1 ***** **************A ******** ***************** ***********DOCUMENT RESUME ED 338 398 PS 019 985...
Transcript of 1 ***** **************A ******** ***************** ***********DOCUMENT RESUME ED 338 398 PS 019 985...
DOCUMENT RESUME
ED 338 398 PS 019 985
AUTHOR Swick, Kevin J.TITLE A Proposal for Utilizing the USC Children's Center as
an On-Campus Child Care/Early Learning Center.INSTITUTION South Carolina Univ., Columbia. Coll. of
Education.PUB DATE Aug 91NOTE 79p.
PUB TYPE Reports - Evaluative/Feasibility (142)
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Budgets; *Child Development Centers; College
Planning; *Day Care Centers; Early ChildhoodEducation; *Employer Supported Day Care; *FacilityPlanning; Higher Education; *Organizational Change;State Universities
IDENTIFIERS *Campus Child Care; *Univeysity of South Carolina
ABSTRACTThis document explores the possible use of the
University of South Carolina at Columbia's (USC) Children's Center asa high quality child and family center laboratory that would servethe university. The existing USC child care center, which is operatedby the College of Education, will close at the end of the 1991-92academic year. Initial discussion of the status of child developmentand family support centers on U.S. university campuses is followed bya discussion of the status of such services in the USC system. Acomprehensive plan for using the USC Children's Center is presented.The plan outlines the mission, facilities, and funding of theproposed center, and the center's relationships with other campusservices. A key component of the plan is the placement of thecenter's proposed organizational structure within the centraladministration of the university, where it would be seen as auniversity-wide responsibility rather than a responsibility of theCollege of Education alone. A time line, budgets, and a letter from adelegation of parents to the provost of USC are appended. Contains 23references. (LB)
**************1 ***** **************A ******** ***************** ***********Reproductions supplied by EDRS are the best that can be made
from the original document.* ********* ************ ***** ***
U DEPARTMENT OF EDUCATION04fic 01 Edutatens1 Riseptctt end ornotcwornont
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A Proposal For The Use OfThe USC Children's Center
As An On-Campus Child/CareEarty Learning Center
'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
Ictua__,ISAvick
TO THE EDUCATIONAL RESOURCESINFORMATION CF.NTER (ERIC)
College of EducationUNIVERSITY OF SOUTH CAROLINA
COLUMBIA, SOUTH CAROLINA 29208
2 BEST COPY AVAILABLE
A Proposal For Utilizing The USCChildren's Center As AnOn-Campus Child CarelEarly Learning Center
Prepared For The Office of the Provost At TheUniversity of South Carolina
Prepared By Dr. Kevin J. Swick, Professor of Early ChildhoodEducation, USC - Columbia
a
1
a11(21911
RagaExecutive Summary
Intoduction1
Child Care And Related Child/Family Services On University Campuses 6The USC Chikkent Center And Related Campus Child Care ServicesAt USC-Columbla
14A Proposal For A 'University' Chikken's Center
30References
55
Appendx A (Time Line Fcr Implementation)59
Appendx B (Projected Minimal Budget)61.
Appendx C (1991-92 Center Budget)65
Appendx D (Parent Letter On Proposal)
4
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A Prokaj For Li ttilirz4g The t_ SC *hildran'sAs Arii C)n-ampu.s hiId E-arkeJlEarily Learning -eIriltr:
Ari E x ec-utlikvke Sumary
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Several factors have combired to influence this rev direction: the
changing nature of student populations (vith more and more aiult female students
seeking post-secondary stuly); the changing nature of the family-vork placeinterface (more tvo-parent vorking families); the expense of replicating similar
services on campuses; and the desire of faculty to carry out more interdisciplinaryresearch and teaching activities. Since 1950 these influences have shaped the "nev
contexr for on-campus child/family services. For mcample, traditional university
laboratory schools are being phased out vhile nev and more diwrse "on-campus
children's centers" (that have blended missions) are emerging.
Like other social institutions, universities are gradually responding to thenev weds of families in the %Fork place. Beyond the emergence of on-campuschild care/early learning programs are several "family-centered" practices thataim to enrich the family-vork plea relutionship: flex-time, envrgency sick-leavebanks, supportive maternity/paternity leave policies, recreation and socialwtivities, family-input couixils, and many other nth practices. This recognitionof the natural linkage betveen "family needs" and "university acalemic research
needs" is transforming the ecology of child/family services and studies onuniversity minims throughout the nation_
Currently, the University (USC-Columbia) has tvo recognizedon-campus sources of child carelearly learning. One source is thecgaza jrgisig, a program that offers care to children of students (infantsthrough five years of age). It is celebrating its 25th yew of service. It is purely a"service program" and does not serve any academic needs on the campus. It
serves about 40 children ani meets the minimal standards for state licensing. It
operates under the direction of the Office of Student Affairs ani is located in a
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model. Needed are increased financial support, continuing coordination, and
longq.ange planning related tio child/family needs (service aril zeademic) on th9
camps. Indeed, a Csn or drkL.ESMm_And Families should be the
long-range goal on the campus. Such a "Center" might serve a hist of
academic research ard family support reeds: child cue/early learning,
counseling, education, research, training, and other such needs.
A first-step toward achieving a truly quality environment for children
and families at USC-Columbia should be the transformation of the USC Children's
Center into an on-campus child care/early learning facility. The mission of this
Center should be a blended one that aims to provide children with a quality care
and learning program aul to provide the University vith a rich environment for
academic research and teaching. The operating structure should reside in the
University's authoritative system for wademic concerts, the Offices of the
President/Provost The management structure should include a Management
copgil that is representative of all University constituents and that functions as a
policy influencing body. The implementation structure could remain in a
College or designated program on the campus. The daily operating structure
exists nova in the Children's Center and simply reeds alequate funding in order to
function properly.
This on-campus child care/early center should serve primarily the
children of faculty, students and staff at USC. As allowed by funding and
related needs, the Center should strive to inchide community children_ Key
elements to be included in this nev structure: provide adequate funding
tv
through a "multiple funding source formula", hire a full-tune director, increase
rtaff salaries and benefits, aim to achieve teacher/child ratios reflective of those
desired in national accreditation, improve maintenance and facility renevalzrtivities, and achieve all needed program criteria for national accreditation.
A 3-5 year transition to the full implementation of theChildren's Center as an on-campus child care/early learning programis likely needed. The initial cost of this transition vill be betveen $80,000 and
$125,000. &singratsggAgatelpLeaplyjnairaktassient_sdicaji$50,000. Long-range costs can be estimate6 at (to attain full accreditation at the
national level): $225,000 - $280,000. likor fxtors in immediaW 1ong-tange
costs include: salary for a full-time director, reduction of the number of childrento a level of 88 (this vould provide a basis for national recognition), increased
salary and benefit package for staff, improvements in the fadlity, andmaintenarre of continuing program needs. While these costs may seem high,tmiversities across the nation are wing "multiple fluting" sources as a me= ofxhieving the reeded support for their program.
The transition plan includes five stages: adoptionkommitment to
the on-campus child care/early learning plan, formation of the mana,gement
courril, implementation of the approved final plan in Aqua of 1992, articulationof a long-range plan for the camps, aril adoptioniimplementation of a lorerange
plan for meeting child/family needs on the campus. While the existing piciare at
USC-Columbia is minimal the elenvnts for achieving high-quality care ardlearning for children is great. Nstith the thoughtful implenvntation of this plan afirst-step tovard having a cohesive and functional child/family support and study
strIrture can be taken.
hi i d 11 (71:1 o 11
The development of child care programs in the decade of the 90'sis viewed as a necessary ingredient for the development of healthy,contemporaryfamiliesand progressivew lace environmentsas we approaoh the reality of work force 2 # # # (Emotive
kA...1. I. 4t 11
Care. 1991)1`111,$)
The American vork force has indeed c ol dramatically over the past
40 years. It is clear that vith a continuing need for an expanded and better
educated vork force, the need for more training and research vill also incsease
in a dramatic mzmner. These needs are ':ertainly evident on the campus at the
University of South Carolira - Columbia ard on campuses throughout the nation.
Sue Shirah (1988, p. 135), in her report on the national situation:
Statistics from the Children's Defense Fund Rvon that there .wasan 83% in.:nue in the number of women moiled in collegesbetween 1920 and 1982, in a 249% inmease in womenstudents ages 25 - 29, and a 314 increase in women studentsages 30 - 34. Today, two out of thee college students over theage of 34 are women, many of whom continuously state thatfinding quality child care is a major problem.
In a complementary manner, the nem of the vorkplace is also
urdergoing major : The National League of Cities reports (1989, p. 12):
Today, working mothers are the norm, not the exception. infamilies of all types and all incomes. By 1990. an estimated 64%of all familia, containing 10.4million children under six willhave waking mothers.
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While both Committees that studied the "campus child care need" at USC -
Columbia vere reticent to propose an immediate plan of xtion for addressing the
issue, they vere in agreement that USC - Columbia vas indeed in need of "on-
campus child care". Further, they also reco i" the Med for sons means of
providing such care al a reasonable cost and yet ad a level of quality that would
mab the "care" a "mark of pride" for all renters of the University community
In effect, the tvo Committees' efforts "mirror" the findings of groupsnationvide. While everyone recognizes the "need", they are often frustrated in
their swath for solutiors; al least solutions that are reasonable and effective.
Lack of ftmds, a shortage of tiviined early childhood professionals, and many
other irritants are commonly cited by researchers as impediments to achieving
quality child care on the nation's campuses (Keyes, 1991).
