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TITLEINSTITUTION

SPONS AGENCY

PUB DATENOTE

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

PS 005 383

Getting It TogetherD-v Care and Child Development Council of America,In ., Chicago, Ill.Office of Child Development (DHEW), Washington,D.C.7122p.

4F-$0.65 HC-$3.29Attitudes; *Child Care; *Community Coordination; DayCare Services; Emotional Development; EnvironmentalInfluences; Improvement Programs; InterpersonalRelationship; *Mental Development; Objectives; Socialinfluences; *Socialization; Task Performance

Community Coordinated nbild care (4-C) offers a meansboth to improve services to children and to help communities "get itall together." In this modern society, community life is so complexthat coordination and mobilization of resources are a must if thenecessary social tasks are to get done...like seeing that allchildren receive good care, emotional security, mental stimulation,and a happy environment. In the process of developing 4-C,participants are developing a sense of what a real community is allabout. (Author/CK)

kolETTI G IT TOGE "U.S. DEPARTMENT OF HEALTH.

EDUCATION & WELFAREOFFICE OF EDUCAIION

TIAIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

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GETTING IT AllPrepared by The Day Care andChild Development Council ofAmerica, Inc., under HEW GrantNo. H-3182 from the Office ofChild Development, U.S. Depart-ment of Health, Education, andWe:fare. 1971.

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CON T E N TSINTRODUCTIONWHAT IS 4-C?HOW 4-C BEGAN4-C TODAYHOW DOES 4-C WORK?

LocalStateRegionalNational

WHERE TO BEGINTemporary Steering CommitteeBoard of Directors4-C StaffThe First Steps

A RECOGNIZED 4-CFUNDING FOR 4-CTHE NEXT STEP

0-111144,1 FOR FURTHER INFORMATION"mslw IN SUMMARY

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INTRODUCTIONWhat is a community? The word

varies in meaning from the bareminimum people living in thesame district, city, State, underthe same laws to the fullest defi-nition: a group of people who haveinterests in common.

The nation is a community .

The State is a community. .. .

The city is a community

And the neighborhood isa community.

Communities can also meanpeople who have gotten them-selves together around a goal orconcerns.

But while the kinds of commu-nity have increased, a sense ofcommunity is not always easy toachieve. The majority of our inter-relationships are impersonal.Places, businesses, and churchesoften fail to give us a feeling ofwarmth or personal involvement.

It's even hard to stiLk togetherin many of the specia interestgroups in which we paf--.Groups at every social 13vel tendto fragment, veering oil in differ-ent directions, competing for at-tention, and iehurnanizing theirmembers.

A community should enable usto accomplish our common goalsmore readily, but it is no easything to achieve the interaction ofgroup with group in the interest ofthe wholethe common interest ofsharing life, living, learning.

This fragmentation is character-istic of many efforts to serve chil-dren, who are the heart and hopeof a community. In one city, it wasfound that at least 20 agencieswere directly or indirectly involvedwith child care. These included,among others:

A community association

The divisial of family servicesSpecial program planning unit

of the Department of PublicI istruction

Model Cities agencyCommunity Action AgencyComprehensive health planning

councilUnited FundYWCACatholic Welfare BureauJewish Family and Children's

Sen. iceCounty association for retarded

childrenThe list goes on, but we have

probably already recognized ourown cities in this proliferation ofservices and programs for chil-drem

Many community agencies op-erate in isolation from one an-other. Some children are eligiblefor one service, while anotherchild must turn to a differentagency. Agencies often differ inthe following respects:

GuidelinesPopulations served (in terms

of income, family status,parent in family, etc.)

Areas coveredFunding systemsFiscal years

What this means is that no oneagency can afford to look at thetotal needs of a hild and his fam-ily or to serve the entire commu-

nity of children in need.How can a community provide

comprehensive and coordinatedservices that really meet the needsof families and children, and howcan it blend in the diverse andfragmented programs that nowexist? Those questions suggest an-otherhow can a real sense of

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community be developeda groupof people and organizations unifiedaround a single interest, coordi-nating rather than fragmenting,building a more human society?

