CIAL AND EMOTIONAL DEVELOPMENT.

SO THAT THEY HAVE A BETTER UNDERSTANDING OF HOW THE KIDS ARE GOING TO BEHAVE IN A CLASSROOM.

>> BY JUNIOR YEAR, THE HIGH SCHOOLERS ENTER THE PRESCHOOL PROGRAM.

>> THEY START ACTUALLY MAKING LESSON PLANS, MAKING ACTIES, THEENIOR YEAR,HEY'RE THE TEACHERS.

>> YES, IT'S THEIR GROUP, THEIR CLASS.

THEY'RE THE TEACHER AT THAT TIME.

I'M JUST THERE TO ASSIST IF I NEED TO STEP IN AND CORRECT SOME BEHAVIOR OR JUST GET THEM TO START ASKING SOME MORE OPEN ENDED QUESTIONS TO THE STUDENTS TO GET THEM MORE EAGED.

>> SENIOR JADA MOPIN SPENDS MUCH OF HER DAY IN THE PRESCHOOL ROOM FROM THE TIME THE KIDS EAT BREAKFAST UNTIL THEY GO HOME.

SHE SEES HOW EACH KID IS UNIQUE.

>> I LEARNED MORE ABOUT SPECIAL EDUCATION, THAT THEIR BRAIN WORKS DIFFERENTLY AND I SEE HOW THEY PLAY DIFFERENT.

AND I FEEL LIKE WITH SOME OF THEM THAT ARE NON-VERBAL, THEY HAVE REALLY GOOD, LIKE DRAMATIC AND PLAY SKILLS.

>> THIS PROGRAM IS ONE WAY STUDENTS CAN FIGURE OUT IF THEY ACTUALLY DON'T WANT TO BE A PRESCHOOL TEACHER.

>> WE PROBABLY HAVE HAD 90 ORO AT START OUT IN EARLY LIFESPAN DEVELOPMENT THAT GO THROUGH THAT FIRST CHILD DEVELOPMENT COURSE.

AND WE STILL DO NOW.

A LOT OF THOSE KIDS WANT TO GO INTO NURSING OR GO INTO OTHER AREAS THAT ARE GOING TOSE EARLY CHILDHOOD.

SO MAYBE THEY'RE NOT WANTING TO BE PRESCHOOL TEACHERS.

>> A LOT OF PEOPLE WOULDN'T WANT TO DEAL WITH A LOT OF KIDS RUNNING AROUND THEM.

ALSO BECAUSE OF LIKE, YOU KNOW, SOME PEOPLE HAVE DPIT SO THAT MIGHTGGER THEIR ANXIETY BEUS MOVEMT GOING AROUND.

>> BUT WITH THE ONES THAT STICK WITH IT UNTIL SENIOR YEAR, THEY WANT TO KEEP AT IT.

>> I PLAN ON GOING TO COLLEGE AND FINISH UP MY CD AND-- CTA SO I CAN BECOME A TEACHER.

>> THESE SENIORS ARE HOS TOWARD THEIR CDA, CHILD DEVELOPMENT CREDENTIAL, ESSENTIAL TO WORKING WITH NEWBORNS TO FIVE YEAR OLDS IN KENTUCKY.

>> I'M DEFINITELY NEEDING MY YD YDA BECAUSE I WANT TO WORK WITH CHILDREN SINCE I WAS YOUNGER, TEHING M COU AS WELL AT HOME AND I FEEL THIS IS THE PROFESSION FOR ME WHICH IS WHY I WANT TO FINISH SCHOOL AND GET MY ELEMENTARY EDUCATION DEGREE I JUST REALLY LOVE THE KIDS HERE.

IT'S NICE SEEING THEM GROW AND LEARN ALL DIFFERENT THINGS UGHOUT THEEA IT'S NOT FORVERYONE, THESE SENIORS SAY THE HARD WORK OF PLAYING WITH QIDZ COULD BE THEIR DREAM JOB.

FOR KET, I'M JUNE LEFLER.