Just as the need for "campus child care has been recognized a; vital to the
vell-being of university faculty, students, cod staff, so has Us need been
recognized for university sponsored research and teaching laboratories that focus
on child and family issues. The Volume 15, 1988 Issue of Instructional
Psychology reviews the many contributions of past and current =opus
child/family centers (including child develop:twat) and notes that a "23v ere of
possibilities exists with the emergence of especially desigred "children's centers"
on camptses throughout Us ration (a response to tls critical reed for quality
child care on ttese campuses). These possibilities include wross-disciplire studies
on childre41/families; tis piloting of "training programs" in counseling, early
childhood, =sing, and otter disciplines; ard a plethora of "quality of life"
studies in health, medicine, edtration, md allied professions ard disciplines.
While there are otter arenas for achieving some of these academic needs,
Tovnley & Routt (1988) note that university centers have uniqts advantages strh
as sometimes already having child development laboratories in place; easy xcess
to reeded research tools; a supportive clientele who usually support the acai.emic
mission of stch program; and a "climate" where quality settings for research and
Walling are valued.
As Keyes & Schwartz (1991) note, the concept of "campus centers for
children ant families" broalens the "reach" of v is possible in university
settings with regards to both research ard tetching. Indeed, at one point in its
history the USC - Columbia Camps (1975 - 1980) vas aneader in this regard
with the USC Children's Center serving a enational model" of a "Children's
Center For Research And Teaching'. StAth the erosion of financial support,
however, tie Center has barely survived in the 1980's. While wither of Um USC
-Columbia "Camps Child Care Committees" (1988-1991) addressed this need for
a high quality environment for research ard teaching as related to children and
families, faculty fortnns and efforts have; albeit in a disjointed manner. A
cursory look at the various "center? ard "projects* on children and families at
USC - Columbia ialicate the interest and capability exist for having a "Center For
Children kid Families" whare continuing research and teaching functions can be
actualized in a supportive and quality aren&
It is the dual emphases of 'service* and "academic pursuit? (as
they occur within university child and family centers) that this report
addresses. In particular, this report elplores the "possibilities" that exist on the
USC - Columbia Camps for the development and implementation of a
quality *Child And Family Center laboratory that would serve the entire
university. In this regard, the current picture of child development ard family
support centers on university campuses iationvide is reviewed. Further, the
existing status of such services on tka USC - Columbia Campus (and other system
campuses) is explicated with a special focus on the USC Children's Center. In
11
4
addition, a "vision" of vhat might eventually exist vith regards to having a
contigum, !meaningful and high-quality *Center For Children And Families* on
the USC - Columbia Campw is uplored. Finally, a very specific ard
comprehensive plan for utilizing the "USC Cbildren's Center* as a beginning
point for achieving an environment of high-quality care, research, ard teaching
for children ard families and the entire USC - Columbia community is presented.
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In wing the restricted definition of "services, Shirah (1988, p. 135) found
that le tense o aff milegtv strd wthexitiavrovide swagA= or 'WY me
In citing Greene (1985) and Herr (1988), she notes that "stich Fograms may be
full-time or part-time, and usually are available to the children of faculty, staff,
ard students" (Shirt, 1988, p. 135).
Treitioially, campus child care programs have provided "cares in the
form of a safe, clean, art sustaining environment Fortunately, many of these
programs have evolved to provide Ivalth care, enrichment opportunities,
intervention services, and other ectivities. A recent but very small survey by
Svick (1991) found that all of the film centers studied met minimal state licensing
standards but only one of them met the national standards set by tbe National
Association for tha Education of Yoimg Children. While camps child care
program have achieved a sense of *minimal cares for very rung children, as
Bickimer (1991, p. 38) states: °Campus child care centers are not yet part
of the *varp and voor of university life. It is rare that such a
center figures prominently and positively in the minds of those
responsible for increasing enrollment, designing student services,
budgeting, and so on". He further describes the typical situation in most
campus child care program (p. 39):
A recent survey of largemetropolitan campuses revealed, for
example,ratherlacklusteraccommodations,meigerfurnitureand equipment, and clearly inadequate space provisions for
many urban campus child care centers.
In spite of these identity and facility issues, campus child care leaders ard
staff (as veil as parents and a fev faculty) halm pursued the development of more
l'qualitf features and "enriched" environments for these programs. Burton &
Boulton (1991) poirt to the standards for quality child care (NAEYC, 1985) and
the emergence of "early childhood education* as a legitimate quality of life issue
as tie key factors influencing this positive development. Per p %I, the recognition
by Svick (1988, p. 148) that Isolated, one-dimensional centers have no
'home vitbin the emerging structure of universities* is a key force in
this evolving process of integrating camps child care into tie total mission art
context of ecologically valid imiwrsities. Just as influential is the nev status given
the early years of development by the National Goals For Education Commission
(Svick, 1988).
Laboratory Programs _
From the outset "model early childhocd" schools established a distinct
mission that vas to guide their evolution for over a century William Hovard
Payne, President of Peabody Normal School, said of tha establishment of 1719
Rotbrop Saw/ (tle predecessor of all other model demonstration schools) in
1891 (The Past Is Prologue, 1971; p. 11):
k has not been my purpose to orgaMze an experimental schoolthat is a school in which pupils are taught by pupil teachers - butrather &school which is taught and governed by an accomplishedteacher, who is able to yoduce results worthy of imitation and
study.
Indeed, the presence of "Master Texhers" demonstrating and engaging students in
quality early childhood practices has been at the heart of the operation of model
laboratory schools siire their inception. Yet, over tiin3 and as a result of
changing philosophies a shift in the mission of tivse °schools* from being
"models* to simply being "laboratories" took place. Regardless, such schools
have alvays had a predominantly academic mission that focused onteaching through active involvement 8111 to a lesser degree research (White,
1972).
During their life-span (vhich nov extends to over a century), laboratory
schools have experienced several transformations: movement from being
"models" to being "laboratories", expansion from "one-dimension" to "laultiple
dimensions*, refinements in population served, alterations in operating structure,
integration into tiie surrounding community, changes in financial sponsorship,
clear refinement in mission, and a shift tovard becoming an integral part of the
research and development function of universities (Tovnley & Routt, 1988;
Squibb & Van, 1988; Keyes & Schvart 1991).
A fey examples help to highlight the substance of these changes as they
have evolved in several campus-based early childhood laboratory schools. 77e
gitithmpitlao4 originally a "model" school changed to become a °laboratory"
to then become a "demonstration" and finally to become a "blending" of these and
other functions diving its history (vhich ircluded name changes, closures, and
other tram). Other centers (as noted by Shirah,1988 and by Keyes &
Schvartz, 1991) have experienced similar transformations.
During the pat tventy years early childhood laboratory schools anti their
development or demise have generated several insights related to current and
future activity in this domain:
1) The traditional ow-dimensional laboratory school is rapidly becoming extizt
for wied reasons; lack of funding, lack of relevarre to current university
agendas, and lack of linkages* to the many Dev ecological dimensions of the
early childhood profession.
2) University Laboratory Programs that are responding to the inticale, multi-
disciplinary needs of university life (especially as related to mission) are
experiencing the trams of such chan,ge; particularly vith trying to articulate a
system that might accommodate nev campus needs.
3) The changing nature of acalemic fields such as family stulies, psychology
and early childhood education have provided laboratory schools vith "nev
challenges" regarding their functions.
4) The cost of operating "high quality" laboratory schools (along vith operating
other child and family services) is proving to be "beyond" the rrems of nzuly
universities vho nov have more complicated missions than they did thirty years
Ago.
It appears that the various functions of University-vide "laboratory"
schools (modeling, demonstrating, researching, teaching) vill confirms but in a
nev form; ore that is more in relationship to the ecology of modern,comprehensive universities.
The Emergence Of "Chiltdretes Center?
Several factors, many of vhich have tir origin in the 19717s, have
influenced the mission and structure of both "child care" earl "early childhood
10
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basic components of this concept include: providing quality and appropriate care
and early learning experiences for children; facilitating the comprehensive
child/tinily grovth needs (health, edtcation, social, emotional, and enrichment)
through appropriate support services; providing for training ard research
activities of multiple programs and nits; ard serving as a resource and
&gemination center for tlya university and the surrounding communities.
Indeed, many centers maintain a minimal presence of °communitychildren" in tbitir program to emure that the resource function is visible.
While fey Thildrent Cantu's" have attaimd this nev concepttmlorientation, it is irdeed guiding their development For example, nev campus
'Children's Centers* on the campuses of the University of SouthCarolina At Aibn and Coastal are designed within this °blended°framevork. A plethora of other such programs (Georgia State Univers4
University of Maim, Kent State University, Ohio State University - as examples)
are emergLig to provide a viable alternative to tta "split mentalitf of care versus
training and research.
WI= placed in the context of dvindling financial resources ard a n3v
focus on "ecologically sensitive learning arenas", the "Campus Centers For
Children' concept is sound. Tls natural integration of multiple human service
functions for children and families with Om varying needs of university
researders and tetchers may veil save resources and at the sam3 time strengthen
the total university ecology.
Other Child And Family Services
In many respects the issues that reach beyond (yet are clearly related to the
12
2 1
care of children) a familyt child care needs are the most critical. This is also
true in tte broader society Tine needs have teen noted in Us literature as
gfritOlmityitvws; they might better be labeled P:tmil)071;iirttSocistyLcizer.
