Candace Weber

Growing Minds, Shaping Futures: The Power of Child Care for Black Families in Louisiana

Candace Alfred Weber, PhD

Partnerships Director, Louisiana Policy Institute for Children

Nearly 85 percent of children in Louisiana under the age of four who reside in economically marginalized households lack access to publicly funded high-quality early learning programs, despite research showing that such education puts children on track for greater academic success, high school completion, and improved health and economic outcomes (Louisiana Policy Institute for Children, 2021). This issue is deeply rooted in historical and systemic inequalities that disproportionately affect low-income, Black communities. Child care, a critical component of early childhood development, remains inaccessible to many Black children in Louisiana, resulting in profound implications for the social, economic, and educational outcomes of these communities.

During the first four years of life, a child’s brain undergoes rapid development, forming the neural connections that serve as the foundation for learning, behavior, and health. Research in developmental neuroscience indicates that approximately 90 percent of a child’s brain development occurs before the age of five (Center on the Developing Child, 2007). During this critical period, experiences such as nurturing relationships, exposure to language, and early learning opportunities significantly shape the brain's architecture. Positive early experiences, such as responsive caregiving and stimulating environments, promote healthy brain development, leading to better cognitive, social, and emotional skills (Shonkoff & Phillips, 2000). Conversely, negative experiences, such as exposure to stress, trauma, or neglect, can disrupt brain development, resulting in difficulties in learning, behavior, and overall mental health. These early experiences are particularly critical for Black children, who often face systemic barriers that hinder their development.

Poverty is a significant risk factor for disrupted brain development. Children growing up in poverty are more likely to experience stressors such as housing instability, food insecurity, and limited access to healthcare (Yoshikawa, Aber, & Beardslee, 2012). These stressors can lead to what is known as "toxic stress," which occurs when a child experiences prolonged adversity without adequate support. Toxic stress can alter brain architecture, leading to difficulties in areas such as attention, memory, and emotional regulation, all of which are critical for academic success (Shonkoff et al., 2012). Early childhood education programs that provide enriching learning experiences and supportive relationships can mitigate the effects of poverty and other adverse experiences (Barnett, 2013). However, systemic inequities often result in Black children attending under-resourced programs that do not provide the same level of support as those available to their white counterparts (Bassok, Latham, & Rorem, 2016).

For many Black families in Louisiana, child care is not just an educational issue but an economic one as well. The cost of child care for an infant can exceed $8,000 per year, which is higher than the average cost of in-state tuition at a public four-year college, imposing a significant financial burden on low-income families. The lack of affordable child care options forces many parents, particularly mothers, to choose between working and staying home to care for their children, perpetuating cycles of poverty and economic instability. Without sufficient financial support, many Black children are left in lower-quality care settings or informal arrangements, which do not provide the same level of educational and developmental benefits as licensed child care centers.

Voting is a powerful tool that Black families in Louisiana can use to influence the policies affecting their access to child care. Elected officials at the local, state, and federal levels make decisions about funding for early childhood education, subsidies for child care costs, and the regulation of child care providers. Over the last decade, Louisiana has made significant strides in strengthening its early care and education system, largely due to the growth of coalitions across the state advocating for increased state funding for early care and education. Community mobilization around child care issues has led to greater accountability for elected officials and more responsive policies that address the specific challenges faced by Black families. By participating in elections, Black families can help ensure that their needs and priorities are represented in the policymaking process.

Ultimately, the availability and quality of early childhood care are pivotal in shaping the future of Black children and families in Louisiana. By addressing the systemic inequities that limit access to these essential services, we can ensure that all children have the opportunity to reach their full potential, both academically and economically. Empowering Black families through informed voting and community advocacy can drive the changes needed to create a more equitable early childhood care system. This is not just an investment in the future of individual children, but in the future of entire communities, helping to break the cycles of poverty and build a stronger, more just society for generations to come.

References

Barnett, W. S. (2013). Universal and targeted approaches to preschool education in the United States. International Journal of Child Care and Education Policy, 7(1), 1-15.

Bassok, D., Latham, S., & Rorem, A. (2016). Preschool and school readiness: Experiences of children from low-income families. International Journal of Child Care and Education Policy, 10(1), 2.

Center on the Developing Child. (2007). The science of early childhood development. Harvard University.

Louisiana Policy Institute for Children. (2021). Early Investments Pay Off: How Funding Early Care and Education Programs Prevents Future Crime.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.

Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., ... & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.

Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth: Implications for prevention. American Psychologist, 67(4), 272-284.