>> Renee: FOR A NATIONAL PERSPECTIVE ON WHERE KENTUCKY STANDS REGARDING EARLY CHILDHD, KET'S CHRISTIE DUTTON SPOKE TO LINDA SMITH, DIRECTOR OF THE BARTISAN POLICY 'SARLYLDHOOD DELOPMENT INITIATIVE.

SHE MOST RECENTLY SERVED AS THE DEPUTY ASSISTANT SECRETARY FOR EARLY CHILDHOOD DEVELOPMENT IN THE ADMINISTRATION FOR CHILDREN AND FAMILIES AT THE U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES.

SMITH EXPLAINS WHY THIS IS A CRITICALENHE CHI CARE SYSTEM THROUGHOUT THE U.S. >> WHAT IS YOUR BEST ARGUMENT THAT THIS IS WORTH THE INVESTMENT OF TAXPAYER DOLLARS TO EARLY CHILDHOOD?

>> IT COSTS MORE TO PRODUCE A HIGH QUALITY CHILD CARE PROGRAM THAN PEN A TO PAY.

'S THAT SIMPLE.

SO WHEN YOU HAVE A BUSINESS MODEL WHERE THE PRODUCT IS MORE EXPENSIVE THAN THE AUDIENCE THAT CONSUMTION IT, WE NEED DO SOMETHING.

THE OTHER THING WE KNOW IS THAT THE LACK OF CARE IN THIS COUNTRY HAS SNT ECONOMIC IMPACT ON OUR COUNTRY.

WE HAVE DONE, WE HAVE BEEN MAPPING THE AVAILABILITY OF CHILD CAREOR PARENTS AGAINST THE POTENTIAL NEED FOR SEVERAL YEARS NOW AND IN 35 STATES, WHAT WEOEHE PROBLEM IS WE HAVE ESSENTIALLY ONE CHILD CARE SPACE FOR EVERY TWO CHILDREN WHO NEED IT.

SO WE HAVE A LOT OF CHILDREN THAT WE DON'T KNOW WHERE THEY ARE.

AND SO IF WE REALLY BELIE THAT QUALITYF CARE EARLY IN THE EARLY YEARS MATTERS, WE ARE PAYING A PRICE FOR THOSE CHILDREN BEING IN LESS THAN QUALITY SITUATIONS.

>> AND I THINK IF YOU HAD YOUR WAY, IF WE ALL HAD OUR WAY, THERE WOULD BE THAT HIGH QUALITY CHILD CARE A DELOPMENT CENRS THAT WERE AVAILABLE AND ACCESSIBLE TO ALL KIDS THAT NEED IT.

>> ONE OF THE THINGS THAT WE KNOW THAT THE CONSISTENCY AND THE QUATY OF ADULT CHILD INTERACTIONS IS THE SINGLE BIGGEST INDICATOR OF, YOU LATE OCOS.

AND SO CONSISTENT AND QUALITY ADULT INTERACTIONS, TWO KEY WORDS OUR AUDIENCE NEED TO UNDERSTAND.

HOW DO WE GET THAT?

BY CONSISTENCY INURORKFORCE, CHILD PROGRAMS, WHICH IS A STRUGGLE RIGHT NOW AND WE CAN TALK MORE ABOUT THAT.

BUT ALSO, IN TERMS OF THE QUALITY OF HOW THE CAREGIVERS, THE TEACHERS IN JOB CARE PROGRAMS ARE PREPARED FOR THE THINK WTE HAV GOT RIGHT NOW IN OUR COUNTRY IS A PROBLEM PROBLEM WITH A LOT OF TURNOVER IN THE EARLY CHILDHOOD WORKFORCE AND WHAT THAT MEANS IS WE'VE GOT A PROPERTY OF PEOPLE COMING INTO CHILD CARE WORKING IN PROGRAMS THAT THEY H HAVEN'AD A LOT OF TRAING OR EDUCATION OR PREPARATION TO DO.