It is too easy to blame lack ofcoordination on the proliferationof Federal progiams and agenciesnationally, but that does not an-swer our questions. Rather, eachcommunity must be responsiblefor whether or not it becomes justthat a community.

The Community CoordinatedChild Care program (4-C) offers aworkable approach to integratingcommunity efforts in the serviceof children. It has worked at theState and local levels for manycommunities, and it can work foryours. You can make it work.

WHAT I S 4 C4-C is a workable approach to

the problem of coordinating childcare services, a way communitiescan get themselves together.

4-C is a structure ...of community organizations

of community peoplecreated to coordinate and mobilize

all the community's resourcesto help families and children4-C provides a means for pull-

ing together existing programs,expanding resources, and elimi-nating duplication of effort.

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The 4-C concept embracesmore than just day care. 4-C com-mittees are also concerned withcoordinating and improving infantcare, after-school care, healthexams for children, protective andadoptive services, foster homesthe whole range of communityservices to infants and children.

4-C is as varied as the commu-nities that organize it. 4-C com-mittees have been started by suchdiverse groups as:

Council of social agenciesCommunity Development Agency

United FundMetropolitan child care association

Council of private voluntaryorganizations

Public officials (Mayoror Governor)

Accomplishments reported byexisting 4-C's reflect the varietyof possibilities open to citizensinterested in improving child care:

"We jointly sponsored a confer-ence with the community collegethat resulted in the formation ofa day care operators' association."

"We assisted in the develop-ment of a model child-tracking andinformation system for child careagencies."

"Our 4-C job-referral center re-ceives an average of twelve callsa week from persons interested inworking with children and matches

agency requirements with resumeson file."

"An earmarked 4-C traininggrant helped a junior collegeestablisi e first associate of artsdegree program in early childhooddevelopment. Our local 4-C com-mittee helped negotiate the grantand select the low.income scholar-ship students."

"We brought together 64agencies, groups, and organiza-tions to discuss their problernsand gaps in services and whatcould be done."

Such achievements are not pos-sible unless citizens grapple withthe real obstacles to communityorganization;

Lack of communicationGetting parent groupsi nvolvedPoor coordination with StateprogramsEducating operators andparents about good day careGetting to decision-makersin larger, more bureaucraticagenciesFunding

4-C committees have notavoided these problems, but facedthem and often overcome them orat least made a beginning. Justto admit a mutual problem existsand to face it together can be thebeginning of solid communityeffort.

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HOW 4-C BEGANFor the past few years, child

care programs costing millions ofdollars each year have been car-ried out through many Federalagencies. Department of Health,Education, and Welfare (HEW),Department of Labor (DOL), De-partment of Agriculture, Depart-ment of Housing and Urban De-velopment (HUD), and Office of

Economic Opportunity (0E0) haveall been involved in child care anddevelopment servic:::s.

In 1967, in view of the rapidgrowth of these programs and theneed to coordinate them, Con-gress directed the Secretary ofHealth, Education, and Welfare,and the Director of the Office ofEconomic Opportunity to -take allnecessary steps to coordinate pro-grams under their jurisdictionwhich provide day care, with aview to establishing, insofar aspossiblr a common set of pro-gram standards and regulationsand mechanisms for coordinationat the State and local levels."

In response to this mandate, aninteragency group, the FederalPanel on Early Childhood, was setup in April 1963 to focus leader-ship within the Federal govern-ment on all Federally assisted pro-grams concerned with early child-hood development. Among the in-dividuals serving on the panelwere some Federal officials whohad already conceived a plan forcommunity coordination of chil-dren's services. It was not longbefore this program acquired aname Community CoordinatedChild Care, or 4-C, and a StandingCommittee for 4-C was formed inWashington.

