Bold New Blueprint for Early Childhood Education and Care in Illinois

Bold New Blueprint for Early Childhood Education and Care in Illinois

The McCormick Center for Early Childhood Leadership at National Louis University is excited to endorse the recommendations of the Illinois Commission on Equitable Early Childhood Education and Care Funding in their recently released report, providing a blueprint for a comprehensive, high quality, and equitable system of early childhood education and care (ECEC). This reimagined system requires substantial new investments of public resources to ensure that all Illinois families have the opportunity to access the early care and education services they need so their young children truly thrive. 

To achieve this goal, the Commission recommends:


1. Use a New Funding Model in Future ECEC Policymaking

The Commission recommends a funding model based on equitable access to high-quality early childhood education and care for Illinois families. Achieving this goal—inclusive of equitable compensation for the early childhood workforce working in centers, homes, and schools—will require a six-fold increase in investment of public resources. The only way to reach this level of public investment is to use cost modeling that conveys the level of investment needed and how current funding compares. The report provides insight as to how Illinois should prioritize investments to achieve the funding goal based on a new funding model.


2. Centralize the ECEC Funding System and Distribute Funds in New Ways

The Commission recommends centralizing state appropriations and federal funding that is currently spread across multiple state agencies. This will allow policymakers and state leadership to invest money where it is most needed. A unified funding system will provide for greater predictability and stability for ECEC providers resulting in higher quality services for children and families.


3. Centralize Illinois’ ECEC Systems into One New ECEC State Agency

The Commission recommends centralizing ECEC into one newly formed, cabinet-level state agency dedicated to ECEC with designated community and regional structures. This is a critical step to achieving all other Commission recommendations. The streamlining occurs both at the state and the regional levels, creating more efficient access to comprehensive services and supports for children, families, and providers.

These recommendations are the result of intensive efforts by the Commissioners appointed by Governor Pritzker in December 2019. The Commission, supported by the Early Childhood Funding Coalition comprised of child care providers, school districts, families, advocates, and nonprofit organizations, engaged the community in rich dialogue on the intersection of racial equity and access to high-quality ECEC. Together they identified the systemic challenges and agreed on recommendations to ensure equitable access to high-quality ECEC services for all families in Illinois. 

The McCormick Center is proud to have participated in this work. As we reflect on the lessons learned from living through multiple crises over the past year, we now have a bold new blueprint to “build it—early childhood education and care—back better.” We recognize this building will take time to get right. The McCormick Center supports the recommendations contained in the report and commits to working with the Governor, his administration, and other ECEC stakeholders to break new ground and lay a strong foundation for the future of ECEC in Illinois.

By Sherry Rocha June 12, 2025
Bullying has been around for ages. That doesn’t mean it’s ok, or we should get used to it. It is a persistent problem for all ages, and now it’s reaching into our early childhood programs. What can program administrators do? Some definitions and tips are below. WHAT IS BULLYING? Bullying has been described as a student’s repeated exposure to negative actions on the part of one or more students in which there is an imbalance of power between bullies and the victim. Some children learn that by bullying others, they can get ahead. It can affect the goals of education if not handled well. While the behaviors of young children can sometimes be aggressive, they lack the more strategic and deliberate actions that typically define bullying. Still, early behaviors can be precursors to later behavior, so awareness and positive interventions are needed . Bullying prevention can be embedded into SEL practices, diversity awareness, and behavior guidance practices of early childhood programs. HOW COMMON IS BULLYING? Most studies look at bullying as something that involves older children. Research on early childhood bullying is still developing. The Olweus Bullying Prevention Program (OBPP) is considered one of the most effective school-based anti-bullying programs that schools and centers study. Its founder, Dan Olweus, Ph.D, found that 35-40% of boys characterized as bullies in grades 6-9 had been convicted of at least three officially registered crimes by the age of 24. Bullies sometimes teach their children to be bullies. PREVENTION AND GUIDANCE CONCERNING BULLYING There are things parents, teachers, and friends can do to prevent or stop bullying . During the early childhood years, programs to help prevent bullying are helpful. Teachers and parents should be role models of caring behavior. Children raised in safe and nurturing environments will learn to be caring individuals. As children’s abilities develop, they can learn anger management, problem-solving skills, and decision-making skills. TEACHERS AND PARENTS CAN ALSO: Dispel myths that bullying is part of childhood. Encourage a positive environment by stating desirable behavior instead of negative behavior. Emphasize respect, fairness, caring, and responsibility in classrooms. Incorporate lessons about appropriate social skills in classrooms and everywhere; provide words for children to use. Understand the seriousness of bullying. Encourage children to consider the needs of others. Parents can arrange play groups for their children. A COMPREHENSIVE PROGRAM SHOULD: Promote a caring, respectful environment Help victims help themselves Challenge the bullies’ thinking Consider the effects of peer pressure Elicit students’ input FOR FURTHER INFORMATION: Assistant Secretary for Public Affairs (ASPA). (2025, February 5). Get help now. StopBullying.gov. https://www.stopbullying.gov/resources/get-help-now The Institute on Family and Neighborhood Life. (n.d.). Olweus bullying prevention program, Clemson University. Olweus Bullying Prevention Program, Clemson University. https://clemsonolweus.org/ Temkin, D., & Snow, K. (2015, August 18). To prevent bullying, focus on early childhood. NAEYC. https://www.naeyc.org/resources/blog/prevent-bullying-focus-early-childhood
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