Making the
Case for
Early Care
and
Education:
A Message
Development
Guide for
Advocates
Berkele
y
Media
Studies
Group
inside front cover: blank.
Making the Case for Early Care and Education:
A Message Development Guide for Advocates
Berkeley Media Studies Group
Lori Dorfman, DrPH
Katie Woodruff, MPH
Sonja Herbert, MPH
Joel Ervice, MA
© 2004 Berkeley Media Studies Group, Berkeley, California
A pr
oject of t
he Public Healt
h Ins
titut
e
[blank page].
3
Contents
{ abbreviated }
9 Acknowledgements
13 Preface
15 Introduction
17 The Thinking Behind this Book
18 How We Wrote this Book
19 How to Use this Book
21 Chapter 1 Overall Strategy: Laying the Foundation for Media Advocacy
22 Steps for Developing Strategy
28 Conclusion
31
Chapter 2 Media Strategy: Using Media Advocacy to Influence Policy
32 Focus on the News
33 Pay Attention to Framing
38 Monitor the Media
40 Conclusion
41 Chapter 3 Message Strategy: Connecting the Problem, Solution, and Values
42 Framing Early Childhood Education
56 Building an Effective Core Message
66 Making Your Case in Difficult Contexts
81
Chapter 4 Access Strategy: Thinking Like a Journalist
82 Pitch a Story, Not an Issue
96 Story Elements: Compelling Visuals, Media Bites, Authentic Voices, and Social Math
117 Conclusion
119 Chapter 5 Making the Case: Applying the Frames to Specific Policies
121 Improving Quality
125 Universal Preschool
128 Child Care Subsidies for Low-Income Families
132 Child Care Teacher Development
1
37 Facilities Development
145
Conclusion
149 Appendix Other Berkeley Media Studies Group Publications
4
5
Contents
{ complete }
9. . . . Acknowledgements
13. . . Preface
15. . . Introduction
17 . . . . . . The Thinking Behind this Book
18 . . . . . . How We Wrote this Book
19 . . . . . . How to Use this Book
21. . . Chapter 1 Overall Strategy: Laying the Foundation for Media Advocacy
22 . . . . . . Steps for Developing Strategy
23 . . . . . . . . . . What is the problem?
24 . . . . . . . . . . What is the solution?
25 . . . . . . . . . . Who has the power to make the necessary change?
26 . . . . . . . . . . Who must be mobilized to apply pressure for change?
28 . . . . . . Conclusion
31. . . Chapter 2 Media Strategy: Using Media Advocacy to Influence Policy
32 . . . . . . Focus on the News
33 . . . . . . Pay Attention to Framing
34 . . . . . . . . . . Portraits versus landscapes
35 . . . . . . . . . . Understanding how the news media frames child care
35 . . . . . . . . . . . . . The Message: Past and current depictions of child care in the news
36 . . . . . . . . . . . . . The Messengers: Spokespeople in news coverage about child care
37 . . . . . . . . . . . . . Lessons from analyzing the news on child care
38 . . . . . . Monitor the Media
40
. . . . . .
Conclusion
6
41. . . Chapter 3 Message Strategy: Connecting the Problem, Solution, and Values
42 . . . . . . Framing Early Childhood Education
45 . . . . . . . . . . Five core messages on early childhood education
49 . . . . . . . . . . The Hierarchy of values in the five frames
51 . . . . . . . . . . The Role of the five frames in political support
56 . . . . . . Building an Effective Core Message
57 . . . . . . . . . . Elements of a good message
60 . . . . . . . . . . Using the core message in interviews
61 . . . . . . . . . . . . . Example 1: Staying on track in interviews
63 . . . . . . . . . . . . . Example 2: Same question, different answers
66 . . . . . . Making Your Case in Difficult Contexts
66 . . . . . . . . . . Answering the opposition
67 . . . . . . . . . . . . . What will the opposition say?
68 . . . . . . . . . . . . . Where and when will they say it?
70 . . . . . . . . . . . . . Use the “With So Many Kids in Care, Let’s Do It Right” frame to
counter the opposition
71 . . . . . . . . . . Answering difficult questions
77 . . . . . . . . . . Responding to reporters in a crisis
78 . . . . . . . . . . . . . Focus on what you know
79 . . . . . . . . . . . . . Determine your role in the story
80 . . . . . . . . . . . . . Learn from the past
81. . .
Chapter 4 Access Strategy: Thinking Like a Journalist
82 . . . . . . Pitch a Story, Not an Issue
84 . . . . . . . . . . Creating news
86 . . . . . . . . . . Piggybacking on breaking news
91 . . . . . . . . . . Using the editorial pages
93
. . . . . . . . . .
Placing paid ads
96 . . . . . . Story Elements
97
. . . . . . . . . .
Cr
eating com
pelling visuals
101. . . . . . . . . Developing media bites
102. . . . . . . . . Cultivating authentic voices
105 . . . . . . . . . . . . What motivates different groups?