Issues such as "time for being Yith one's children", "leave time", "flexible york
time*, "family-york planning", "parent education", and many other such themes
comprise this domain.
While these issues reach beyoixt the scope of this York, they must be
recognized as integral elements of a comprehensiw university plan for children
and families. Indeed, these "family issues" vill become more a part of
"university thinking" as the talent shortage of the 1990Ps becomes a harsh reality
(Simons, 1991).
Nationally, the ctirrent and emerging focus for meeting the early
childtood needs of families ard academic researchers is one of integrating the
service and acatemic components of campus child care pros= and
campts-based early childhood laboratories into Campus Caciers For
Chilli:To Am! Familiar. This emerging paradigm is evolving from the
research and conceptual "Pork of the "ecological-developmental" school of
thought that calls for the use of "service" arenas for multiple child, family, and
societal needs. In as sews, miversities haw all of the needed attributes for
designing and carrying out such a paradigm only the limits of creativity and
commitment can impede this movement tovard fully developed "Centers For
Children And Families".
'PC,
Not unlike many other campuses, the University of South Carolina at
Columbia is curreatly meeting the needs of families of very young children
through multiple means: formal child care wad early learning laboratory services;
informal referral services (often by vord of mouth); and possibly by informal
parent cooperative arrangements. This report focuses only on therecognized formal child care services currently in operation on theUSC - Columbia Campus: RE aikfreg Cal& sr` 770 Csnpusekddie The current status (as veil as any projected actions) of each of these
programs is revieved.
The USC Children's Center
The "Cbildren"s Center" vas established in the mid- l970's through a joint
effort of the College of General Studies (nov knovn as the College of Applied
Professional Stifles) and the College of Education and vith mem support of
the University. By 1980 the College of Edtration vas the primary sponsor of the
Center (the College of General Stutes no longer hzd a need for the Center). The
Center, since its inception, has served as a comprehensive child development and
family support program serving both "supporr ard "academic* needs on the
campus at USC - Columbia and for the community. The conception of the
"Center" as both a laboratory and demonstration school" for the entire
14
1
university and as a quality child development program that vas comprehensive in
every vay vas and is unique.
The 'Center "s" Child Care Program serves a vide range of university and
community needs, including all-day care and eady learning experiences for
yotmg children and by providing a laboratory for the entire university
The Child Care Program itself has housed betveen 94 and 103
children per year from 6 months - 6 years. Tralitionally, 55 of the children have
been funded through ths Federal Child Care Block Grant Fromm and the
remaining children supported by pieta tuition Tlit program has also benefited
from funding under the Federal Food Frog= and through th? support of the
College of Education Children Qf university &cult% staff, eal students comprise
from 50% to 60% of the Cerder's anwal enrollment, vith the remaining children
coming from a cross-section of the community Visiting researchers and scholars
have observed that the truly multicultzral makeup of the Center makes it an ideal
environment for research, especially pilot projects in the social sciences.
The progrean offered at the Center is full-day (7:45 A.M. - 5:15 P.M.) and
staffed by qualified personrel. It is licensed by the South Carolina Department of
Social Services and has consistently nwt tba Quality Assurance Standards of the
South Carolina Health & Human Services Finance Commission. It does not,
hovever, meet the National Standards of Accreditation. The Center 's
staff is comprised of a Director, Graduate Assistant/Assistant Director,
Administrative Assistant, Food Technician/Coordinator and 6 °teaching teams*.
Each "teaching team" (one team for wet classroom: Infants, Toddlers, 2s, 3s, 4s,
and 5s) is comprised of 3 members: Lead Teacher (Master Teachr II), Assistant
Teacher (Master Teacher I), and Graduate Assistant. Lead Teaclxrs are required
15
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1
II1 1. Professional education experierces for College of Education teacher education
pre-service students in practicum courses
I2. In-service training sessions for day care, infant care, and child development
Iteachers from all arms of South Carolina.
I3. Practcum experiences for nursing psychology music, art, medicine,
ediration, health, physical education, and many other university programs.
II
4. Service as a model demonstration center for public schools and agencies
throughout South Carolina, especially vith regards to implementation of state
111
programs.
IAn analysis of the Center's usage records over the past decade indicates that the
various training/education activities carried out at the Center remain very
Iconsistent from year-to-year and indeed have grovn since 1987.
IEarly Childhood Education has remained the heaviest user ofthe Center since its inception. The Center Director has always been eitler a
Ifaculty member in this program or a close affiliate of that fxulty The Early
Childhood Program (nor the College of Edwation) receiye awy special finarcial
Imod to operate th3 Center. The program has integrated all of its major
practica experiences related to preschool observation and teaching skills into the
ICenter's operations. Hovever, due to poor funding, the faculty do not point to
the Center as a "model" since it does not meet National . Standards of
IAccreditation. In support of the Center (and to make its usage of the hi
I17
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carried out at the Center since 1985. Various theses and undergraduate research
projects have also been conducted at the Center.
The USC Children's Center is housed in a three level concrete block
building vhich vas originally gad of the Booker T. Washington public school on
Blossom Street (next to the Blossom Street Partmg Garage). The facility serves
as an office and classroom building and houses the child care program
administered by the Center. There is more than 11,000 square feet of floor space
in tbe building and 14, 670 square feet in the outdoor play exea. The play area is
=rounded by a chain link fence ard offers a variety of surfaces. It has recently
been renovated (at a cost of about S351000) and um serves both learning and
research purposes.
The lovest level of the building houses the infant program and
includes a total of 631 square feet of classroom floor space. This room is
comprised of a central play area surrourded by four crib rooms, an enclosed
observation booth, a storage room, a fully equipped kitchen, a laundry room, and
bathroom
T he first floor of the building houses the classrooms for the
older children. The toddler's classroom has a large central area (728
square feet), an aljoining area for small group or indivichialized testing, a
batIroom, an enclosed observation booth, and a storage area.
The main kitchen facility is located adjacent to the toddler classroom. It
is fully equipped and serves as the main area for the organization of food and
snacks for delivery to erh classroom (hmch is prepared by the university food
service).
19
2S
Two classrooms, each containing approximately 1,000 square feet of
floor space, for two and three year olds are divided by a large observation
booth and a folding partition. These classrooms have adjoining bathroom
facilities vith child-size fixtures.
Tvo additional classrooms, housing four and five year olds are also
divided by an observation booth and a folding peatition. These classrooms
contain approximately 1,100 and 1,300 square feet of floor space, respectively.
Th) environment of each classroom is equipped vith child-sized furniture
which can be arranged in a variety of configurations to accommodate individual,
small group and large group activities. Exh of the classrooms has ample storage
space and is supplied by water at a level accessible to young children. Each
classroom has tvo nits; thus facilitating quick exiting in case of emergencies.
The second floor of the building contains office specs (1,920 square
feet), five storage rooms for supplies, resource materials and equipment (823
square feet total), a conference room, a staff lounge, and restrooms. The offices
house the Center administrative staff, graduate assistants, University instructors
and faculty, and the teaching staff of the Child Care Program The tvo
classrooms are also used for staff meetings and parent meetings. There are tvo
storage rooms for equipment and supplies and xsparate resource rooms for
classroom materials ecod curriculum materials. The Early Childhood Education
student teaching and junior bloc programs also use tvo rooms for curriculum
materials.
At the present time, approximately 70 per cent of the existing floor space
is devoted to the Child Care Program. Approximately 15 per cent of the space is
used for university classes and occasional fzeulty and professional association
meetings.
During the past four years, Xi intensive maintenance plan has been
carried out including replacement of carpeting and tiling, painting, playground
renovation, replacement of furniture, and other needed repairs. Currently, the
roof needs replacing and there are, of course, continuing maintenanceneeds. The folding partitions that divide classrooms must also be replaced. The
exterior of the building is in bad need of painting. Some of the classrooms (those
used for practica courses) are in need of nev furniture and one of the classrooms
on the second floor needs nev tabl
The major impediment to the Center's quest for NationalAccreditation has been funding. Due to expenses (the Center typically over-
runs its budget by about 10 - 20 per cent), the Center has had to enroll more
children than is alloyed under National Standards. Also, due to limited funding
the Center has been unable to remain competithe vith regards to salaries.
Further, the bleak financial picture has eroded the Center's ability to plan for a
more secure and functiont future. Given this veak funding situation, the
College of Education determined (in January, 1991) that it could nolonger sponsor of the Center as a laboratory facility as of August,1992. The College hoped that yith this advanced notification, the University
vould have ample time to redirect the use of the fecility and progratn for
possibly meeting on-campus child care needs along vith possibly meeting
University-vide child and family academic study needs.
21
Campus Kiddie
In addition to the USC Children's Center, child care is also provided by
Campus Kiddie, In fact it is celebrating its 25th year of service during 1991. It
sem around 40 children (infants - 5-years of age). It is housed vithin a campw
dormitory stntture =I is staffed by a director, tvo full-time staff, five part-tinw
vorkers, ard tvo vork-study stlidents. This program has tvo "shifts* (7:00
A.M. - 6:00 P.M. art 4:30 PM. - 10:30 P.M.) and this accommodates the needs
of day ard evening Au:tents. Since the program serves primarily the children of
students it is edministered and furded through the Office of Students Services
in the Rwsell House.
Camps Kiddie is a single-purpose Center, desigred to provide safe care
for children of students on the USC-Columbia Camps. It does meet minimum
state licensing standards but is not equipped or staffed to serve university
laboratory reeds for research, developmant, and teaching. The fztility is
minimally equipped not unlike most campus child care centers throughout the
nation.