>> WHAT ARE SOME OF THE OBSTACLES AND EVEN SOLUTIONS THAT YOU FOUND AND THAT YOU ADVOCATE FOR ON A NATIONAL LEVEL TO KIND OF HELP NAVIGATE AROUND THAT?

>> YOU KNOW WHAT KENTUCK IS G, T NATN REALLY WATCHING WHAT THEY'RE DOING IN-- WHAT YOU ARE DOING FOR THE CHILD CARE WORKFORCE IN GIVING CHILD CARE WORKERS CHILD CARE.

BECAUSE THEY'RE SO POORLY PAID, MANY OF OUR CHILD CARE WORKERS CANNOT AFFORD T PUT THEIRCHILENY WORK IN.

SO WHAT KENTUCKY IS DOING ON THAT IS A MODEL FOR THE NATION.

AND I THINK THE NATION IS WATCHING IT VERY CAREFULLY.

I THINK ALL EARLY INDICATORS ARE THAT IT HAS A SBILIZING EFFECT YOUR STE.FORCE >> LINDA SMITH IS REFERRING TO KENTUCKY'S NEW PROGRAM THAT OFFERS FREE CHILD CARE TO EMPLOYEES WORKING IN THAT FIELD AND HOPES TO REDUCE CHILD CARE DESERTS AND BOOST THE WORKFORCE.

I HAD THE OPPORTUNITY TO DISCUSS THIS INNOVATIVE AND OTHER WORKFORCE CONCERNS WITH KENTUCKY EXPERTS.

WE HAVE A GREAT PANEL ASSEMBLED TO TALK ABOUT CHILD CARE WORKFORCE ISSUES AND JOINING US IN OUR LEXINGTON STUDIOS.

MIKE HAMMONDS, VICE PRESIDENT OF ADVOCACY AT LEARNING GROVE I KTUCK SARAH VANOVER, POLICY AND RESEARCH DIRECTOR AT THE KENTUCKY YOUTH ADVOCATES AND KAIT SHANKS.

SENIOR VICE PRESIDENT OF PUBLIC AFFAIRS WITH THE KENTUCKY CHAMBER.

GOOD TO HAVE YOU ALL.

THANK YOU FOR BEING HERE.

WHEN WE TALK ABOUT EARLY CHILDHOOD EDUCATION AND T AND THE AFFORDABILITY, ACCESSIBILITY, IT ALWAYS SEEMS TO BEND TOWARDS, Dr. VANOVER, THE QUALITY OF THE WORKFORCE AND EVEN HAVING AN ADEQUATE WORKFORCE.

CAN YOU TALK TO US ABOUT WHERE KENTUCKY STANDS WHEN IT COMES TO EARLY CHILDHOOD EDUCATION WORKFORCE?

>> WELL, W SIGNIFICANT SHORTAGEN THE EARLY CHILDHOOD WORKFORCE AND THAT IS NOT JUST A KENTUCKY THING.

IT'S A NATIONWIDE ISSUE.

IN KENTUCKY, SINCE WE ARE A LOWER COST OF LIVING STATE, WE SEE THAT THE AVERAGE WAGE FOR CHILD CARE PROVIDERS IS $12.39 AN HOUR.

WE ALSO THAT 98% OF OTHER PROFESSIONS MAKE MORE THAN CHILD CARE PROVIDERS.

AND THAT INCLUDES DOG WALKERS.

SO WHEN YOU THINK ABOUT THE AMOUNT OF WORK THAT GOES INTO WATCHING AOOMFUL OF CHILDREN, AND THE LOW WAGE THAT ACCOMPANIES IT, IT IS VERY HARD TO KEEP A TALTED WORKFOR IN.

>> Renee: WHAT IS THE COMPENSATION DIFFERENTIATION BETWEEN A PRESCHOOL EARLY CHILDHOOD EDUCATOR AND ONE THAT IS IN THE PRIMARY EDUCATION SYSTEM?

DO WE KNOW THAT?

>> SO WE KNOW THAT A KINDERGARTEN TEACHER ON AVERAGE MASD50 TO $55,000 A YEAR WHERE OUR PRIVATE CHILD CARE SECTOR MAKE AROUND $28 TO 30,000 A YEAR.

