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The importance of a child care provider
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Go Kids, Inc. is a nonprofit organization whose purpose is to enhance the lives of children and families through the delivery of comprehensive child development services and community involvement. We envision communities where every child has the support they need to reach their greatest potential.
The agency was incorporated in 1978 when it was awarded a grant from the City of Morgan Hill to provide early childhood education training services to unemployed women from low-income backgrounds. Go Kids has experienced steady growth since its inception and has expanded its service delivery area to four counties: Santa Clara, San Benito, Monterey and Santa Cruz. The agency’s budget now exceeds $12 million and comes from a variety of sources including
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the California Department of Education, various Foundations and First 5 Commissions. Go Kids serves more than 1,200 children each year and operates five licensed child development centers serving infants, preschool and school age children.
One center operates seasonally for migrant families. In addition to center-based care, the agency provides clients the option of licensed and exempt family child care (FCCH). Currently GKI contract’s with over 120 providers that are part of the Family Child Care Network. Approximately one half of the children are served in child development centers and the second half receive care in homes. Go Kids also provides community based services in Salinas to bring resources and outreach services to families with young children. Moreover, Go Kids administers an Alternative Payment (AP) Program and operates the San Benito County Resource and Referral (R&R) program.
The children and families who receive quality early care represent a diverse ethnic population including Latino, Caucasian, African American, Asian, Portuguese and Russian. The socio-economic status is very low to low income. The children and families receiving subsidized services must meet income guidelines set forth by the State Department of Education, Child Development Division, which is below 70% of the State Median Income level. The languages spoken by families and staff are primarily English and
Spanish. A six-member Board of Directors serves as the governing body for Go Kids, Inc. They provide support and advice on programmatic issues; policy review and approval; and assist in evaluating the agency on an annual basis. The agency also has a long history of receiving unqualified financial audits each year. Key administrative staff includes an Executive Director, Chief Financial Officer, Child Development Director, Special Projects Director and the Human Resource Manager. The agency employs a variety of additional support staff to assist with the various administrative functions. See attached the Go Kids, Inc. Board of Directors roster. Go Kids, Inc. operates a Shared Services Department called “GK Financial”. This department was created in 2011 to address the ever dwindling resources and growing administrative costs of small to medium sized struggling non-profit agencies. GK Financial provides “back door” financial services for agencies unable to absorb the costs of a finance team. Go Kids Inc. has over 35 years experience managing state and federal contracts, and reporting to the California Department of Education (CDE). GK Financial became a natural fit to rescue agencies that would otherwise fall prey to rising costs and decreased funding, often resulting in the termination of programs. Since this time, GK Financial has added Enrollment and Eligibility Services, and Centralized Kitchen services.
Child welfare and family services: Policies and practices, USA: Parson Education Inc. Garbarino, J. (1992) The 'Secondary' of the 'Secondary' of the 'Secon Children and Families in the Social Environment, New York, NY: Walter De Gruyter, Inc. Walls, J. (2005). The 'Secondary' of the 'Secondary The Glass Castle, New York, NY: SCRIBNER.
Downs, S., Moore, E., McFadden, E., & Costin, L. (2004). Child welfare and family services: Policies and practice. (7th. Ed., pp. 319-363) Boston, MA: Allyn & Bacon.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Moore, T. J,. & Asay, A. M. (2013). Family Resource Management. Thousand Oaks, California: Sage Publications inc.
Patient-Centered Care is a vital step for the underserved populations. In the clinical practice attention, and focus should be priority for these disadvantage patients. As a nurse educator, I should take a proactive role to to improve the health of America's underserved populations. participating in support group will enhance the care to serve the underserved population. In United states there is a disparity in the health of racial , ethnic groups, minorities, and African Americans. Most of the underserved population lives in underserved rural areas. These population lack access for health care, because their poverty, low income, and less access to transportations. Serving in shortage area is sacred mission for health care provider. Nursing role in the underserved areas has a dominant factor to reduce children mortality rate, and reduce elderly diseases. It is an opportunity to address all the barriers that prevent this special group for health care access. It is the real challenging for nurses to use the utmost knowledge, and explore new ideas that need further investigations.