Other Campus Child Care Programs
A 1987 survey (Hares 84c. Svick) of colleges zmd universities in South
Carolina indicated that variety of_progams are sponsored at eleven institutions
in the state (the number is now up to 14). While these programs share the
common purpose of providing educational care for young children, they vary
videly in the emphasis placed on service to the institution as a training, service,
research, or "combination" centerifacility
Some examples of the different arrangements at institutions in South
Carolina help to highlight some of the uniqm features of these campus child care
program. A private South Carolina college operates a program for 36 children
vith the institution providing housing, maintenaire, and finaucial support
amotuiting to the differewe betveen the actual costs of the program and the
tuition payments. All of the children in this program participate on a fee-pay:ng
basis. Although timber echication is provided by the college, tbs child care
program does not serve as a laboratory nor participate in any of the teacher
education practica activities. It is a single-purpose center, serving the college
community and to some degree the surrounding neighborhood. A sulfa g ;i
institution, vlich serves 65 children (ages 2 - 5), provides full-day care. It also
is a fee-paying only arrangement vith the college protding the needed fimds to
=et expenses not covered by the fees.
More recently, Svick (1991) phone-intervieved three center directors of
state-supported institutions in South Carolina: USC-Spartanburg, USC-Aiken, and
the College of Charlwton. He found that all three institutions veremoving tovard a 'blended* program of providing services topreschool children and serving as a laboratory for training for their
sponsoring institutions. In all three cases, the child care programs served
primarily children of staff, students, aral faculty. They vere funded through
combinations of Wition, block grant monies, and university financial support
For exam: at USC-Spartanburg (they serve about 40 children, ages 3.-5) tta
funding comes from three sources: 30% tuition, 30% federal block grant, and
40% university funds. While funding is from the university in general, the
23
program is linked to the College of Education through a fazulty director
program &dance. This program is nationally accredited. A similar
arrangement exists at the College of Charleston. USC-Aiken is just begiming its
program and is moving in a similar direction.
AtimationaLliza, the direction in campus child care and early learning is
indeed moving tovard the concept of a "blended centers vivre both the !reds of
children and families are met and the academic teaching and research needs of the
institution are met For maniple, Nev York StAtet legislature has approved
ftmding for supporting the development of on-campus centers that attempt to
meet these dual needs of service and researchtteaching (Alger, 1991). Hovever,
these program yore justified as an "employee benefit" and not w institutional
early learning laboratories. And, the quality of the programs varies greatly. In
Ohio, the director of the Kent State University on-campus child care program
(phone interviev, April, 1991) indicated they had similar arrangements as the
programs at USC-Spartanburg and USC-Aiken but vere struggling to provide the
quality of care desired due to a lack of funds.
It appears that South Carolina's on-campus child care and early learning
status is very similar to that of the nation; moving tovard a "blended" model
vhere service and academic needs are interrelated. Like universities across the
nation, South Carolina's programs are struggling finairially and seem to be
confronting the natural- problems that come vith any transition and development
period. Very fev of the current programs (state or nation) appear to have the
context for promoting the best features of a "blended" program. Even fever
have yet to foster a truly top quality research
24
110.4-
Tovard A Broader Understanding Of Child/Family Supports
As universities experience the challenges of the next decade and beyond, it
is imperative that they envision nev approaches to meeting the needs of "families"
vithin their context as veil as visualize nev designs for marching time needs
for the benefit of the larger society While quality child care and early learning
ars priority concerns of many faculty, staff and students, other significant issues
need attention. All of these issue have a marked influence on thequality of vork that takes place vithin university environments. Evena ctrsory reviev of some of these issues and challenges is instructive vith regards
to their influence on the quality of life at the University of South Carolina
For eiample, maw young families need "flex-time, "emergezy leave",
and other modifications of "vork scisdules" in order to met the many demands
of family living in today's world. VA% both parents vorking, ami at the same
time confronting more complex roles as parents, their familyivork-plece
relationship is quite distirct from family sitations of forty years ago. This nev
"family-vork context* (Galinsky, 1987) requires "riev social systems* that
support a healthy response by parents to both york and family needs. These nevsystems need to incltde social, educational, organizational, and "support" servLes
that equip parent to articulate a positive direction for their families as veil as to
become productivs partners in the grovth of their communities, vhich certainlyincludes the vork-plece. All of these issues are a part of 'UniversityWork Life* aml provide universities vith multiple opportunities forexploring "nev structures* vithin their service, teaching, andresearch mission.
25
Aires ly, the Univertty of South Carolina has "informally and formallypiloted" a variety of child-family services and project, albeit in a ratherdisjointed manna'. For ample, the University currently (through the
Student Affairs Office and the College of Education) provides childcarelearly learning for about 110 children via the Childrent Centerand Campus Kiddie. Hovever, neither program is interrelated vith the otherard no overall structure exists for coordinating these services as veil as forimproving their fialing and quality Another example is that of ezzmuryzahew day4 days needed for unforeseen and tragic family situations. Recently, tinUniversity designed and implemented an 'emergency sick leave bank' vivrefaculty aral staff can donate existing sick leave to a bank for use by others vhoare in crises. Yet the policies on this "bank" appear very restrictive and unrelatedto some of the more common "crises" that families typically confront in today'svorld. Yet these are good examples of the potential that exists vithin theUniversity of South Carolina's environment for addressing vital child and familyissues. Ttere are similar ezamples of emerging "academic* thrusts that focus onthese needs and issues; both for University needs and for the broacter community.Usually these efforts (service and/or academic) exist in the form of projects,centers, and institutes that offer a specific service, training, research orcombimtion of these furrtions for childrenifamilies and/or the professionals vho
vork vith children and families. artivrklizth* atm *sersiar" =el eXieg1411/0.011 lfr&i art, ()Opr ale surww w "agar Wee& (Way Omit
gm* soi oar wins' kat) What is needed is a long-range vision andstructure for conceptualizing and planning for relating to existing and ercergingchild and family needs as interrelated vith the University's academic and socialecolou
26
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The Center For Family In Society, as it migit emerge, is a possibleunifying force that could serve to provide a structure by vhich the various"services" that influence families can be articulated. While the primarymission of such a Tenter' mint be academic, it could achieve thatmission through the use of several lefusied serw-ces such as healthcare,medical research, child carekarly learning (researchitrainingiservice),family counseling special family needs projects (for example, consider some ofthe ;cork currently being done in the College of Social Work), familyivork-placeresearch and support services (consider flex-time and family-leave as just tvoexamples that are currently being achieved, albeit informally in manydepartments), and a multitude of other such academic/service oriented "blended
Projects*.
The mission for such a center or body vould be to create a system byvhich faculty, staff and students could develop a cohesive andmeaningful arrangement for the full exploration and study of the"human needs* that are unique to today's families vhile at the same timemeeting soma of toe needs vithin the University setting and in related pilot.cf4ir in surrounding communities. The complexity of "childifamily" issues(particularly during the early years of life) require a societal response that isintense, research-based, and pervasive in its ultimate influence on the humancommunity Universities have the unique resources to address the research andteaching elements of these issues; especially vhen these resources are organizedwithin an "academic ecology" that promotes thorough, responsible, cohesive, ardmeaningful studies that not only address specific espects of the issues but relatethe "study" to a host of influential elements. For example, research that mominesonly the medical aspects of child abuse fails to gain the total sense of such apathology. In a similar manner, campus- 144'" child care should not be isolated
27
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and families, it vould seem that a unique opportunity for national attention eat
contribution exists vithin the Center's activities. Given these critical needs the
mission of the Center is designed to evolvs tovard meeting an expanded agenda
of research and teaching that can influence state and national needs.
Mission
The mission of the proposed "University Children's Center" should be a
"blended" one that focuses on pivrt74rmavr4 teeth* deveopzen4 rzf115717G9 W sed to ete lawledip-AsEr oa chilcfren a d Indite rhile ptwithile
pe, entwityment rhildnrtn j Avnths - 5 yRvr) and Ihdr familiesgru4 ste; studear, communi07) Lte -Coltmkcia Campos. This
mission is very much in line vith tIN direction of the "Center" as it has emerged
over the past 15 years. It is also a mission that is adaptable to the eventual
emergence of a broader Child ift AD* Calle' that vill hopefully becoMe areality on the camps in the future. This mission is reflective of the restructuring
of child and family academic and support systems currently taking place on
various campuses ?round the nation as is reflected in previous sections of thisreport.
In support of this mission, this "Center For Children" must maintain the
highest quality care and learning environment for the children, families, faculty,
students, researchers, and staff that become engaged in the program. While fiscal
realities may dictate a gradual transition to a comprehensive University program
for children and families) it is imperative that the long-range plancontain a substantive commitment from the administration to reachbeyond even national accreditation. With the vealth of academic and staff
resources at USC - Columbia this support is indeed possible. Within the current
31
limited financial structure tremendous azhievements have been attained: 2500
early childhood teachers have received partial training over the past 10 years;
ow 40 professional seminars and vorkshops haVe served various agencies and
groups in the community; a plethora of pilot research projects ad about 15
larger studies have been conducted at the Center Mth the cultural diversii,y,
socioeconomic Mb; and high parental and fxulty interest that exists, the
proposed mission becomes nyore of a launching I for endless attainments in
futire years.