Next, the Day Care and Child

Development Council of America(DCCDCA) was asked to assistcommunities and States aroundthe nation to develop 4-C com-mittees. Starting in June 1968,citizens began to make the 4-Cconcept a reality. Groups of indi-viduals interested in child caremet and organized at both theState and local levels. Literatureon 4-C was developed and distrib-uted from Washington; DCCDCAsent field officers to help newcommittees get set up; briefingsessions were held in the regions;4-C pilot projects were selected;and guidelines were issued by the4-C Standing Committee.

Almost everywhere the 4-C ideawas introduced, it met with grass-roots enthusiasm from communityleaders, child care professionals,parents, and others interested inmobilizing local resources to helpchildren.

4 C TODAYA pilot 4-C program was begun,

with 24 officially designated. Fed-erally sponsored pilot programsset up in States and communitiesthroughout the country. With min-imal Federal support in terms ofdollars and consultation, thesepilots have evolved into workingorganizations in various stages ofdevelopment. And that's not all . .

Community Coordinated ChildCare efforts have spread far be-yond the initial demonstrationprograms. There are now severalhundred other 4=C committeesactive in States and communities,and continuing inquiries indicatethat interest in the 4=C concept isstili spreading.

Wherever established, 4-C hascreated an informed child-carecommunity that includes businessand industry, voluntary organiza-tions, civic associations, parents,and citizens in general. 4-C com-mittees have collected and dissem-inated information on researchprograms, funding sources, legis-lation, and creative approaches tothe nation's child care needs.

Training sessions, workshops,seminars, and conferences, bothlocal and State-wide, have beenorganized by 4-C committees. Atall levels, 4-C has gained the sup-port of many voluntary organiza-tions. A number of churches, localcivic organizations, colleges, anduniversities have become involvedfor the first time in a community-wide child care effort through 4-C.

By now 4-C has proved itself aninstrument for realizing the idealof community bringing togethermany different people and organi-zations, and fostering communica-tion, economies, and efficiencies

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in the service of children. Usingcommunity organization and mo-bilization as methods, 4-C enablescitizens to develop realistic ap-proaches to local needs of chil-dren and families.

The future of 4-C rests withyou and your community.

HOW DOES 4-C WORKThe 4-C program is structured

to give local planners flexibility indeciding the degree of coordina-tion possible and necessary forimproving children's services ineach locale. Within the broadguidelines of the 4-C program,each State or community orga-nizes independently. But at everylevel local, State, regional, andnational and in every location,coordination is the key word.

The heart of the 4-C concept, alocal 4-C committee is composedof persons interested in day careand child development, either in-dividually or as representatives oforganizations.

A 4 C committee surveys com-munity child care needs and re-sources; obtains coordinativeagreements from organizationsserving children; provides a clear-inghouse for information aboutday care, child development, andrelated topics; and takes an activeinterest in public policy concern-

ing children. Tasks performedrange from informing parentsabout local day care facilities toorganizing community workshopson child development. Usually a4-C committee establishes anoffice and hires staff to carry outits program.

A major portion of Federalmoney for day care and otherchild-related services is channeledthrough various State agencies.To facilitate coordination of childcare matters at the State level,the formation of State 4-C com-mittees is encouraged. Where theyexist, State committees do thefollowing:

Encourage and support local4-C programs

Coordinate existing Stateefforts and mobilize Stateresources for children'sservices

o Play the role of advocate forexpanded day careservices

Make recommendations forrecognition of local 4-Cprograms

Provide resource people,technical assistance, andinformation on State andjoint Federal/State childcare programs to com-munities that are forming4-C's.

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Members of State 4-C commit-tees include: representatives ofState agencies in any way con-cerned with children's services,such as the departments of wel-fare, education, employment se-curity, public health, labor, andsocial services; the Governor'soffice; economic opportunity office;and mental health division. Rep-resentatives from the private sec-tor may be included, and thereare always parent participants atthis level too.REGIONAL . . . .