112. . . . . . . . . Calculating social math
1
15 . . . . . . . . . . . . Preparing to make your case with social math
117 . . . . . Conclusion
7
119. . Chapter 5 Making the Case: Applying the Frames to Specific Policies
121 . . . . . Improving Quality
121. . . . . . . . . Strategy
122. . . . . . . . . Sample message: Applying the values frames to improving quality
122. . . . . . . . . Story Elements
122 . . . . . . . . . . . . Media bites
123 . . . . . . . . . . . . Messengers
123 . . . . . . . . . . . . Metaphors
124 . . . . . . . . . . . . Visuals
124 . . . . . . . . . . . . Social math
125 . . . . . Universal Preschool
125. . . . . . . . . Strategy
125. . . . . . . . . Sample Message: Applying the Values Frames to Universal Preschool
126. . . . . . . . . Story Elements
126 . . . . . . . . . . . . Media bites
127 . . . . . . . . . . . . Messengers
127 . . . . . . . . . . . . Metaphors
127 . . . . . . . . . . . . Visuals
127 . . . . . . . . . . . . Social math
128 . . . . . Child Care Subsidies for Low Income Families
128. . . . . . . . . Strategy
129. . . . . . . . . Sample Message: Applying the Values Frames to Subsidies
1
29
. . . . . . . . . Story Elements
1
29
. . . . . . . . . . . . Media bites
130 . . . . . . . . . . . . Messengers
131 . . . . . . . . . . . . Metaphors
1
31 . . . . . . . . . . . . Visuals
131 . . . . . . . . . . . . Social math
1
32 . . . . . Child Care Teacher Development
132. . . . . . . . . Strategy
133. . . . . . . . . Sample Message:
Applying the Values Frames to Teacher Development
133. . . . . . . . . Story Elements
133 . . . . . . . . . . . . Media bites
1
35 . . . . . . . . . . . . Messengers
8
135 . . . . . . . . . . . . Metaphors
135 . . . . . . . . . . . . Visuals
136 . . . . . . . . . . . . Social math
137 . . . . . Facilities Development
137. . . . . . . . . Strategy
138. . . . . . . . . Sample Message: Applying the Values Frames to Facilities Development
138. . . . . . . . . Story Elements
138 . . . . . . . . . . . . Media bites
140 . . . . . . . . . . . . Messengers
140 . . . . . . . . . . . . Metaphors
141 . . . . . . . . . . . . Visuals
141 . . . . . . . . . . . . Social math
142 . . . . . Conclusion
145. .
Conclusion
149. . Appendix Related Berkeley Media Studies Group Publications
9
Acknowledgements
Before we name the many child care advocates and experts who
influenced our thinking and shaped this book, we’d like to tip our
hats to our colleagues from tobacco control. In 1988, the Advocacy
Institute convened a workshop for the National Cancer Institute,
bringing together the best and the brightest in tobacco control to
hammer out the salient arguments and strategies for combating the
nation’s #1 cause of preventable death, smoking. The concise doc-
ument — known as “The Yellow Book” and published the following
year by NCI (“Media Strategies for Smoking Control: Guidelines,”
NIH Publication #89-3013) — provided the basics on media advo-
cacy: strategies for gaining access to the media, and strategies for
framing and seizing the symbols of the debate. The advice in the
guide helped propel tobacco control advocates through the next two
decades.
We thought, if it worked for tobacco control, why not child care?
Granted, the two issues vary greatly, but there are similarities too.
Bot
h issues r
eq
uire policy solutions that need clear explanations
and vocal support. We borrowed and expanded on the methods the
Advocacy Institute used to develop its guide to prepare the one you
are holding now. We owe the Advocacy Institute and the tobacco
control movement a giant debt for teaching us that, indeed, over
time and with hard work, media advocacy can foster a sea-change
in ho
w our nation vie
w
s an issue. W
e hope this “Yellow Book” will
aid and accelerate the sea-change early care and education advo-
cat
es ar
e f
ostering today.
In addition to those tobacco control advocates, we would like to
thank everyone who made the development of this book a wonder-
ful, collaborative process.
Development of this book was made possible by the generous sup-
port of a grant to the Berkeley Media Studies Group from the David
and Lucile Packard Foundation. We would particularly like to thank
Packard Foundation staff Carla Dartis and Marie Young (now with
the Low Income Investment Fund) for their assistance and encour-
agement.
For their ongoing dedication and collaborative efforts, we thank all
members of the Local Investment in Child Care projects in the fol-
lowing California counties: Alameda, Kern, Monterrey, Santa Clara,
Santa Cruz, San Mateo, and Ventura. Also, thanks to the National
Economic De
velopment and Law Center for sharing the analysis of
the economic impact of the licensed child care industry in
California.