Operating Structure
The major varlaassar in the current operating structure are Use
lid& zed iStilifil;20 OM COMO AVID sliala-sponsolviip (College of
Edtration). Structurally, treitional laboratory centers (such as the "Children's
Center") are suffering from an erosion of financial support and from the
emergence of other such facilities vithin their larger community ecologies. Ifith
liinited faculty resources and dvindling financial infrastnrtures these one-
dimensional programs are typically unable to carry out their traditional roles of
research, demonstration, and teaching This is also true of other centers on
campuses around Om nation such as developmental nursing projects, motor
development centers, health sites, Apt many other such centers and institutes. DIoften these centers are isolated from the UniversiVs broader academic ecology
wilticome easy grey for budipt cuts. Further, vith such limited operational
support ai visibility they are less poverful in carrying out their missions.
The operating foundation of the proposed "Center" must be located in
the central administration of the University of South Carolina. While
the continuing management and daily operations vill be carried out vithin a
32
specified structure, Me accouptabiliOr for ackierigr Oa mission in aquatiOr nittwar must mania nig the ilizinvisiOrk thief arsdainicAdam In effect, the Tenter" znust be vieved and supported as the
University's learning arena for children and families (6 veeks - 5 years) and all
of the programs and departments that vish to participate in the many zetivities
that are a part of the programs at the Center. %%out such a operating
fotmdation the mission of the Tenter* is unattainable.
While there are variots possibilities, the proposed operating structure
includes the folloving University operational authority (Board of
Trustees/President/Provost), Management Board (Provost/Faculty Policy
Council/DeanICenter Director), Implementation Strtzture (Dean/Faculty/Center
Director), and Daily Operating Strtzture (Director/Staff/Parents/Children). See
Figure 1 for visual description of operating structure.
The operational authority of all University "Centers* exist vith the
University's Board of Trustees and designated officials (President & Provost).
The proposed "Children's Center* vould operate under this authoritative
strtcture and thus abide by all University regulations.
The management structure suggested for this "Center" is one that is
centered in the Office of the Provost Assisting the Provost in carrying out this
management process should be a ManagemenLemet that is comprised of
representatives of the folloving College of Education Dean's Office, University
Stzdent Affairs Office, Center Director, University Faculty/Staff, Center Parents,
Center Staff, and a Community Representative. This Council vould meet at least
tvice a year to establish and reviev the policies that guide the Center's
functioning. This structure vould assure that the Provost has input from Tenter
f ost.d )t-r a 6 PI
(441,isii I ktfvol.1
S 11 m
Operational Authority
*Board of Trustees*PresideatiProvost
Management Structure
*Provost/FacultyCouncil*Deanor Designate
*CenterDirector
Implementation Strategy
*Deanor Designate*Faculty
CeaterDirector
Daily Operating Structure
*CenterDirector*Staff
*Parents
"")
Constituents" in the decision making process.
The implementation structure recommended for this *Center" is that
of the College of Education or another College so delegated. The Dean of the
College should function .% the "monitor" of the on-going functioning of the
Center, vbile the budget and program elements are integrated into the College's
existing structure. In a sense, this structure currently exists and vorks fine; the
only impediment is the lack of connector to the University's larger program and
financial system. A College could contimie to serve as the "grantees and
"operator" of the program. Mt an "active" Management Coutril in existence,
the needed University involvement is attainable. There is a cautionary note,
hovever, the College should not be left to sustain the Center inisolation from the Inger University environment. Rather, the Collegeshould serve as the condrilby vbich the program is continuously reneved and
improved vith linkages to the total University ecology. In particular, gm.
financial foundatio.n of Um "Center" must bg vieved as a UniversiV-vjde
responsibility and not as a College 9f Education Usk. This same mentality mtst
permeate program, research, development, azd teaching fumtions carried out at
the "Center".
Tha daily operating structure recommerded is one that capitalizes on
the strengths and needs of the "Center's" existing structue. A filli-tims
Director of the Center is a mtst. Attempts to "blend" the time-assignments of
faculty (part-tims teaching and part-time directing) have proved mmter-
productive and ineffective. The intensity and complexities of directing a Center
vith the mission of the "Children's Center" requires that a full-time person be
in this assigned role. This persont job responsibilities should include: &ding
the direction of the Center (as established by the ManagenzaLcourca)
34
monitoring the daily operation of the Child CarelEarly Learning Program,working directly with an Assistant Director ResearchlTraining staff, and parents
in carrying out the functions of the Center, coordinating all liaison and advisory
input related to the Center, guiding and promoting the many uses of the Center,
and maintaining a high-quality program. The Director should serve as theultimate authority for the care and operation of the Center.
The Assistant Director's role should be to coordinate and guide the
research and teaching activities carried outat tie Center. This should include the
management of an "advisory team" representative of University units who desire
to be involved in the Center's research/development/teaching activities. It would
also include the active pirsuit of appropriate research and development grants,
involvement of community and state constituents in affropriate activities at theCenter, and in related support roles. Tvo administrativesupport/management personnel are critical to the Center's operation: the
Administrative Azistsfft and the Footrffetheiciso CoOrdthitOr Bothsupport staff should ba under tte supervision of the Director. Detailed job
descriptiols already exist for these role-persons.
It is recommended that each Teaching Team (one for each classroom)
include a Lead Teacher (Master Teacher II), Assistant Teacher (MasterTeacher I), and a Graduate Assistant. This staffing pattern currently exists
and is functionally effective when salaries and support corclitions (for example,
the teachulchild ratios are alequate to national standards) are of high qualityLead Teachers should serve as the on-site managers anti leaders of de teachingteam. Assistant Teachers provide key implementation roles in carrying out thefunctions of the program Graduate Assistants should serve as part-time butintegral support personnel in the program implementation process.
35
A parent/staff/faculty management council should assist theDirector in the implementation of the Center's child carelearly learning program.This Council should be comprised of parent representatives, staff representatives,and a cross-section of University factdty vho utilize the Center. Thsy should bainvolved in all aspects of alviting the director on implementation issues andshould function both as a planning and feedback group. It is suggested that thisCouncil be comprised of no more tlum 8 members, meet four times a year, and beguided by the Center Director.
Clientele
The primary clientele of the Center's Child Care/Early Learning Programshould be children of families vho are directly employed by or involved inurdergradtate/graduate stmly at the University. Th3 age groups served shouldrat* from 6 months - 5 years. Parents vhase children are ready forKindergarten should be encouraged to make the transition to public school vith=options being made for authentic hardship cases. When ant vhere it isfaasible, a 'core number of 'community" families should be invited toparticipate in the Center's program. The actual number of communityparticipants may vary from year-to-year but the concept of communityinvolvement should be nurtured; especially vith regards to maintining theCenter's cultral diversity and to serving special needs children vhen feasible. Asuggested ratio is: 85% USC families and 15% Community families.
The recommended maximum enrollment for the Center is dab=This fig= vas arrived at by folloving the "Standards of Excellence* set by theNational Association for the Education of Young Childrent National
1
I.
1
Accreditation Guidelines. Duo to &Amid considerations ittfr enrediznant
Apra mar km to be Amyl in omr a throe jwar oriod. Theenrollment figures recommended for each age group are as follovs:
Infants - 8
Toddlers a 10
WO - 12
Tvoti Three's - 18
Three's/Fowl. t - 20
Four's/ Fivet a 20
Tvo "clientele admissions lists* should be used in screeningapplications for emissions to the Center 's program: a federal block grant list
and a tuition list. The ratio recommended is 54 block grani and 34 tuition
cluldren. Again, given the current ratio (54 block grant ani 34 tuition) the
recommended ratio may need to be phased in over a thikee-five year period. The
goal is to serve as many University families from all backgrounds asis feasible vithin the operating limitations of the Center. A long-range
goal of the University should be to better coordinate the fanilies served by the
Children's Center and Camps Kiddie; such coordination might better serve
everyone in need. The standard rule for "emissions" (given that applicants meet
the criteria identified by the Center's admission policies) should be one of first-
apply, first-admitted. A numerical ordering of applicants per date of application
is the fairest vay of handling emissiors. Hovever, a careful screening should
occur regarding the applicant's ability to meet admission criteria This process
vould apply to each vaitin,g list. A community vaiting list vould be
37
4`1
maintaired and used to support enrollment of a certain number of such families
each year in the program as is feasible. This reopninemded admissions process is
used currently with the exception tlat more community families ars currently
enrolled than would be served in the future., this process should be phased in so
that no current family at the Center is disrupted. asiferLsuirmamillgi
J. it: IN .7\
raft It is also recommended that admissions attempt to achieve a balance of
students, faculty, and staff as the Center 's cultical diversity is vital to its many
functions.
Program Details
It has taken our society many years to realize t4at "child care" is much
more than minimal care. Indeed, current researchers have promoted the need for
providing yourkg children with both high quality care and a rich learning
environment. To succeed, a thiversity "Childrent Center" must provide the
highest quality early childhood learning invironment possible. Provisions for
having such an environment for children and families exist within the University's
resources. Wbsn deployed properly can actually serve as an attraction to new
feculty, students, and staff. A major goal of the *Center" must be to
attain national accreditation by noting the criteria set forth in the
Accreditation Cliteria and "madams of do National Academy of
Early Child ltood Iftgrains. Doe criteria set forth the guidelines for having
a quality program in all areas: program philosophy, staff, health/safety, nutrition,
physical environment, curriculum, parent involvement, administration, and
continuing evaluation. These guidelines establish the foundation for having the
best care and the richest learning ecology possible for young children and their
families. While the existing "Center* meets many of these criteria,their are particular criteria that it does not meet due to existingfinancial limitations. A brief reviev of the major criteria required for
national accreditation and an assessment on vhich criteria are currently met is
instrirtive. Further, this brief narrative on desired program specifics relative to
national zecreditation can serve as a guide for whieviag all of the criteria over a
three-five year transition/planning period.