Unlike some government pro-grams, 4-C is not run from Wash-ington. Although guidelines andsome overall functions are a na-tional responsibility, 4-C is admin-istered through the ten Federalregions (see listing on the insideback cover). A Federal RegionalCommittee (FRC) was establishedin each region to promote inter-agency cooperation, assist the 4-Ceffort, and grant recognition tolocal and State committees thatmeet 4-C guidelines.

An FRC is made up of regionalrepresentatives of Federal agenciesdealing with children's services.Usually HEW's assistant regionaldirector for the Office of Child De-velopment serves as FRC chairman.NATIONAL . . . . . . . . . .

At the national level, leadership

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and staff are provided by a 4-CDivision within the Office of ChildDevelopment in HEW, which car-ries out the policies of the inter-agency 4-C Standing Committee.Among the tasks of the 4-C Divi-sion are:

Directing regional, State andlocal implementation of theprogram

Developing 4-C program con-cepts

Chairing the 4-C Standing Com-mittee of the Federal Panelon Early Childhood

Maintaining close liaison withthe Federal Regional Com-mittees

Producing 4-C regulations, pol-icies, and technical assist-ance materials

WHERE TO BEGINAnyone can take the first steps

in organizing a 4-C committeea concerned community leader orother individual, a civic group, anagency, or a private or public or-ganization. Your first step is tocall a meeting of those in the com-munity who want to improve localservices for children. These willinclude both interested individualsand representatives of variousorganizations.

Among the groups that mightbe involved are the local welfaredepartment, health department,board of education, United Givers'

Fund, health and welfare council,Community Action Agency,private non-profit agencies, volun-tary groups, proprietary child carecenters, Mayor's planning commit-tee, and other civic, business,labor, and church groups in anyway concerned with children'sservices.

You will want representativesfrom parent organizations (ProjectHead Start, Association for Re-tarded Children, or other child careprograms) to play an importantrole from the start, especially since4-C guidelines call for at least one-third parent membership on thecpmmittee. Community leadersand early childhood educators maywish to participate as individuals.

This group should then discussthe concept of 4-C as it might re-late to your community's existingprograms, resources, and needs.Should your group decide that the4-C concept could be an instru-ment for getting the communitytogether, the next move is to forma temporary steering committee.

TEMPORARYSTEERING COMMITTEE

The steering committee oftendraws its members from the con-vening group, but may includemore parents and representativesof agencies not initially involved.

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This committee is then respon-sible for doing the things neces-sary to get a Community Coordi-nated Child Care effort underway

establish by-laws. look forfunding, arrange for office andstaff. When a permanent board ofdirectors is elected under the by-laws, the steering committee goesout of existence.BOARD OF DIRECTORS . . .

In communities where a masspublic meeting is held to explain4-C, all attendees are usually

made members of the council orcommittee that is subsequentlyformed. Thus, most local 4-C com-mittees are large assemblages ofvoting "stockholders," who thenelect a board of directors or anexecutive committee (ranging from9 to 30 members) to actually runthe 4-C program. This smallergroup is actually a policy-makingbody that should be centrally setup to represent all community in-terests relating to children. Agen-cies participating must represent

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at least 50 percent of the Federalfunds available during the previ-ous fiscal year for day care andpreschool programs in the com-munity to be served, according to4-C guidelines. Also parents ofchildren enrolled in day care pro-grams must make up at least one-third of the policy body.

In the pilot experience, most4-C's found it advisable to havetheir own separate boards, ratherthan using the board of an exist-ing organization or being operatedby an agency. By keeping 4-C in-dependent, communities could cutthrough existing rivalries and po-litical issues that often complicaterelations among Community Ac-tion Agencies, social service agen-cies, Model Cities, and suchbodies. A policy-making body withrepresentation from all existinginterests and concerned solelywith 4-C has a better chance ofachieving coordination and accom-plishing its goals. However, a 4-Ccan use the board of an existingagency if that board is willing toobserve 4-C guidelines as to itscomposition.4-C STAFF ... . . . .

