McCormick Institute for Early Childhood

BY Robyn Kelton | June 21, 2021

I love data. If you have ever worked with me or participated in one of the trainings I facilitate at the McCormick Center for Early Childhood Leadership, this is no surprise. To me, data represent information. I liken examining data to looking under the hood of a car—it allows you to see what is happening under the surface, challenges you to consider things from a new perspective, and provides you with information to make connections you might never have imagined otherwise!



But if you are a family child care provider, you may be thinking, “that is all well and good for someone like Robyn who conducts research, but I am a family child care provider; what’s data got to do with me?” The answer is “A lot!” Regardless of whether you are conducting formal research or running a child care business, data can help you identify all kinds of things about your program that you might not otherwise notice and then gives you the power to make more informed decisions.


Data can alert you to relationships between two or more things that might otherwise seem unrelated. It can also help you clarify the nature of the relationship(s). As a provider, you may notice that your bank account is lower than normal and think it is the result of extra spending at the grocery story. Data from tracking your expenses helps you determine if your grocery bill is in fact the culprit or if, for example, an increase in your electricity bill is to blame. If your hunch is correct about the groceries, and you track the contents or categories of your purchases, the data can also tell you if there are specific items that are driving-up the overall bill. This lets you make data-driven decisions about your finances—it gives you the power to reflect on, and potentially change, some of your shopping habits (e.g., search for coupons, buy in bulk, shop at a different store) or make needed adjustments to your future budget. Data in the form of recordkeeping also provides valuable information that can impact a family child care program’s taxes.


Data also helps you better predict and adjust for the future. For example, demographic data about increased birth rates in your area may alert you that there will be an increase in demand for infant and toddler care which may influence your marketing techniques or lead you to consider adding infant or toddler slots to your program. Data from a formal assessment tool like the Business Administration Scale for Family Child Care (BAS)1 identify and celebrate what areas of quality you are doing well in, as well as pinpoint targeted areas for improvement.


“What gets measured, gets done” is a mantra you may have heard before and while its roots are unclear, it is thought to date back to a mathematician, cartographer, and astronomer from the 16th century named Georg Joachim Rhetic—which makes sense given his professions!2,3 I like to think about data collection as an important part of the measuring process and I favor the common take on the saying that states, “what matters gets measured and what gets measured matters.” In line with this, there a number of things you can be collecting data on every day in your family child care program that will matter for both the financial health of your program and the sustainability of the business itself!


The following are a few more examples of data collection related to items in the BAS and how the data are useful:

  • Data tracking income and expenses helps you not only monitor your current financial health, but also create a budget by considering past habits and trends when forecasting future expenses and revenue (BAS Item 4).
  • Data tracking the number of meals and snacks served to children and paid assistants can be used to not only help you get reimbursed from the Federal Food Program, but also help you claim food expenses on your taxes (BAS Item 5).
  • Data tracking the hours you work in the family child care program when children are and are not there helps you calculate a more accurate Time-Space Percentage, which may lead to larger tax deductions on shared expenses associated with the business use of the home (BAS Item 5).
  • Data collected and records kept about all potential clients who inquire about child care openings, even when you are full or do not serve the age group that was asked about, can help you target future marketing efforts and provides you with a “ready-to-call” list should you find yourself in need of filling child care slots quickly (BAS Item 9).


What other data can you collect in your program and how can that data inform your business practices? The Using Data to Inform Business Practices printable resource is designed to help you reflect on the data you already collect as well as data you want to collect in the future and think through how that data can be used to support or inform your business practices.


Looking for more information about creating a budget or calculating your Time-Space Percentage? Take a look at these previous blogs:


References

1Talan, T. T. & Bloom, P. J. (2018). Business Administration Scale for Family Child Care. Teachers College Press.

2Henderson, R. (2015). What gets measured gets done. Or does it? Forbes. Retrieved from: https://www.forbes.com/sites/ellevate/2015/06/08/what-gets-measured-gets-done-or-does-it/?sh=68791e513c87

3Cornell, M. (2007). What’s your feed reading speed. Making Binary Artifacts | Thinking | Living the Experiment-Driven Life. Retrieved from: http://www.matthewcornell.org/blog/2007/7/30/whats-your-feed-reading-speed.html


If you are interested in learning more about virtual and in-person professional development opportunities for family child care providers, including Taking the Lead, our Leadership Academy designed specifically for family child care providers, contact the McCormick Center.