Engraill_Thilanft The current program philosophy of the
"Children's Center" is one that focuses on nurturing children and families in a
positive miner; utilizing research findings to establish a high quality
environment for care and early learning. A strong belief in multicultural
learning positive guidance, parental involvement, staff development, use of
developmentally appropriate curriculum, and continuing support of children's
healthy development permeates all of the decisiors made at the "Center".
Functioning as a laboratory, the "Center" also places high priority on the
leaning, teaching, and research/development aspects Lt child care and early
learning. This philosophy has continually received "high marks" for the
"Center" from outside evaluators (annual state reviev process and tvo *external"
study teams over the past decade) and more than meets the criteria set forth
for national accreditation.
Stet The strength of any high quality early childhood program is the
staff. The status of current staff vith regards to criteria set forth for national
accreditation is very positive. For exunple, national criteria require that the
director of child care/early learning programs have at least an undergraduate
degree/certification in early childhood education. They also strongly suggest that
such a person have training and successful experience in directing child care
39
programs. The various center directors over the past decade have exceeded tlis
criteri& A similar situation exists vith most of the centert le a! teachers ard
assistant teachers. Furthr, the "Center? staff development programs and
continuing involvament in professional leadership roles place it in a position to
far exceed national criteria for ecereditation. The "Center? salary stnEture also
exceeds national guidelines; hovever, the curent salaries are pitiftl in
comparison to vhat professionals of equal training and experience riceive in the
large domain of public schools. Where the 'Center" is weak in term of
national guidelines is the staffichild ratio. TIN: risting program meets
the ratios set for infants, toddlers, and tvo-year olds. It does not meet the ratio
st for 3, 4, and 5 year olds. The proposed program set forth in this document
includes a system for meeting all of the staff/child ratios set by the national
recreditation guidelines. Clearly, the existing problem is one of finances. It is
more expensive to have fever clildren in each classroom. Again, it ,, v. take a
three-five year transitionpriod toichieve this criteria of staff/child ratios.
Finally, staff benefits and position security need to be strengthened.
While this vas partially achiewd in 1990-91 vith the University's official
recognition of staff as "classified personnel", there still remains the need for
"continuing contracts*, annual leave, and related bandits. Quality staff can only
be attracted to the "Center*, vhen the benefits package is similar to that of otter
Univerxity staff and faculty National Accreditation Standards call for full
benefits and job security for all ftill-and-part-time perm*,
HealthiSafew A primary concern of any program for children and
families must be heal.th and safety The "Center" has alvays received 0.1 marks
for providing a healthy environment. All state and national criteria regarding
health requirements (vhich include immtmization, annual health assessments,
daily cleaning of the facility, and related activities) are met by the existingprogram. Similarly, the children's safety is alvays of primay concern to staff;regular rsvievs of conditions for safety and continuing staff reminders onchildrent safety are carried out at the center. The "Cents?' exceeds thenational criteria for safety and health.
Haiti= A quality program for young children and families attends to
the nutrition and eating habits of children and families. National guidelines
require that programs meet all Federa: Food Program Requirements. Theexisting program at the Thildren's Center" meets and exceeds theserequirements. Nutritiots limches and morning and afternoon supplements are
served daily to the children. The food is prepared according to tie "FederalFood Program Guidelines* and the center received very positive feedback from
the Federal Food Program after its recent visit ani assessment In addition, staffat the center attempt to create a *family environment" in the serving of the food.
Parents have taken an active role in improving the "Center r food and nutrition
program and regular staff development information on nutrition and food service
are carried out during staff meetings and staff development sessioix.
Physical Environment; National accreditation criteria require that the
physical environment be designed aml arranged to meet the needs of very yowlschildren. Furnitire, materials, equipment, and space arrangements must berelated to the age-group being served. Each classroom at the "Children's Center"
is designed and maintenanced to serve the developmental needs of the groupinvolved. For example, the infant room contains the needed cribs (and cribspace), cravling area, play materials, safety items, ard related developmental
supports for healthy grovth in infants This is true of all of the classrooms at the"Center". The Tenter* exceeds the national criteria for having a
41
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leadership. The current arrangement of having an early childhood faculty
member serve Art-iims (in edition to teaching and resezath duties) is
ineffective and a major flay in the current alministrative system. This position
should be a non-feculty, full-time classified position that is acco um, IL-1 by a
salary that is competitive in the early childhood education administration field.
The maintenance of the involvement of early childhood fazulty should be attended
to through an appointment of a &nay arimr
Evaluation: The *Centers has historically adhered to a philosophy of
continuing evaluation amt assessment for all program and staffing elements. This
philosophy and action should be continued in the nevly formed program.
Evaluation is at the heart of quality programs; it shoild include parental input,
regular (annual) staff evaluation, internal and external program evaluation, and a
self-study process (vhich is built into state and national accreditation). In
addition, tte "Center's" University Management C9umzjl should carry out
continuing evaluation of the Center's progress tovard achieving theimplementation and refinement of this plan.
Funding
This proposal for a USC Campus Child Care And Early Learning
Center at the USC Children's Center calls for a comprehensive funding
structure Yithin the University's managament system. The use of a "multiple
sources" funding structure should not only provide a means for supporting a
quality on-campus child care and early learning program, but also ensure that tlys
program is visited .4 thus supported as a truly "Universitr endeavor. In
effect, the major change recommended in the Center's financialstructure is the involvement of the University in the funding of the
44
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These °cost figures" vere arrived at using the current (1991-92 budget) vith
refinements taking place in allovances for inflation, small salary increments, the
cost for a full-time director, and allovances for normal supply/equipment needs.
What follovs is a project cost-share by all of the parties involved. The cost-
share is on an enrollment of 92 children (56 block grant & 36
tuition), vhich vould come close to meeting national standards. Given this
context the cost-share projected would be as follovs:
SHILSFC Block Grant - $206,000
DSS Food Program - $ 30,000
Ttition - $122,000
DSS Fee Program - $ 6,000
University - S 141,000
Total op $505,000
Several observations are in order regarding the cost and cost-share
presented in the above analysis. The "University Slim" might ix furthert, 1;tli t fl, V It 0, fir,
. 0 ;::.
nriusferAftindsnammpriatiaxim Further, other "units" might make a
"training and research" contribution thus reducing the cost-share of the
"University*. There are, of course, many other strategies for making this cost-
share vorkable. Although very =desirable, other mars of bringing costs in
line vith available flats might include a more gradull reduction of children to be
served (thus delimiting the immediate loss of tuition) or increased tuition costs.
A more desirable means of dealing vith the cost-factor vould be to establish
a University "account" for the Center vithin its administrative system. It is also
46
helpful to recopize that most "campus-child care programs" are funded betveen
thirty and fifty percent by the hostrUniversity. This proposal calls for aUniversity-share of about thirty percent. Similar cost-sharearrangements are currently being used at USC-Spartanburg and USC-Aiken.
Given the current dismal fiscal picture, other financial adjustmentscould be made to shape a budget that is manageable for the initialyear of "University-Wide Sponsorship": reduce the supply/equipment budget,
limit the "Assistant Director" graduate assistantship to 15 or 20 hours per veek,
and other even less desirable options. Mg criticalFoist is Art °costes canbe managed law that a long-term UniversiOr commthrest exists toestablish a quality citild care/early learn i g plograra oda maps.
An 'ideal budget!' that should serve as thR foundation of such a long
range plan is briefly smamarized as follovs:
Category Cost
Personnel
Fringe Benefits
Supplies/Equipment
Indirect Cost
Total
$495,000
$ 99,000
$ 90,000
$ 13, 000
$691, 000
47
5 7
Tbs "increased costs" reflected in this ideal buiget include salary increases that
vould enable the "Center" to attract tut retain certified early childhood teachers,
increased fringe-benefit costs, inflation costs, increases in supply/equipment costs,
a full-time assistant director, and a fourth-time faculty advisor. Vsith such a
budget in place, the "Center" vould be in a position to exceed national
accreditation standards.
A plausible "cost-share" structure for meeting the expenses involved in this
"ideal budget is described as follovs:
SHHSFC Block Grant ii $240,000
DSS F)od Program se $ 37,000
Tuition $130,000
University - $290,000
Total - $691,000
While the 'ideal budget" costs appear quite high, the use of a "multiple
cost-share" system could prove effective in managing this budget Further, this
budget might serve as "goal" for the Center to achieve vitbin its nev structure of
being an "on-campus" child care/early learning center. Through the lealership of
an active "center management council"; funding for an ideal center should
prove more viable than currently exists.