We would also like to thank the numerous participants in our
“Yellow Book” meetings in New York (in conjunction with the Child
Care Action Campaign), Washington D. C., and Berkeley, California,
for their commitment to this project, and for their many insights
which have been incorporated in this book: Judith Appelbaum
(National Women’s Law Center), Amy Dominguez-Arms (Children
Now), Helen Blank (then with the Children’s Defense Fund), Roger
Brown (Bright Horizons Family Solutions), Martha Burk (National
Council of Women’s Organizations; Center for Advancement of
Public Policy), Sherry Cleary (National Coalition for Campus
Children’s Centers; University of Pittsburgh Child Development
Center), Emily K. Del Pino (Child Care Action Campaign), Harriet
Dichter (United Way of Southeastern Pennsylvania), Robert W. Drago
(Pennsylvania State University), Jonah Edelman (Stand for Children),
Netsy Firestein (Labor Project for Working Families), Lesley Szanto
F
riedman (P
aul, W
eiss, Rifkind, Whar
t
on & Garrison), Bruce Fuller
(Policy Analysis for California Education), Kim Gandy (National
Org
anization for Women), Angie Garling (Alameda County General
Services Agency), Stacie Golin (Institute for Women’s Policy
R
esearch), Scott Groginsky (National Conference of State
Legislatures), Mona Harrington (MIT Sloan School of Management),
Suzanne W. Helburn, (University of Colorado at Denver), Joan
Lombardi (The Children’s Project), Marcia Meyer (Santa Cruz County
Office of Education), Holly Mitchell (Crystal Stairs), Sanford A.
N
e
wman (Fight Crime, Inv
est in Kids), Nina Sazer O’Donnell
(F
amilies and W
ork Institute), Lisa Ruth Shulman, (Child Care Action
Cam
paign), Patty Siegel (California Child Care Resource and Referral
Network), Eric K. Silverman, (DePauw University), Joan Baratz-
Sno
wden (American F
eder
ation of T
eac
her
s), Helene S
t
ebbins (t
hen
10
Making the Case for Early Care and Education: A Message Development Guide for Advocates
with the National Governor’s Association), Richard B. Stolley (Time,
Inc.; Child Care Action Campaign), Joan Tronto (Hunter College),
Janet Wells (National Citizens’ Coalition for Nursing Home Reform),
M
arcy Whitebook (Managing Turnover Project), Faith Wohl (Child
Care Action Campaign), and Marci Andrews-Young (Center for the
C
hild Care Workforce).
We would also like to thank the Ford Foundation’s Family Assets
Initiative, especially Nancy Sconyers, who conceived of the initiative
and invited our participation, and the Action Team and Learning
Team members, who became an extended and highly learned focus
group and laboratory for the ideas presented here: Anne Arnesen
(Wisconsin Council on Children and Families), Elizabeth Burke
Bryant (Rhode Island Kids Count), Suzanne C. Johnson (Voices for
Virginia’s Children), Carol Kamin (Children’s Action Alliance), James
Koppel (Children’s Defense Fund-Minnesota), Debra Miller
(Kentucky Youth Advocates), Barbara O’Brien (Colorado Children’s
Campaign), Amy Rossi (Arkansas Advocates for Children & Families),
Linda Tilly (Voices for Alabama’s Children), and Ceil Zalkind
(Association for Children of New Jersey).
We thank Phil Sparks of the Communications Consortium Media
Center for inviting us to share the ideas we were developing at
meetings of the Early Care and Education Collaborative, first at the
aborted meeting on September 11, 2001 and later on December
11, 2001. We owe a special thanks to Jack Levine and Barbara
O’Brien for sharing their thoughts individually.
For their helpful assistance untangling the history of federal expen-
ditures on child care programs for our timeline, we thank Abby
Cohen (Child Care Law and Policy Consultant); Louise Stoney
(Stoney Associates), Christina Smith FitzPatrick (National Women’s
Law Center), Kate Karpilow (The Center for Research on Women
and Families), and Karen Schulman (Children’s Defense Fund). An
extr
a special t
hank
s t
o A
bby Cohen who steered us onto the right
tracks early in the process of developing the ideas for this book.
Thanks to Lorie Slass and the Annenberg Public Policy Center for
t
heir reports on child care, particularly the summaries of the opposi-
tion arguments in the “Analysis of the Messages of the Early
Childhood Mo
v
ement.”
For their creative social math examples, thanks to Sana Chehimi,
Lisa Meneses, and Allison Pulice, master’s candidates at the School
of Public Health at the University of California at Berkeley.
W
e g
r
eatl
y appr
eciat
e t
hose who pr
ovided thoughtful comments on
our manuscript drafts: Harriet Dichter, Angie Garling, Alli Harper
(California Child Care Resource and Referral Network), Nina Sazer
11
Acknowledgements
O’Donnell, Nancy Sconyers, Patty Siegel, Donita Stromgren
(California Child Care Resource and Referral Network), and Marci
Young.