The staff arm of 4-C can be assimple as one person the direc-tor or organizer aided by a sec-retary. Sometimes a participatingagency "donates a staff member.Otherwise a full- or part-time staff

person may be hired specificallyfor 4-C. Or the staff work could becarried out by a subcommittee ofvolunteers from the policy body.

THE FIRST STEPSTogether, members of the 4-C

committee should assess thestrengths and weaknesses of com-munity programs. What is theactual need in the community forwhat kinds of services and whatpercentage of the need is met byexisting programs? When suchquestions are answered, planningcan be based on the realities ofthe community's situation .

what resources are available,which must be created or devel-oped, what services need expan-sion or could benefit from achange of direction.

In every community, there existuntapped public and private re-sources . . business, civic, andchurch groups that might givefinancial and other material sup-port in the form of buildings stand-ing empty, health resources notused to full potential, and organi-zational and administrative talentswaiting to be enlisted for a worth-while cause. Until there is a struc-ture like 4-C in the community toget them together, they may gounused or underused.

Informal coordination under 4-Cprepares the way for formal co-

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ordinative agreements that effec-tively reduce duplication of effortand resources But it is importantto understand that cocrdinationand mobilization of resources arenot something accomplished foronce and for all . . . they are on-g:Ang processes. Just to open ther,3or to such coordinated mobiliza-tion can consume the tirst year ofa 4-C effort.

This kind of effort, resulting ina community's getting together on4-C, can benefit not only childrenand families, but the communityas a whole. Ideally, the coordina-tion process provides a basis forcommunity planninga long-rangeplan for improving child servicesthat can be implemented over aperiod of time.

A RECOGNIZED 4-COnce your 4-C committee has

et its priorities and your membershave determined first activities forconcerted action, you may alsowant to apply to your Federal Re-gional Committee (FRC) for formalrecognition as a 4-C community,

Preparing for recognitionshould be a useful process thatfits in naturally with your develop-ing efforts at coordination. Yourcommittee will be asked to de-sc ri be its goals and activities,which you have probably done any-way as a method of informing your

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own community. Organizationalplans and a staffing pattern mustbe presented.

To be formally recognized, youmust have obtained commitmentsor specific coordinative agree-ments from participating groupsto cooperate with the 4-C program.For 4-C member organizations tocommit themselves in writing to4-C insures that agency represen-tatives and other attendees at your4-C meetings really agree on localobjectives, understand the coordi-native concept, and have thoughtabout its implications for them.

Upon recognition, your 4-Cgroup becomes an established partof the 4-C network. Your FRC andyour State 4-C committee (if thereis one) are obliged to inform youof developments in child care legis-lation, program changes, fundinglevels, and special grants. You be-come eligible for whatever tech-nical assistance or funding prefer-ences might be available for recog-nized 4-C committees.

Morecver, 4-C communities arein the advance guard of social wel-fare thinking. A number of majorpieces of legislation have been in-troduced in Congress to consoli-date children's programs in recentyears. As a requisite for Federalfunding of child care and pre-school education programs, most

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pending bills call for comprehen-sive, coordinated, consumer-oriented efforts. Such features arethe hal'..iark of the 4-C groups.Thus a recognized 4-C programwould be the logical beneficiary ofany s ch legislation thnt is passed.

FUNDING FOR 4-CA question of urgent importance

to every 4-C committee is how tofund the 4-C effort. While fundingis often the first issue raised, pri-mary consideration should begiven to coordination, mobilizationof resources, and planning. To ac-quire funds with no definite real-istic plan for their effective utiliza-tion can be wasted effort. Often,grants and other contributed fundscarry restrictions or requirementsnot suited to the 4 purpose.