48
Campus-Vide Planning For Quality Child Care/Early Learning
Ths past five years (1986-1991) have been marked by a concern for the
initiation and implementation of "campus-vide* child care and early learning. At
least tvo University-appointed committees have studied the problem; inc,Itzling
the coixtucting of a survey to probe the need for such care, and the conducting of
various exploratory meetings vith interested groups on campus. In addition,
several "informal* groups have met in forums to discuss and advocate for the
development of a high quality on,campus child care program for the children of
faculty, staff, and students. Dtring this same period of time, the College of
Education struggled to continue financing its laboratory school (The USC
Children's Center). After exploring various financing strategies the College
determined it could not flat the "Centers at the needed level for achieving
National Accreditation. Hovever, in serving as it laboratory on the USC campus
for over 15 years, the program bas served about 60 children of faculty, students
and staff per year. Thus, the closing of the *Centers vould indeed have a serious
iznpact on the *writing mironment" of many families at the University While
another source of child care exists on the campus (Campus Kiddie), it barely
meets minimal state standar& and only has the capacity to serve 40 children per
year, most of vbich are children of students. In effect, the University te tunny
fa:es a situation (should the Children's Center close) vivre its child care support
structure may become even more critical than currently exists. Indeed, theneed exists for campus-vide planning for the development of high-quality child care and early learning that can serve the children andfamilies of faculty, staff, and students in an effective manner.
This propoml to initiate a quality on-campus child carelearlylearning program at the *Children's Center* offers a first-step in this
49
process of shaping a long-range effort to meet the "child care" needs on the USC
campus. Several significant issues can and do need addressing vithin the context
of Rich a long raw effort atinzthriation and nifinement of the various.
child Imre SerfiCeS and activides that cuffently exist on amptilsarticulation of a comprehezza* plan for achieving National'Accreditation for all add carWearly learizi47 sanYces offered oncrows, demlopment of a Weide lnulfride cost-slow" womb 0Anstling on-canym child care, develoinnent f child and familyressarch and teaching dements rig& the Venter", and relatedastme aidd s. While such planning has taken place in the past, it has been
sporadic and has never been a center-piece of program, service, or
research/teaching concerns on the campus. Both existing child careiwly learning
programs have been viewed as 'fringe" services vithin the University Both have
smuggled fmancially and one has baiely met minimal standards. Until the child
care and early learning needs of children of fzx ulty, staff, and students are vieved
as "priority" service and academic concerns this sporadic and limited approach
vill prevail.
A Strategy/Stages Design For Implementation
The transformation of the "USC Children's Center" into a high-quality on-
campus child care/early learning program that meets a blended focus on "service"
and "mademic researchitezehing" is very viable given tte historical context and
current etstence of the basic foundation available at the "Center". For example,
a sound and appropriate physical facility (designed tor children yet in need of
renovation) exists and the key program elements either exist or are easilyarticulated, Further, a plethora of University expertise and talent is available
(and often used in the existing program) to create an indeed exemplary program.
50
fu
Yet, the single-sponsorship (College of Education) and "perceived isolation" of
the "Center" limits its potential for achieving the quality level desired among all
concerned.
An implementation strategy for the proposed plan should take on a
structure that addresses: adoption and commitment to the plan by the University
authorities; formation and activation of a Mansgemant Comril(1991-92) to
refine, shape, and put into place the key elements for implementation of the plan;
implementation of this Council's Year O. Flay (1.0924J) articulation of a
long-raw campus-vide consolidation and refinement of all child care/early
learning services (inclusive of child and family services and academic programs;
1992-93); submission/adoption of this Lang Raw Child & FiiziiyFiaizto
the University President and Provost; and implementation of this plan vith a
continuing asessment ind self-study component integrated into the on-going
structure.
Stage One - Adoption/Commitment To Plan: The initial step in the
transformation of the "Children's Centel*" tovard becoming a high-quality on-
campis child care/early learning program is the adoption of the plan by the
University and evidence of a correspording commitment to its implementation in
the 1992-93 academic year. This adoption/commitment process needs to occur
vithin the "authority system" of the University; the Offices of the Provost and the
President (vith approvals as required by the Board of Tnistees). The supportive
vork already completed on the need for such action by Faculty Senate committees
and related faculty stAuly groups should suffice to varrant such action; swing
badly needed momy that vould be required for high-paid consultant studies.
Indeed if father study is needed, the talent and expertise exists vithin the
University system (note the child care achievements at USC-Spartanburg and
51
c
USC-Aiken). Regardless, a visible and substantive commitment to the
plan's mission and needed supports by the University is a prerevisit2
to any further implementation steps. The itivation of this step is planted
via the submission of this proposal (as requested) to the Office of The Provost.
Stage Tvo - PormationlActivation Of Management Council:Upon the adoption of this prop:nal the University Provost should appoint
artivate a Mame:me& Coma For On-Campus ChM Care The
immediate goal of this Council should be to study, refine, and further develop this
proposal for finalization for use in initiating this transformation plan in the fall of
1992. This Council should be comprised of representatives of: Dean's
Office - College of Llucation, University Student Affairs Office, Office of the
Provost, University Faculty/Staff, University Students, Center Director, Center
Staff/Parenti, and the larger Midlands Community The "Council" should present
a viable "transition plan" (particularly with regards to financial limitations) for
initiating the transformation process tovard on-campus child care and early
learning at the Children's Center to the Provost for final gproval. It vould be
desirable that this plan be submitted to the Provost no later than January of 1992.
Stage Three - Implementation Of Approved Plan (1992-93):Mth a specific plan approved by the appropriate University authoriti, steps
should be taken (it is recommended this process be initiated in February 1992) to
initiate the transition at the 'Children's Center". It is recommended that in a
coll ,oratiw and concerted effort the Management Council and the Center
Director (with guidance from all appropriate persons) carry out theneeded changes for preparing the "Center" for operating in the Fall of 1992 as a
on-campus child care/early learning program. The key elements that vill likely
need attention in this process: selection of a full-time director, articulation of the
52
f; 2
specifics of the various grants/fundingiprogram elements that are essential the the
Tenter 's" operations, orientation of the program's new direction ard structure
for all concerns, organization and implementation of a clear University fiscal and
administrative structure, and related preparations for implementing the
*transition plan* at the "Center". Given that a great deal of advanced thinking
=I planning has already taken place and that the University continues to nurture
this process in the Fall of 1991, ths implementation stage should take shape with
a minimal disruption of the Center 's existing operations.
Stage Four - Articulation Of Long-Range Flan: Once the "Center"
is in the process of moving toward full implementation of the plan to ftinction as
an on-campus child care program, the Management Council(vith input
from all appropriate parties) should begin development of a Lozw-Rawa
Flap For Coanithstiog Caspir-Ofda Child Cansononly Senecas.
This plan should include: identification of all existing child care/early learning
services on tha campus, articulation of a process for effective coordination of
these services (including consolidationlimproved delivery of quality services), and
preparation of a plan for carrying out more effective and higher qual,ity services
in this regard.
innt7t Art Joi .21t4
Stage Five - Adoption/Implementation Of Long-Range Flan:
The final step in this design for achieving comprehensive and high-quality
child/family services on the USC - Columbia campus is the adoption and
implementation of a long-range plan to achieve a coordinated and meaningful
system for sustaining on-going delivery of services. This might include the key
elements for shaping a truly high-quality Canter For atildreatFartaiesthat
encompasses service, teaching, and research components. It might include a
53
"vision" of a nev facility and system that alloys for comprehensive integration of
these elements (vithin an interdisciplinary program design). Regardless of the
final elements of this plan, it should serve to guide the University direction
tovard achieving an effective, economical, and high-quality arrangement for not
only meeting the child/family weds articulated but also provide the structure for
promoting and conducting high-quality teaching and research activities in this
academic domain.
While tkie existing child care/early learning picture at USC - Columbia is
minimal vith regards to any coherent structure or system, the elements for
whieving meaning and quality do exist. It is true that these elements currently
exist in pieces (spread here and there in various programs and departments) and
often ftmction sporadically (dependthg upon funding). Yet, vith some thoughtful
planning and minimal funding, a truly coordinated antl meaningful arrangement
can be Miculated. Vsith leadership at the "Authority" level vithin the University,
a more coherent and quality system of child/family service and study can be
accomplished.
54
References
Alger, Harriet. (1991). One State's response to the growing need forcampus child care: A New York partnership involving State Government,Colleges, Universities, and Unions, Early Childhood Research Quarterly, 6( I ), 69-80.
Bauch, Jerold. (1988). Demonstration school, child care center or both?100 years of experience at Peabody College, Journal of InstructionalPsychology, l5(4), 138-141.
Bickimer, David. (1991), Leadership and the campus child care setting:Theory Into practice, Early Childhood Research Quarterly, 6( I ), 37-42.
Burton, Christine & Boulton, Pamla. (1991). Campus child care: Toward anexpanded professional identity, Early Childhood Research Quarterly, 6(1),29-36.
Galinsky, Ellen. (1987). The Six Stages of Parenthood. Reading, MkAddison-Wesley.
Greene, Edward. (1985, September 25). Colleges hard pressed to meetdemands for child care; funds called inadequate., Me Chronicle of HigherEducation, 371219-225,
Hanes, Michael & Swick, Kevin. (1987, April), A Report Of The Self StudyOf Booker T Washington Children's Center. Columbia, SC: University ofSouth Carolina (College of Education).
Herr, J. & Zimmerman, K. (1989). Results of the 1989 national campuschild care study. Menomonie, WI: University of Wisconsin-Stout.
Keyes, Carol. (1991). Campus children's centers: Two decades of ferment,Early Childhood Research Ouarterly, 6(1), 3-10.
Keyes, Carol & Schwartz, Sydney. (1991). Campus child care centers:Introduction, Early Childhood Research Quarterly, 6(1), 1-3.
National Association For The Education of Young Children. (1985). NationalAcademy of Accreditation For Early Childhood Programs. Washington, D.C.:National Association For The Education of Young Children.