>> Renee: YOU ARE LASER FOCUSED ON WORKFORCE ISSUES AND CHILD CARE T EMERGCE, THE NEXUS OF THOSE TWO.

WHAT ROLE DOES THE CHILD CARE INDUSTRY AND THE WORKFORCE PLAY IN KENTUCKY'S OVERALL ECONOMY?

>> CHILD CARE IS ABSOLUTELY A BARRIER FOR SOME TO WORK AND IT COULD BE DO I EVEN HAVE CHD CAREITIES OR, YOU KNOW, PROVIDERS IN MY COMMUNITY?

CAN I AFFORD IT?

DO I HAVE PROVIDERS THAT SERVE WHEN I'M WORKING?

MAYBE I'M WORKING A THIRD SHIFT.

WHEN I HAD CHILDREN WHO WERE IN THE CHILD CARE AGE, IT'S BEEN A WHILE,HE 15-AR -YEAR-OLD, I REMEMBERHEN HAD YOU TO GET ON A LIST TO GET YOUR NAME ON A LIST AND SOMETIMES YOU DID THAT BEFORE YOU TOLD PEOPLE YOU WERE HAVING A CHILD.

>> RIGHT, RIGHT.

>> AND IT WAS ABSOLUTELY A SECOND MORTGAGE PAYMENT BACK THEN.

WELL, SINCE MY CHILDREN HAVE AGED OUT OF CHILD CARE, WE ARE DOWN 1700-1800 CHILD CARE FACILITIES IN KENTUCKY.

SO THE PROBLEMS I FACED HAVE GOTTEN EVEN MORE DIFFICULT FOR PEOPLE.

>> Ree: Dr. VANOVER, YOU ONCE WORKED FOR THE STATE AND DIRECTOR OF THE DIVISION OF CHILD CARE AND YOU SPEARHEADED WHAT HAS BEEN CALLE AN OUT OF SOLUTELWI THILD CE WORKER SHORTAGE.

TELL US ABOUT THAT AND HOW IT'S GOING.

>> WELL, IT'S GOING VERY WELL.

WHEN WE BREFFED RECVED THE AMERICAN RESCUE PLAN MONEY, WE WERE LOOKING FOR INNOVATIVE IDEAS THAT WOULD PREVENT KENTUCKY CTRUCTUFR COLLAPSIN PEOPLE WERE LEAVING CHILD CARE TO GO WORK AT TARGET OR STARBUCKS OR OTHER BUSINESSES WHERE THEY COULD START OFF AT 15 OR $16 ANOUR BUT THEY HAD TO PAY FOR THEIR OWN CHILDREN TO BE IN CHILD CARE AND KNOWING THAT THE COST IS ASTRONOMICA FOR ONE CHILD, IT CAN BE AROUND ANYWHERE $11,000 A YEAR... >> Renee: IT RIVALS COMMUNITY COLLEGE TUITION.

>> IF YOU CAN TAKE SOMEBODYHO WANTS TO WORK WITH CHILDREN, SKILLED AND TRAINED TO DO IT AND SAY THE WAGE ISN'T FANTASTIC, BUT WHAT IF YOU DIDN' HAVE TOY ?

WHAT WE WED THAT COST, REGARDLESS OF YOUR OVERALL HOUSEHOLD INCOME.

MOST CHILD CARE PROVIDERS, MAYBE NOT MOST.

A GOOD CHUNK OF OUR CHILD CARE PROVIDERS QUALIFY THROUGH THE SUBSIDY PROGRAM AT LOW INCOME.

MAYB THEIR PAR SUSE IN THE HOUSE WOULD T THEM OVER THE SCALE OR THEY WORK AT ONE OF THE PROGRAMS THAT HAS INCREASED WAGES AND THEY'VE HIT THE CLIFF WHERE THEY LOSE THEIR BENEFITS BUT THEY'RE NOT MAKING ENOUGH TO BE PRODUCTIVE.

