Liability and Insurance

Introduction

Florida law demands that all say care kindergarten schools follow the legislation regarding liability and insurance of daycares in Florida. The well-being of young children relates to the quality of their early care and education

(ECE) experience. States wishing to improve children's

long-term prospects for achievement should address the enactment

of principles that reinforce the quality of the ECE system and

provide essential supports to employed families. School Readiness is defined broadly as the preparedness of young children 0-5 years of age to enter school and the preparedness of schools to receive young children into public educational settings. (Howes, C. et al PP. 39)

This short focuses on juvenile young kids and the major policies that support their communal, cognitive, and emotional development and on child-serving schemes and their capability to consign high quality, developmentally befitting care and education.

This brief is a companion to a complete policy and research paper that details the history of school readiness efforts and offers a beginning framework for state ECE policy critical to promoting school readiness. Finding accessible, value services is advised a challenge for large figures of American families. Nearly nine out of ten adults state that finding affordable quality child care is difficult.1 A U.S. General Accounting Office (GAO) study discovered that the provide of progeny care was sufficient to meet only 16 per hundred of the demand for infant care and 23 per hundred of the demand for preschool care. (Shepard, Pp. 67)

While finding value services is a dispute for all families, it is particularly critical for lower-income families who are less likely than higher-income families to have get get get access to to to to ECE programs.3 In alignment to assist families in meeting their progeny care desires, and to encourage children's get get access to to to value ECE, significant state investments are needed. To measure investment in programs for both preschoolers and infants and toddlers, two distinct but equally important dimensions of program funding are considered: investments per capita and investments per enrolled child. The first dimension (per capita) considers the overall grade of buying into relation to the number of possibly registered young kids in the state. This assess is informative but solely does not fully capture state buying into since it does not address the amount of buying into per progeny enrolled in the program. For this reason, a second dimension (per enrolled child) is presented that considers the amount of the investment per child actually enrolled. By presenting two measures for both the preschool and infant and toddler programs, the amount of state investment in ECE is better assessed. In addition to these investment measures, policy features that focus on the nature of the investment in state-funded programs are presented (e.g., eligibility). 1.1 Per Capita Preschool Investment. Nationally, only one in seven families suitable for progeny care subsidies is obtaining assistance,4 and regardless of nearly 35 years of investment in Head Start, the program still serves only about three out of five eligible children. Total allowance of state investments ...