However, it is true that fundsmust come from somewhere ifplans, coordination, and resourcemobilization are to be carried out.And, as planning and coordinationare long term tasks, continuingfinancial support is necessary.

Congress has not specificallyappropriated funds for the 4-Ceffort. However, 4-C's are eligibleunder Federal planning programsadministered locally by the welfaredepartment, Model Cities agency,or Community Action Agency(CAA). The experience of 4-C pro-

grams is that funding for 4-C ac-tivities often comes from localsources, sometimes private fundsfrom the community.

Funds granted to CAA's underthe Economic Opportunity Act maybe utilized for 4-C with the ap-proval of the 0E0 regional office.CAA sponsorship is required. (Forthis reason, your local CAA shouldbe involved in any 4-C effort fromthe start)

Under the Model Cities pro-gram, planning and supplementalgrants are provided to selectedcities to plan, develop, and carryout comprehensive local programsto attack social, economic andphysical problems. Such planningentails the concentration and co-ordination of Federal, State, andlocal resources. If you have aModel Cities agency in your com-munity, child care programs havepriority for Model CitiLs funding.Model Cities funds can be used tomeet the non-Federal share re-quirements of other Federal fund-ing; they can supply the needed25 percent funds for "matching"under Title IV-A, which we will de-scribe next.

In July 1970, 4-C received a"bonus" approval of the use offunds under Title IV-A of the SocialSecurity Act to finance planningand administrative costs for 4-C

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projects. Traditionally, under TitleIV-A, the Federal government re-imburses State welfare depart-ments for 75 percent of the costsof services approved in Stateplans. Where State plans havebeen amended to include day careservices, Community CoordinatedChild Care Committees can akoreceive 75 percent Federal reim-bursement.

To take advantage of this gener-ous funding, a 4-C group mustraise the first 25 percent of pro-jected costs. Where State lawallows acceptance of donatedfunds, 4-C groups have channeledthese funds through the State wel-fare department to generate the75 percent Federal matchingfunds. Thus, a $10,000 contribu-tion by a local Community Chest,

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foundation, business or labor or-ganization, or Model C.ties agency,or a combination of these, to theState welfare department, can beused to claim an additional$30,000 of Federal money sothat $40,000 would be availableto cover 4-C staff, office, and otheradministrative costs, as well as forimproved day care services.

To find out whether day care isa part of your State plan and ifIV-A funds can be utilized in thismanner, contact your local WelfareDepartment office. Some 4-C com-mittees have been instrumental inamending their State plan to in-clude day care so as to make useof this funding source.

THE NEXT STEPIf, after reading this booklet,

you feel that your community canbenefit from a 4-C program, youshould continue your efforts to be-come better informed about Fed-eral, State and local child careprograms.

Seek out and establish contactwith those officials and privatecitizens at the State and locallevels who have an interest in daycare. Who is the person in yourState Welfare Department respon-sible for regulating and licensingday care facilities? Who handles itat the city or county level? What

are the views on child develop-ment held by your local newspaper,television and radio station? Thoseof your local church? Where do theunions stand?

The 4-C Division of the Office ofChild Development, Department ofHealth, Education and Welfare, isprepared to help you take the next

step toward better child care serv-ices in your community through4-C. For further information, con-tact the Office of Child Develop-ment, Box 1182, Washington, D.C.20013, or the Office of Child De-velopment at the nearest FederalRegional Office (see directory onback cover).

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FOR FURTHERINFORMATION

Other literature on the Com-munity Coordinated Child Careprogram, prepared by OCD andthe Day Care and Child Develop-ment Council of America. Inc.(DCCDCA) is available from thenational and regional OCD offices.Publications include:

Day Care: Everybody's Problem:a brochure briefly describing thechild care crisis and the values ofcoordinating services. Useful forbulk distribution.

Four-C: Cornmunity CoordinatedChild Care. Concept, Goals, Opera-tion. A more detailed, but still con-cise folder on the 4-C program.Useful for bulk distribution.