SO WE ARE TAKING THAT OUT OF THE FACTOR.

WE ARE EXCLUDING INCOME COMPLETELY FROM THE EQUATION AND SAYING, I YOU WORKHO EK IN A CLDARE PROGRAM, YOU WILL GET SUBSIDY FOR YOUR CHILD AND THEN YOU CAN ACTUALLY TAKE HOME YOUR WAGE AND BENEFIT FROM THAT.

NOW THAT PROGRAM HAS MORE BENEFITS THAN JUST FOR THE PARENTS.

THE PARENT WORKING IN THE CHILD CARE PROGRAM CAN COME BACK TO THE CENTER BUT PRIOR TO THAT, A LOT OF CENTERS WERE SUBSIDIZING THEIR EMPLOYEES ON THEIR OWN.

MAYBE THEY WOULD GIVE THEM A 50% DISCOUNT.

BUT IF YOU ARE A CHILD CARE PROVIDER WHO IS DESPERATELY TRYING TO PAY THEIR BILLSVERY MONTH, WAIVING 50% TUITION FOR MULTIPLE PEOPLE IS GOING TO AFFECT YOUR BOTTOM LINE, SO IF THE STATE TOOK THAT OVER AND THEY COULD GET THEIR FULL INCOME AND BE MORE FINANCIALLY STABLE, AND BRINGING MORE PEOPLE INTO THEIR CENTER, IT'S A HUGE BOOST FOR THE CHILD CARE PROGRAMS THEMSELVES.

KENTUCKY WAS THE FIRST STATE IN THE U.S. TO DO THIS AND WE ARE GETTING SO MUCH NATIONAL ATTENTION RIGHT NOW.

37 STATES HAVE REACHED OUT AND ASKED ABOUT IT.

>> Renee: WELL, Mr. HAMMOND, THANK YOU FOR BEING HERE AND WE ARE GLAD TO ENGAGE YOU IN THIS CONVERSATION, BECAUSE IT KIND OF BLENDS TO THE NEXT AE S BEEN A F CONVERSATION ABOUT RLS UNIVERSAL PRE-K. IS THIS A GOOD OPTION FOR KENTUCKY AND WHAT WOULD BE THE BIGGEST OBSTACLE OTHER THAN THE COST, DO YOU THINK, FOR NOT PURSUING THIS?

>> THE PROBLEM FOR CHILD CARE WITH UNIVERSAL PRESCHOOL IS THAT DRAWS THREE AND FOUR YEAR OLDS OUT OF THE CHILD CARE SYSTEM AND THREE AND FOUR YEAR OLDS SUBS DICE THE COST OF INFACTS AND TODDLERS.

IF IT IS TO GO FORWARD, IT'S IMPORTANT THAT IT BE A MIXED DELIVERY APPROACH WHERE SCHOOLS WOUL EXPNCES THAT THEY'VEAD FROM THESE GRANTS AND WORKING WITH LOCAL HEAD START AND PRIVATE CHILD CARE PROVIDERS, TO EXPAND OPTIONS.

BUT AT THE SAME TIME, WE HAVE TO BE CAREFUL THAT THE SYSTEM DOESN'T SHUT DOWN CHILD CARE BECAUSE WE ARE ALREADY DESPERATE OF T WORKING PARENTS THAT NEED IT.

>> Renee: SOME WOULD SAY WE ARE ALREADY THERE, AREN'T WE, THAT WE ARE AT THAT DESPERATE POINT NOW.

>> THAT WOULD MAKE IT MUCH WORSE.

>> Renee: THAT WOULD MAKE IT MUCH WORSE.

DO YOU AGREE WITH THAT Dr. VANOVER?

>> I WOULD AGREE WEEER STATES THAT TRIED TO IMPLEMENT UNIVERSAL PRE-K AND WHEN THEY TRIED TO DO IT STRICTLY THROUGH THE PUBLIC SCHOOL SYSTEM, IT COLLAPSED THE INDUSTRY AND THERE WAS NO TODDLER CARE THROUGHOUT THE STAT >> Renee: WHERE DOES THE CHAMBER COME DOWN ON THIS?