Thanks to the Berkeley Media Studies Group team for their support
throughout this process: Iris Diaz, Valerie Fuller, Katrina Hayes,
Elena Lingas, and our dedicated research assistants, public health
students Kris Helé and Rebecca Spring. For her careful attention to
organizing piles of text into useful information that seems to natu-
rally belong that way, we thank our graphic designer Linda Lawler.
Finally, we thank the David and Lucile Packard Foundation, espe-
cially Carla Dartis and Marie Young, for their commitment to making
the case for early care and education.
12
Making the Case for Early Care and Education: A Message Development Guide for Advocates
13
Preface
The research is clear: the early years matter. Quality care makes a
difference for young children. The evidence is robust. When it’s
done right, early care and education benefits families, communities,
and the children themselves.
But if that’s true — and I know that it is — then why do we always
seem to be talking to ourselves? Why haven’t these truths been rec-
ognized — and supported — at the highest levels of government?
It seemed to me, and many others, that our problem was communi-
cations. Early childhood advocates were not communicating a con-
sistent message. If we all learned to sing the same tune, wouldn’t
our message be heard then? Did the field simply need a clear, con-
cise messag
e t
hat r
esonat
ed wit
h t
he largest possible audience,
and the discipline to stick to it?
Not necessarily, said the Berkeley Media Studies Group. The start-
ing point for BMSG was not the message, but the policy. You can’t
have a message before you know what it is you want, they said, and
you’d better have that figured out carefully. But the field at large,
and e
v
en local adv
ocates, could not always agree on a policy goal.
Compelling arguments were made for various priorities, leaving a
fr
agment
ed mov
ement with a hug
e number of goals. P
olicymak
ers
expressed willingness to support child care if they only could under-
stand what advocates wanted.
In r
esponse to this level of inconsistency, BMSG suggested develop-
ing message strategies that will be useful regardless of the policy
change being sought. BMSG’s model was tobacco control, a field
t
hat, lik
e c
hild car
e, s
till has many disagreements over strategy, but
has nonetheless changed the country’s attitudes and behavior
about smoking. Whether or not tobacco control advocates agreed
on the policy they wanted to pursue, they had a range of messages
they could use that all framed the issue as a societal, rather than
an individual, problem. As they pursued their various policy goals,
they could reinforce each other on the basic message: government
has a role in fixing this problem. Using the same model, BMSG
sought a set of messages that would point early childhood advo-
cates in the same direction, even if they weren’t promoting precisely
the same policy at exactly the same time.
In this book, they have met that goal.
BMSG challenged me to think differently about message strategies
for early care and education. I’ve learned that while advocates
might not always be singing the same lyrics, there can be recurring
themes that emphasize why we care about children’s early years
and wh
y we have a responsibility to do what we can to make those
years a political priority. The advice in this book will help us do just
that.
Marie Young
Los Altos, California
November, 2003
14
Making the Case for Early Care and Education: A Message Development Guide for Advocates
15
Introduction
The challenge is to make
things as simple as possible
and not one bit simpler.
Albert Einstein
The Berkeley Media Studies Group (BMSG) came late to the early
childhood issue. For decades, advocates have been working locally
and nationally to improve and expand early childhood education
and indeed, progress has been made. By 1999, the year we were
intr
oduced to the field, more than $14 billion in federal funding had
been allocated to early childhood education.
But it wasn’t enough. Millions of children still weren’t getting the
education and care they needed, and advocates were frustrated.
The opposition seemed to be getting more vocal and stronger politi-
cally
. It w
as g
etting harder and harder to make gains for early child-
hood funding — by 2001, simply keeping spending levels constant
w
as becoming a big fight. Despite solid evidence that showed how
quality early childhood education improved children’s chances to
succeed and sa
v
ed society money, many early care and education
advocates felt like they were losing the argument.
We heard one particular frustration whenever advocates lamented
t
he situation: “If w
e could all speak wit
h one v
oice,
” adv
ocates
would say, “then politicians would listen.” We received numerous
requests — and still do — to help develop concise and consistent
messages that make the case for early childhood education.
Advocates everywhere wanted to know what they could say to win
the day.
Message strategies are certainly important; what you say, and how
you say it, can bolster or undermine support for an issue. But we
wondered: Is it absolutely necessary that every advocate always
echo the others exactly? What about situations in which the policy
goals are different, or when advocates legitimately disagree? For
other public health issues (yes, we believe early childhood educa-
tion is a public health issue), there have been many voices and
messages, sometimes arguing loudly among themselves, and still,
progress has been made. We thought about tobacco control, a
great example of success in public health for which strategic com-
munications have been crucial. Yet there were great debates in
tobacco control about how to express the message — indeed,
intense argument about what the exact policy goals should be —
but despite vehement disagreement, over the years there has also
been great progress.
What could we learn from media advocacy in tobacco control that
might translate to early childhood education? Would it help chil-
dren’s advocates who would like the field to speak in one voice?
What should they say?