Interim Policy Guide for the 4-CProgram: Federal guidelines for4-C committees.

4-C News: A bi-monthly period-ical containing articles on what'shappening currently with 4-C com-mittees around the country.

Human Resources for 4-C Com-mittees: Contains names, ad-dresses, and phone numbers ofkey people at the national and re-gional levels of the 4-C program.

Selected Reference Sources for4-C Committees: A list of publica-tions from many sources on child

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care and related matters.Other publications of interest to

4-C committees are in preparation.

IN SUMMARYCommunity Coordinated Child

Care offers a means both to im-prove services to children and tohelp communities "get it all to-gether.- In this modern society,community life is so complex thatcoordination and mobilization ofresources are a must if the neces-

sary social tasks are to get done. . . like seeing that all childrenreceive good care, emotional secu-ity, mental stimulation, arid a

happy environment.Maybe 4-C can't do all that

not right away, anyhow but com-munities where 4-C is well estab-lished are on their way to accom-plishing these goals. In the proc-ess, participants are developing asense of what a real community isall about.

FEDERAL REGIONS REGION I BOSTON(Connzcticut, Maine, Massachusetts,

New Hampshire, Rhode Island,Vermont)

Office of Child DevelopmentDepartment of Health, Education and

WelfareRoom 1503-JJohn F. Kennedy Federal BuildingBoston, Massachusetts 02203Phone: 617/223-6450

REGION II NEW YORK(New Jersey, New York, Puerto Rico,

Virgin Islands)Office of Child DevelopmentDepartment of Health, Education and

Welfare26 Federal Plaza Federal BuildingNew York, New York 10007Phone: 212/264-2974

REGION III PHILADELPHIA(Delaware, District of Columbia,

Maryland, Virginia, Pennsylvania,West Virginia)

Office of Child DevelopmentDepartment of Health, Education and

WelfarePost Office Box 12900Philadelphia, Pennsylvania 19101Phone: 215/597-9035

REGION IV ATLANTA(Alabama, Florida, Georgia, Kentucky,

Mississippi, North Carolina,South Carolina, Tennessee)

Office of Child DevelopmentDepartment of Health, Education and

Welfare50 Seventh Street, N.E.Room 404Atlanta, Georgia 30323Phone: 404/526-3936

REGION V CHICAGO(Illinois, Indiana, Michigan, Minnesota,

Ohio, Wisconsin)Social and Rehabilitation ServiceDepartment of Health, Education and

Welfare433 West Van Buren StreetRoom 712Chicago, Illinois 60607Phone: 312/353-4241

REGION VI DALLAS(Arkansas, Louisiana, New Mexico,

Oklahoma, Texas)Office of Child DevelopmentDepartment of Health. Education and

WelfareFidelity Union Tower1507 Pacific AvenueDallas, Texas 75201Phone: 214/749-2121

REGION VII KANSAS CITY(Iowa, Kansas, Missouri, Nebraska)

Office of Child DevelopmentDepartment of Health. Education and

Welfare601 East 12th StreetKansas City, Missouri 64106Phone: 816/374-5401

REGION VIII DENVER(Colorado, Montana, North Dakota,

South Dakota, Utah, Wyoming)Office of Child DevelopmentDepartment of Health, Education and

WelfareFederal Office Building1961 Stout StreetDenver, Colorado 80202Phone: 303/837-3107

REGION IX SAN FRANCISCO(American Samoa, Arizona, California,Guam, Hawaii, Nevada, Trust Territory

of Pacific Islands, Wake Island)Office of Child DevelopmentDepartment of Health, Education and

Welfare50 Fulton StreetSan Francisco, California 94102Phone: 415/556-8264

REGION X SEATTLE(Alaska, Idaho, Oregon, Washington)

Office of Child DevelopmentDepartment of Health, Education and

WelfareArcade Building1319 Second AvenueSeattle, Washington 98101Phone: 206/583-0412

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