>> WE WANT AN EARLY CHILDHOOD SYSTEM THAT WORKS AND MAKING SURE WE HAVE LOT O OIONSO DIFFEH DIFFERENT NEEDS CAN MEET THE NEEDS OF THEIR CITIZENS AND OF THEIR ECONOMY.

I THINK THAT'S WHERE WE ARE GOING TO BE FOCUSED ON.

>> Renee: Mr. HAMMONDS, WHAT ARE WE NOT TALKING ABOUT THAT WE SHOULD BE WHEN IT COMES TO THIS ISSUE?

>> YOU KNOW, THE STATE IS AN EMPLER AND INDIRECTLY.

AND IN FACT A GOOD PART OF SURPLUS THAT IT HAS NOW IN PLACE , IS A RESULT OF HIGHER WAGES THAT ARE BEING PD ACROSS THE STE.

I THINK THE STATE IS JUST GOING TO HAVE TO BE A LITTLE QUICKER TO ADJUST WAGES THATY'SPONSIBLEE STATE EMPLOYEES OR TEACHERS OR CHILD CARE WORKERS.

WE'RE ALSO FRANKLY ASKING CONGRESS FOR SIGNIFICANT INCREASE AND THERE HAS BEEN BIPARTISAN SUPPORT THERE AND THE U.S. CHAMBER HAS BEEN SUPPORTIVE OF A SIGNIFICANT INCREASE IN FUNDING FOR CHILDARE.

FILL BEING SEEN FOR WHA IT IS, A CRITICAL WORK SUPPORT.

>> Renee: AND ICE NOT A D ISSUE, IT'S NOT POLITICAL ISSUE IN ANY WAY?

>> WHEN YOU LOOK AT IT AS A WORKFORCE AND CRITICAL PART OF THE EMY, YOU A IT AS A HUMAN SERVICE, IT DOESN'T HAVE THE SAME SUPPORT BUT AS A WORKFORCE ISSUES I THINK IT HAS BROAD BIPARTISAN SUPPORT.

>> Renee: THE REFRAMING OF THI AYS HP, Dr. VANOVER, RIGHT?

>> DEFINITELY, WHEN WE LOOK AT WHAT PARENTS NEED IN ORDER TO BE A PRODUCTIV PART OF THE WORKFOE, CHILD CARE IS AT THE TOP OF THE LIST.

BUT FOR MANY YEARS PEOPLE VIEWED CHILD CARE AS A WOMAN'S ISSR FAMI BUT BETSY STEVENSON, THE ECONOMIST SAYS IT'S NOT.

IT'S AN ECONOMIC ISSUE AND WHEN EVERYBODY HAS THE UNIFIED OPINION, THEN I THINK ANYBODY WHO IS INTERESTED IN THE STATE'S ECONOMY AND LOCAL ECONOMY, TN HE HE PSPECTIVE ON IT.

>> Renee: THANK YOU.

WE APPRECIATE YOU.

WE THANK YOU SO MUCH FOR JOINING US TONIGHT.

WE HOPE YOU NOW HAVE A BETTER UNDERSTANDING OFHE IMPORTANCE OF EARLY CHILDHOOD LEARNING AND CARE AS WELL AS THE ISSUE SURRINTO WATCH THIS PGRAM AGAINR SHARE IT WITH OTHERS, YOU CAN VISIT OUR WEBSITE AT ket.org AS WE CLOSE THIS PROGRAM, I'LL LEAVE YOU WITH THIS.

MARIA MONTESSORI ONCE SAID "EARLY CHILDHOOD EDUCATION IS THE KEY TO THE BETRMT O CIETY."

GIVING CHILDREN A SMART START CAN CREATE THRIVING COMMUNITIES AND A STRONGER KENTUCKY.

THANK YOU SO MUCH FOR WATCHING.

I'M RENEE SHAW.

TAKE GOOD CARE.