This book is our attempt to answer those questions. We set out to
identify the language that advocates are using to make the case for
early childhood education policies, analyze and refine that lan-
guage, and assemble it in an accessible format so that no matter
which policy advocates might be working on at the moment, they
can find help in making their case.
In tr
ying to make a case for early childhood education, advocates
are stuck between a rock and a hard place. The complexities of the
public child care system mean that too often, advocates get caught
up in describing intricate policy details that few outside the field
can com
pr
ehend. Ot
her adv
ocates, trying to avoid this, sometimes
go too far the other direction, sidestepping specifics and vaguely
making pleas “f
or the good of the children.” Occasionally both hap-
pen at once. In one news event, we may hear both “The legislature
mus
t incr
ease federally funded subsidies for Stage 3 reimbursable
licensed providers” and “Children are our future.”
We hope that this book will help advocates find the middle ground.
We believe that advocates can talk about the values and benefits of
early childhood education in ways that will increase public support
for investing in early childhood education without resorting either to
platitudes or t
o minutiae.
16
Making the Case for Early Care and Education: A Message Development Guide for Advocates
17
The Thinking Behind This Book
Our goal was to develop a tool that would help advocates around
the country — at the local, state, and national level — talk about
early childhood education more effectively, regardless of the spe-
cific policy they are working on at the moment. From the onset of
our work in child care, we noticed a great deal of discord and dis-
agreement among advocates about what the focus should be. This
book does not set out to resolve differences among advocates on
policy priorities. Instead, we offer advocates arguments to make,
and value statements to support those arguments, for a variety of
early care and education policy goals. We believe that young chil-
dren, their families, and the community at large will benefit if all
early childhood education advocates get better at making their
case, whether it’s for improving teachers’ salaries, establishing paid
family leave, creating standards for quality, increasing tax credits,
shifting monies in state budgets, changing local zoning laws, or any
number of policies to increase public expenditures for early child-
hood education programs.
This book is filled with substantive things to say about various early
childhood education policies, expressed in ways designed to evoke
the values that illustrate interconnections in our society. This style
contrasts with the emphasis on personal responsibility and individu-
alism that permeates much of our nation’s current political discus-
sion. We believe that personal responsibility is extremely important
— a pillar of our society — but it is not our only common value. The
values that connect children and their families to their neighbor-
hoods and society at large seem to get lost in the rhetorical shuffle.
In t
he context of our arguments in support of early childhood educa-
tion, we have made an effort to articulate the
values of interconnectedness.
As important as this message is, however, it is
only one part of an overall strategy, and not
even the most important part. Community
or
g
anizing and policy adv
ocacy ar
e t
he cor
ner-
stones of social change. Effective messages
t
hat are part of media advocacy strategies can
am
plify and acceler
ate community organizing
and policy adv
ocacy, but they can’t substitute
for them. Message strategies can enhance
community organizing and policy advocacy by
helping advocates articulate their values and
goals so that they can become more vocal par-
ticipants in t
he policy pr
ocess.
Introduction
The values that
connect children
and their
families to their
neighborhoods and
society at large
seem to get lost in
the rhetorical
shuffle.
Our assumption is that the messengers who will be delivering the
messages articulated in this book are advocates for early care and
education. They may be professionals, caregivers, academics, par-
e
nts, neighborhood residents, elected officials, business leaders,
police officers, bureaucrats, grandparents — anyone who cares
a
bout our society and wants to improve the lives of children.
We assume that those who are using this book will be targeting poli-
cymakers and those who can influence them. This book is not
about informing parents and other caregivers about the importance
of early childhood education or how to choose a good child care
program. Although those audiences and topics are certainly impor-
tant, they are outside the scope of this advocacy guide and are thus
not addressed here. Finally, we assume that advocates will be work-
ing to mobilize their supporters with strong arguments, not trying to
convince the opposition.
How We Wrote This Book
We are not experts in early childhood education or related policies.
We are experts in developing media advocacy strategies for public
policy battles to improve the public’s health. We have applied our
expertise in media advocacy to the information that the experts in
early childhood have given us in order to create the strategies
explored in this book.
We gathered our data about early childhood education in three
ways. First, we invited local and national early childhood education
policy experts to a series of meetings in which we created struc-
tured situations that let us listen to the arguments and justifications
that advocates make for public support of early childhood educa-
tion. W
e transcribed the discussions from these meetings and used
the language of these experienced advocates as our starting point.
Second, from the trainings we had done with advocacy groups
across the nation, such as the Local Investment in Child Care group
in California and the California Child Development Administrators
Association, we gathered the questions that they told us were the
mos
t dif
f
icult t
o answer. We also gathered sample policies, data,
and examples from reports generated during the last few years by
r
esearchers and advocacy groups in the field.