National League of Cities. (1989). Our Future And Our Only Hope: A SurveyOf City Halls Regarding Children And Families. Washington, D.C.: NationalLeague of Cities.
Shirah, Sue. (1988). Campus child care: Meeting unique needs., Jotrnal of/nstructlonal Psychology, /5(4), 135-137.
Simons, Kathy. (1991). Beyond campus cnild care: Supporting universityfamilies, Early alkilwoo 'Research Quarterly, 6(1), 57-68.
South Carolina Health & Human Services Finance Commission. (1990). ChildDevelopment Quality Assurance Standards. Columbia, SC: State of SouthCarollna (SCHHFFC).
Squibb, Betsy & Winey, Katherine. (1988). Practicing together. Faculty andstudent relationships In campus-based early education facilities., Journalof InstructIonal Psycnology, 15(4)1 161-170.
Swick, Kevin. (1988). The renewal of the Children's Center at theUniversity of South Carolina, Journal of Instructional Psychology, 15(4),142-148.
Swick, Kevin. (1991, April). Telephone Survey of Five Campus Child CareCenter Directors. Columbia, South Carolina: USC Children's Center.
The Center For Family In Society. (1,991). Academic Resources Reated ToThe Discipline Of Family Science At The University of South Carolina.Colurntla, SC: University of South Carolina .
Townley, Kim & Routt, Mary Lou. (1988). The need for qualitative researnin campus child development laboratories., Journal of/nstructlonalPsycnology, I5(4), 156-161.
6 ;
USC Child Care Task Force. (1990). Task Force Report On Campus ChildCare Needs.
USC Task For On Child Care. (1991). Report On Campus Child Care.
White, James. (1972). Student teaching changes at Peabody College.,Peabooy Views Me Ceilrent Scene, 4(4), 1-2.
67
APPE
7INE PCM
NDW
MPLE bENTA111 ON
Task Date Completed
1.0. University Adoption Of Proposal
2.0. Appointment/Activation Of Planning Team
3.0. Proposal Finalized For Provost/President
4.0. Management Council Activated
5.0. Fau, 92 Plan Finalized/Presented
6.0. Nev System/Structure Organized
7.0. Nev Director Hired For Transition Work
8.0. Nev Center Structure/System Implemented
9.0. Long-Range Planning Begins
10 0. Long Range Plan Presented
September/October, 91
October, 91
December, 91
January, 92
March, 92
May, 92
June, 92
August, 92
September, 92
December, 92
;-4g
SW M
I NM
IIIIIII
MS M
O M
N N
M IM
OO
MB
OR
MN
INS
MIS
MIN
EM
I NM
MIN
NM
14in itni a 1 (4)p e e-t*
Es t:bni.a.t es
9r2 913
Category Amount
1.0. HHSFC Funding Total*Block Grant (120,657 x $1.71)*Health Assessm9nts (25 x $35)Fee Program (1990-91 Base)
2.0. Tuition Funding Total*Infants/Toddlers (6 x 325 x 12)*Ts (8 x 310 x 12)*3,4,5s (30 x 280 x 12)
3.0. USDA/DSS Food Program Funding
4.0. University FULIdillg Share
207,726200,851
,S756,000
155,84023,40028,760103,680
37,000
50,000
Estimated Total 450 610
Category Cost
1.0. Salaries 301,600
2.0. Fringe Benefits 70,511
3.0. Contractual Services For Health Assessmsnts ,875
4.0. Supplies 68,292
I *Food 42,000*Office ,600
I *Xerox*Work-Study
1,7003,500
*Van Gas/Maintenance 1,800
I * Ed motion Supplies 6,000*Insurance ,700*Petty Cash ,500
I *Postage/Telephone/Misc 4,000*Reserve Fund For Deficit 8,492
I5.0. htirect Cost On Grant
Estimated Total
9,291
450,569
72
USC Children's CenterPersonnel Schedule
EXHIBIT 3(8-17-92 - 8-16-93)
Postion Total Salary SSBG Tution Unvers4
Dired or 22,000 22,000GA Anis. Dir. 6,000 6,000Adroit*. Assistant 18,500 10,800 7,700Fd. Technician Cord. 15,010 7,800 6,700I djescher-Infents 19,000 11,400 7,600Ld. Teacher-Toddlers 19,000 11,400 7,6001.d. Teacher- Zs 19,000 11,400 7,600Ld. Tuella- 3t 19,000 11,400 7,600L. d. Teecher-4t 19,000 11,400 7,600Ld. Teacher- vs 19,000 11,400 7,600Anti. Teecher-Intents 14,500 8,400 6,100Assis. Teacher-Toddlers 14,500 8,400 6,100Assis. Teacher- 2`s 14,500 8,400 6,100As*. Teecher- 3's 14,500 8,400 6,100Mai& Teacher-4's 14,500 8,400 6,100Anis. Teacher-5's 14,560 8,400 6,100GA's For etch room(6 x 5,600) 33,600 20,160 13,440Subsblutes 6,000 4,000 2,000
Totals 301,600 161,560 118,040 22,000
APPREDOK ©
@NOILDIMIKM ©{11MOM PEllC301B@EU G3C)M 11 9 9
USC CHILDREN'S CENTER 1991-92 BUDGET ESTIMATES
REVENUE ESTIMATES
1.0. HHSFC Funding Total $208.601
11 BlockGranX120,65741 71) $201.7261.2. Health Assessment Funds (25 x $35 each) $ .8751.3. Fee Progam Funds (estimated based on 1990-91 income) $ 6.000
2.0. Tuition Funding Total (based on 12% tuition increase) $152,700
2.1. Infants/Todd1ers/2's(14x$300x12) $50,4002.2.3's,4's,5's(27x275x12) 3102,300
3.0. USDAMS Food Progam Supplement Funds (based on 1990) $30,300
4.0. College of Education Training Fund Investment (1990 funding) .$30.000
5.0. COVITE/ECE Fund 113 Time Faculty Directcr Position $21,000
Estimated TotalRevenue $442L301
USC CHILDREN'S CENTER ESTIMATED EXPENDITURES: 1991-92
1.0. Salaies $306.700
2.0. Fringe krafits $ 62,680
3.0. Contactual (Health Assess.) $ ,875
4.0. Supplles $ 61,566
4.1. Food $ 40,0004.2. Office $ 1,0004.3. Xerox $ 1,6004.4. Work-Studies (3) $ 2,5004.5. Van Gas/Maintenance4.6. Education4.7. Insurance4.8. Petty Cash
5.0. Indirect Costs
$ two$ 13,671$ ,600$ $00
$ 10,480
Estimated Total Budget $442.3131
USC CHILDREN'S CENTER SALARY ESTIMATES: 1991-92
Position Position Salary Toted Co him Salm
C enter Resesth Rolm :gat cetor(1/3 time) $28,000 $28,000
Laboratory School Ful-Time Director $30,000 $30,000
Administrative Assisted $17,000 $17,000Food TechnicieniCoordinator $16,000 $16,000
Lead Teachers (WartiToddlem) $18,700 $37,400Lead Teachen (2,3,4,5) $18,500 $88,000
Assistett Teaches (lnliToddiessi2t) $14,500 $43,500Assistant Tett hen (3,415t) $13,000 $39,000
Graduate Assist** (6 x5300) $ 5,300 $31,600
Substitute Mechem $ 5,000 $ 5,000
Totals 1313.700
Cr)
En me am En INN NE as as me on En am amp am on Ns an Ns MN
Booker T. Washington Children's CenterParent-Teacher Organization
c/o 1513 Pinemont Drive; Columbia, SC 29206August 18, 1991
Dr. George ReevesProvostUniversity of South CarolinaColumbia, SC 29208
Dear Dr. Reeves:
As you may be aware, a delegation of parents met with Dr. Smith in May to discuss our concerns about thefuture of the Booker T. Washington Center. In particular, we were interested in conveying to him our beliefthat the Center represented both a valuable asset to the University and a means for the University to fulfillits obligation to the community at large by providing an example of childcare at its best.
We understand that you have met with Dr. Kevin Swick to discuss the current situation. Dr. Swick has toldus that you are interested in creating a committee to guide the ongoing development of the Center. Wesupport your efforts and would like to assist in any way we can. We hope you will involve as many parentsas possible in work of the committee and will be happy to provide you with a list of parents who would beinterested in contributing, and their backgrounds, if it would be helpful.
Many of us have given the future of the Center a great deal of thought over the past year, working with Dr.Swick and each other to refine our ideas about what is working well and what needs imprmwent. Dr.Swick's report makes it clear that the Center needs a full-time, professional director. Eight parents reviewedthe report, and they were unanimous in the opinion that in addition to having a full-time director, the Centershould be guided by a group functioning as a board of directors. This would provide University-wideinvolvement in the governance of the Center, and it would provide constituents of the facilityboth enrolledfamilies and faculty/students from various departments of the University who use the Center for teachingand research purposeswith a forum for discussing ideas and proposing changes.
A representative group of parents has requested the opportunity to meet with you on September 6 to discussour concerns and to urge you to provide families and faculty at the Center with some assurance that it willremain open beyond spring of 1992. If you have any questions or would like information prior to that time,please feel free to call me at home (782-2027) or work (779-8601.)
Thank you for your interest in the Center and your willingness to make time for us at a very busy time ofyear.
cc: K. Swick
Very truly yours.
Patricia L. Jerrnan,President
7 :!
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