Infant mortality is considered a worldwide indicator of a nation’s health status. The United States still ranks 24th in infant mortality compared with other industrialized nations, even though infant mortality has declined steadily over the past several decades. Compared with the national average in 1996 of 7.2 deaths per 1,000 live births, the largest disparity is among blacks with a death rate of 14.2 per 1,000 in 1996 which is almost 2½ times that of white infants (6 deaths per 1,000 in 1996). American Indians as a whole have an infant death rate of 9 deaths per 1,000 in 1995, but some Indian communities have an infant mortality rate almost twice that of the national rate. The same applies to the Hispanic community, whose rate of 7.6 deaths per 1,000 births in 1995 doesn’t reflect the Puerto Rican community, whose rate was 8.9 deaths per 1,000 births in 1995.
meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith, 2002).” The program has met a goal of impacting child development and day care services, and the increasing availability of services offered to low-income families and their children (US Department of Health and Human Services, 2002).
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
... This may be regarded as a final step of assistance but is important in other to provide quality care to all individuals regardless of ethnicity, race, cultural or educational background. Therefore, as nurses, we have the capabilities to educate Hispanic minority. Education must be given in the language they choose and provide interpreters if needed. In conclusion, everybody needs to be treated with respect and dignity.
Changing demographics in America are leading to an increased need for preschools. In 1950, only 14% of mothers of children under six worked outside the home (Williams 351), but in 1995, the U.S. Census Bureau reported that 63.5% of mothers of children under age six worked outside the home (Garey 4). The number of families with two working parents is steadily rising; the number of single-parent families is also increasing. Many families cannot afford to have a parent at home full time but have a hard time affording preschool or childcare costs. A publication by L.M. Casper, printed by the U.S. Census Bureau, found that on average, parents spend 8% of their family's income on childcare (Kinch 68). Many of these parents make great sacr...
Flores, G., and S. C. Tomany-Korman. (2008): "The Language Spoken at Home and Disparities in Medical and Dental Health, Access to Care, and Use of Services in US Children." Pediatrics 121.6 E1703-1714. Print.
Half the children in this country live in homes in which one or both parents work. Twelve million children in this country do not have health insurance, and over 4.5% of all children are victims of suspected child abuse or neglect (Doktor and Poertner). Believe it or not, these are all indicators of the demand for Family Resource Centers within our school systems. Many question whether Family Resource Centers are worth the money the state pours into them. However, in serving students, parents and teachers, there should be no question of their significance. Due to The Kentucky Education Reform Act in the early 1990's we have seen the development of Family Resource Centers in Kentucky, and they are fulfilling expectations and serve a valuable purpose in spite of some skepticism. Being a social work major and growing up in a school system under KERA, I know that family resource centers are important and that all parents, students and teachers need to be informed of all the good they do for a community. To address these points we will discuss the purpose of family resource centers the controversy that surround them and their effectiveness.
Early childhood education is important since 90% of a child’s brain develops by the age of 3. Early childhood education can set young children on a good path. But there is an unfair advantage that makes receiving this education, simpler for higher income families. At a young age, lower income students are shown to have lower language skills than higher income students. They are also shown to not be as ready for school as kids from higher income families. Preschool or daycare can also help expose kids to numbers and words. Children from high class families are exposed to 45 million words by the age of 4. Children from low class families are only exposed to 13 million though. Good quality childcare is expensive and many families do not see the importance. Parents in the low social class may not have the money or time either. The unfair element is that children at such a young age are already leaps and bounds ahead of other...
Silver, J., Lorenzo, P., Zukoski, M., Ross, P. E., Amster, B. J., & Schlegel, D. (1999). Starting Young: Improving the health and developmental outcomes of infants and toddlers in the child welfare system. Child Welfare: Journal of Policy, Practice, and Program, 78(1), 148-165.
Fifth Factor (any particular factor that may exist in a specific case that might impact upon the child's best interests): Though the trial court did not call out this factor, both parties testified that their daughter was well behind in Math and Reading. The Defendant during trial contended that both parties had failed their daughter in that they had not followed up with the school prior to her attending Dunlogin Middle School. The Defendant until his daughter was in fifth grade had very little visitation with his daughter do to the Plaintiff’s successful effort in having his visitation denied and or severely limited. The trial court admitted the parties’ report card that showed that while the parties daughter was living with him for a