18
Making the Case for Early Care and Education: A Message Development Guide for Advocates
19
Third, we commissioned EDK Associates, a public opinion research
firm based in New York, to assess public opinion on early childhood
education. The first part of this work was a review of public opinion
a
bout public support for early childhood education from the early
1970s to the present. A summary of that research is presented in
t
he public opinion timeline available on our web site
(www.bmsg.org). The purpose of the public opinion timeline is to
organize and display the information in such a way that someone
new to the field would have an easy summary of the status of pub-
lic opinion and its corresponding political context. Meanwhile,
someone with experience could see the field’s history and remem-
ber the changing political contexts. The second part of EDK
Associates’ work was a poll to test the strength of various argu-
ments in support of early childhood education against opposition
arguments. We wanted to know which arguments fared best when
challenged, and which of the advocates’ arguments led to
increased support for political candidates or public expenditures on
child care. The results of that research helped us make judgments
about the messages we recommend throughout this book.
We thank the many participants who attended our meetings — as
well as those who reviewed this book and gave us excellent feed-
back — for their willingness to participate in creating this tool. These
individuals are listed in the acknowledgements. Any errors, of
course, are ours.
How to Use This Book
Our hope is that advocates will use this book as resource, a place
to go for ideas about the best ways to talk about early childhood
education policies. Some might r
ead the book start to finish; how-
ever, we expect that advocates will more likely browse the book’s
contents, and then return to specific sections for ideas when fash-
ioning media advocacy strategies. With that in mind, we’ve
designed t
he book so t
hat advocates can:
•
F
ocus on one policy goal at a time. Earl
y c
hildhood education
solutions will require huge investments and a buildup of political
support that can take a very long time. This book should aid
those who are working on a variety of smaller, incremental poli-
cies as well as the larger pie.
• Find messages that help frame the issue of early childhood edu-
cation as a social good, regardless of a particular policy goal.
• Focus on policymakers — those who have the power to create
t
he c
hang
e t
hat adv
ocat
es w
ant t
o see.
Introduction
The bulk of the advice gathered here is in the middle. For example,
Chapter 3, the chapter on message, explains the hierarchy of value-
based messages supporting early childhood education and why we
b
elieve some types of messages are more important and effective
than others.
But messages exist in contexts and for specific purposes, so we
attend to that need as well.
Chapter 1 describes the overall strategy, the policy context in which
your message appears. We start there, because before you can
have an effective message, you need to know your overall goal and
have a plan for achieving it.
Chapter 2 explains how media strategies can enhance your overall
strategy. This chapter explains how the news media currently depict
early childhood education issues, why it’s important to pay attention
to those portrayals, what “framing” is, and why it matters.
Chapter 3 addresses message strategies, offering concrete advice
on framing early education, constructing core messages, and
answering challengers.
Chapter 4 turns toward journalists. How can we get their attention
on early childhood education? Our well-crafted messages won’t help
unless we can embed them in compelling stories that get journal-
ists’ — and therefore policymakers’ — attention.
Chapter 5 brings the puzzle pieces together, applying the frames, or
core messages, to key policy areas with suggestions for story ele-
ments — policy issue by policy issue.
As always, take what you find here and use it as your own, but
never go against your own best judgment.
We wrote this guide because strategic news attention to early child-
hood education will help advocates pressure reporters to do right by
c
hildr
en and families, and ultimately society. But reporters tell sto-
ries, not issues. If they are to be engaged on this issue, the stories
that advocates use to make their case will have to be less general,
more compelling. We hope the ideas we’ve collected from the field,
r
ef
ined, t
es
t
ed, and expanded her
e will mak
e it easier f
or early
childhood education advocates, and as a consequence journalists,
t
o t
ell t
his important story.
20
Making the Case for Early Care and Education: A Message Development Guide for Advocates
21
Chapter 1
Overall Strategy: Laying the Groundwork for Media Advocacy
You can’t divorce your
communications strategy from
your political strategy.
1
Richard Brandon,
Human Services Policy Center
In early childhood education advocacy, as in any issue area, you
can’t have a media strategy without an overall strategy. The news
media are just one tool to help you attain your goals, so don’t let
t
hem seduce you; their power demands that you do advance work
t
o be sure you are engaging them in the most effective way.
Media adv
ocacy is the strategic use of mass media, usually the
news, to support community organizing and advance healthy public
policy. Thinking strategically is one of the most important lessons in
media advocacy, and often the most difficult to accomplish. Having
a clear overall strategy in place can increase your effectiveness and
ef
f
iciency b
y helping you allocate time, money, and effort only
wher
e t
hey will truly help advance your goals.
22
Making the Case for Early Care and Education: A Message Development Guide for Advocates
In order to achieve change, you must know what you want to have
happen. If you are going to sound the alarm about lack of funds for
child care subsidies, for example, you need to put forth a policy
a
pproach to address the problem. It doesn’t have to be a complete
solution; it could be a partial answer (such as extra support for a
s
pecific population to offset the consequences of a policy change),
but it does need to be a concrete contribution toward a more desir-
able situation.