Robyn Kelton, M.A., is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

By Cara Murdoch February 16, 2026
In early childhood education and care (ECEC), we know that some of the simplest ideas can carry the biggest lessons—and many of us have been singing “The Ants Go Marching” for years without realizing it might also be a leadership guide. Ants may be tiny, but their colonies run on teamwork, communication, flexibility, and a clear sense of purpose—all things ECEC programs rely on every day. By taking a closer look at how ants work together to support their colony, early childhood leaders can discover practical and familiar ways to strengthen teamwork, value every role, and lead programs where everyone is marching in the same direction for children and families. Ants are busy creatures; they work with a purpose and know their jobs in the colony. Ants exhibit teamwork and collective effort. Ant colonies demonstrate intelligence, division of labor, communication systems, and cooperative behaviors. They can recognize and respond to the colony's needs. They overcome their challenges through trial and error, learning from their experiences, and sometimes even develop innovative strategies. In the ant colony, individual ants work together as a unit, each with a unique role that determines the colony's survival and success. The ant colony functions just like a superorganism, where the actions of each individual ant are a part of the highly efficient system that supports the whole colony. This concept of collective action is closely related to human teamwork! Ants have a lot to teach us, as we work in ECEC. teamwork Just as ants collaborate, relying on their communication and coordination to complete tasks, humans thrive when working together, as each individual brings their own unique skills and perspectives to their “colony.” Ants depend on each other. Each ant has a specialized job, and the colony relies on the cooperation and coordination of all its members to thrive and survive. Each ant’s contribution, no matter how small it may seem, is vital to the success of the colony as a whole, and the strength of the group is built on the cooperation of each individual. Similarly, in ECEC programs, teamwork — working together and helping one another —leads to better results than trying to do everything alone! When we collaborate, we pool our strengths, share our knowledge, and support each other, which can lead to more creative and efficient solutions. Each person in the program brings unique skills and perspectives, filling gaps and helping compensate for one another’s weaknesses. This shared effort allows your program to tackle tasks and achieve goals that would be difficult, if not impossible, for one individual to accomplish on their own... just like in an ant colony! Adapting to face challenges Ants are highly adaptable creatures. Have you ever watched a disrupted colony hurry to move the uncovered eggs to a protected space? They respond quickly to changes or disruptions in their environment. Their ability to quickly assess new situations and adjust their behavior will help the colony continue to function efficiently, even when the unexpected happens. Their adaptability is the key to their survival, allowing them to overcome obstacles and thrive. Early childhood programs also need to adapt to challenges. When unexpected changes occur, each person needs to be flexible and find new ways to contribute to the program's success. Just as ants adjust, programs must reassess their strengths, collaborate, and develop alternative solutions. Adaptability is essential for proper teamwork! honoring individual roles In an ant colony, different ants take on very specific roles. There are worker ants, soldier ants, and the queen ant. Each ant’s role is crucial to the success and survival of the colony, and all roles are interdependent; they work together to achieve common goals. This division of labor that exists in an ant colony can be compared to the different roles and unique talents found in an ECEC program. Just as ants rely on each other to perform specific tasks, each ECEC team member brings their own expertise and skills to the program. In a project or workplace setting, one person may excel at brainstorming creative ideas, another might be skilled at organizing tasks and managing timelines, and someone else may be particularly adept at technical skills or problem-solving. This diversity of roles within a team ensures that every aspect of a project or goal receives focused attention. In center-based programs, there are the director, teachers, kitchen staff, and other roles as needed. The diversity of roles in a program helps to ensure that the program is successful and thrives. clear purpose and goals In an ant colony, survival is the common goal. The colony’s success depends on each member performing its specific role. Their unwavering focus on the survival of the colony is connected to their success. It demonstrates the power of their collective action, driven by a clear and unified goal. ECEC programs thrive when they are aligned around a shared and clear purpose and goals. When program members understand and commit to their common goals, the well-being and growth of children and families, their efforts will become more effective and coordinated. Just as ants bring different strengths to the program, each person brings different strengths to the program. It is alignment around shared goals that enables the program to overcome challenges and succeed. When everyone in the program is clear on the goals and helps work together toward them, the whole program becomes more focused, resilient, and motivated - just as an ant colony becomes stronger when every member is working toward survival! Ants work together harmoniously to achieve their common goals; they set aside individual competition in favor of colony cooperation. Each ant focuses on its specialized task. This spirit of ant cooperation is key to the colony's survival and success, as it enables the colony to accomplish more complex tasks than any single ant could manage alone. ECEC programs can benefit from adopting a similar approach that emphasizes collaboration and shared goals over individual achievement. In an ECEC program, when members support each other and work together, they can leverage each person’s strengths to accomplish more than they could individually. Instead of competing for recognition or resources, each member can focus on the program’s success, fostering a more positive and productive environment. learning from ants Ants have so much to teach ECEC programs when it comes to cooperating and working together as an effective team. Whether it's knowing your own role and abilities, supporting each of your fellow team members, communicating clearly and effectively, being flexible, or avoiding competition, the ant colony is an excellent example of these qualities! Let your ants go marching!!! Ant Life, author unknown I am just an ant, A small life is what I live, But I have dreams for bigger things And so much more to give If only I could grow A foot or two would do I could live a life That others look up to.
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