Steps for Developing Strategy
In your planning, you should address four questions that form the
basis for constructing an overall strategy. From this process, your
specific media objectives, messages, and targets will flow. With your
organizing partners, take the time to carefully consider and develop
answers to each of these questions.
zen”
1. What is the problem?
2. What is the solution?
3. Who has the power to make the necessary change?
4. Who must be mobilized to apply pressure for change?
Checklist: Questions for Overall Strategy Development
23
W
hat is the problem?
Advocates are generally very knowledgeable about problems.
Indeed, early childhood education advocates can talk at great
l
ength about various aspects of the problem: the high cost of care,
too much turnover among staff, inadequate subsidies, long waiting
lists, poor-quality care, parents patching together solutions, etc.
However, advocates are often not as adept as they should be in
breaking the problem into solvable pieces.
In fact, because advocates understand that the problem of early
childhood education is multifaceted, and that availability, facilities,
cost, and quality are all interrelated, they often get frustrated by the
scope of the problems they are trying to solve. They may feel that
it’s no use working on just one part of the problem — say, develop-
ing ne
w facilities for early childhood education — if they cannot also
solve the problem of how to staff those new facilities with well-
trained teachers.
We can tell you from years of working with advocates on a range of
complex public health and social issues that it is critical to break
the overall issue of early education into manageable policy prob-
lems. Change is incremental, and advocates must be able to articu-
late and focus political will on the pieces of the problem that over
time will lead to greater systemic change.
As you assess the problem, bear in mind that how you define a
problem has significant impact on what solutions are considered
feasible and who has domain over and responsibility for those solu-
tions. For instance, if lack of affordable early childhood education is
understood as a problem mainly for parents who need some place
to put their kids while they work, as discussed during the welfare
reform debates, this problem definition may point to babysitting or
“warehousing”-type solutions, without the necessary quality ele-
ments.
Chapter 1 | Overall Strategy
It is critical to
break the overall
issue of early
education into
manageable policy
problems.
24
Making the Case for Early Care and Education: A Message Development Guide for Advocates
W
hat is the solution?
Sometimes advocates put all their energy into getting people to pay
attention to the problem, with the assumption that if they could just
r
aise awareness about it, the right answers would emerge from the
discussion and be enacted. This is rarely how change happens. It is
much more effective to name specific solutions. Change is about
channeling
awareness into action, and that means mobilizing peo-
ple around a solution.
It is as important to be specific about the policy solution as it is to
describe the problem succinctly. Your “solution” need not be the
comprehensive set of actions that would eradicate the problem for-
ever; it is just the next concrete step you and your group are advo-
cating for today. Not only will a concrete next step help keep you
f
ocused, but it will help get you news coverage. Calling for specific
actions is more interesting and newsworthy to journalists than talk-
ing about the need for general or vague changes.
Most people who work in early childhood education will have many
areas of concern and many potential policies they are pursuing.
Sometimes the priorities will be determined by the political opportu-
nity of the moment. The key to being strategic is to
be clear about
which policy is your priority today and why. For instance, if you are
concerned about improving the quality of state-funded early child-
hood education programs, be ready to name policies that will help,
such as reducing the child-to-teacher ratio, increasing subsidies to
providers, and raising the training requirements
for early childhood education teachers.
Your “solution”
need not be the
comprehensive set
of actions that
would eradicate the
problem forever; it
is just the next
concrete step you
and your group
are advocating for
today.
25
W
ho has the power to make the necessary change?
Once you have clearly articulated the problem and the solution,
assess who has the power to make the specific change that you
i
dentified. This helps make your work more efficient. Rather than
educating or persuading the entire public about the high cost of
early childhood education, the goal may be to persuade a few key
decision makers to adopt policies that reduce the cost for those
who need it most.
You should be as specific as you can about naming your target. In
some cases, the person with the power to make the necessary
change might be a single individual on a legislative subcommittee
who holds the deciding vote. Even though you are targeting only one
person, the news media can help “turn up the volume” on your con-
v
ersation, take the conversation public, and make you more effec-
tive in advancing your policy goal by increasing public pressure on
the target.
Chapter 1 | Overall Strategy
zen”
1.
Who or what institution has the power to solve the problem and pass your desired
policy? Identify who is the most important target for achieving your policy goal.
2.
Who has the power to influence your target?
3.
Which targets are appointed? Elected? Private?
4. How do you have power or influence with them (as voters, consumers, stockholders,
taxpayers, shaming, public recognition, etc.)?
5. What is their self-interest? For instance, if they are elected, how many voting parents
are in their constituency?
6. Who would have jurisdiction if you redefined the issue (e.g., turned a family child care
licensing issue into a small business support issue)? Would this help you?
Checklist: Key Questions in Choosing a Target
2
26
Making the Case for Early Care and Education: A Message Development Guide for Advocates
W
ho must be mobilized to apply the pressure for change?
Pollster Ethel Klein tells us, “Solving the child care crisis is more of
a community organizing problem than a persuasion problem.”
3
C
reating change often requires long-term, consistent pressure on
the person, body, or organization that holds the power. Community
groups and other interested parties must be mobilized to apply
pressure. For example, getting parents to speak up for continuing
child care subsidies for those transitioning off welfare led California
Governor Gray Davis to maintain program funding in the 2002
budget.
In developing strategy, consider that there are a variety of roles for
different groups and individuals. Not everyone has to be in front of
the camera or writing op-eds. In addition to community activists and
or
ganizations, there are researchers, child care providers, K-12 edu-
cators, social and health service agency professionals, and busi-
ness people. Because policy change can be controversial, some
groups cannot be publicly involved. However, these groups can pro-
vide background assistance that could be key to the success of
your initiatives. For instance:
• Health and social welfare departments can
: Supply data on the number of children who qualify for child
care subsidies, or the percentage of working parents in a
region, to help advocates make their case about the unmet
need for child care.
: Provide advance notice of early childhood education
reports, or reports on related social or financial issues, so
advocates can seize and expand these news opportunities.
: Offer logistical support or resources for community forums
or tr
ainings.
:
Ar
r
ange a public comment period on all child care regula-
t
ory changes.
Solving the child
care crisis is more
of a community
organizing problem
than a persuasion
problem.
27
• Academic or government researchers can
: Analyze and help interpret child care-related data, such as
the cost of opening new centers, the future societal costs
of not investing in quality early childhood education now,
and the economic contribution made by the child care
industry.
: Serve as experts on specific issues, such as the develop-
mental needs of children, the core training needed to pre-
pare early childhood education teachers, and the financing
options and zoning changes that would encourage the
opening of new child care facilities.
• Child care providers can
: Introduce advocates and reporters to families who can dis-
cuss how subsidized child care has made a significant eco-
nomic difference.
: Allow their teachers to be interviewed during the workday
by reporters investigating the effect of low wages on
teacher turnover rates.
: Provide a visual backdrop for child care news stories.
In sum, identify a wide range of roles that fit the strengths and limi-
tations of the various groups you want to mobilize to advance your
issue. Then, help them help you.
Chapter 1 | Overall Strategy
28
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Conclusion
To develop an overall strategy, focus on an issue that you are con-
cerned about, choose specific policies to address that issue, and
identify who has the power to implement those policies. Since creat-
ing change is a long-term process that often meets much resist-
ance, it is critical to develop relationships with committed activists
and supporters who can serve as allies and be mobilized to apply
pressure at key moments over the long run.
Not until you have done all this advance work should you consider
whether getting news attention is an appropriate way to support
your goals. Laying the strategic groundwork will dictate the rest of
your approach. For instance, if the policy target you’ve selected
agrees to meet with your group, listens, and responds as you had
hoped, you don’t need to attract news attention to put pressure on
that target. Instead, you might consider writing an op-ed piece to
congratulate the policymaker for doing the right thing for your com-
munity. In another case, the strategic planning process might reveal
that one specific corporate executive is your key target, and you dis-
cover that she reads the
Chicago Tribune, not the Sun-Times. This
gives you important information for focusing your work on the news
outlet most likely to reach your target; you can conserve resources
and increase efficiency.
The following table presents a sample of poli-
cies that advocates have pursued to make the
cost of child care manageable, improve its qual-
ity, and increase its availability. The list is not
exhaustiv
e, but provides examples of the range
of policies that advocates might support with
media advocacy at the local, state, and national
le
vels.
To develop an
overall strategy,
focus on an issue
that you are
concerned about,
choose specific
policies to address
that issue, and
identify who has
the power to
implement those
policies.
29
Chapter 1 | Overall Strategy
Encourage businesses to advocate
for increasing public and private
c
hild care subsidies for employees.
A
ssess developer fees to fund child
c
are programs.
Facilitate partnerships that enable
families to access health and social
s
ervices within child care programs.
I
ncrease child care teacher salaries
t
o that of public school teachers.
D
evelop multilingual training pro-
grams for caregivers.
Create grants and training pro-
grams to increase the business
s
kills of child care providers.
C
reate child care facility develop-
m
ent funds.
R
educe zoning and permit barriers
for building child care centers and
operating family day care homes.
Include child care goals in the city
and county general development
plans.
Availability Quality Facilities
Increase provider reimbursement
rates to cover the actual cost of
child care.
“Regionalize” state child care reim-
bursement rates to reflect higher
market costs in some counties.
Create universal access to publicly-
funded preschool.
Implement a tiered subsidy system
that provides greater reimburse-
ments for higher quality and diffi-
cult-to-find care, such as for dis-
abled children and overnight hours.
Increase funding for child care sub-
sidy programs to reduce the num-
ber of eligible families who ar
e wait-
ing for financial assistance.
Develop state early childhood edu-
cation curriculum standards.
Establish a state fund for quality
enhancement grants.
Create a tiered reimbursement sys-
tem for programs receiving state
funds based on quality standards.
Lower the child-to-teacher ratio in
state funded programs.
Implement scholarships as well as
quality- and wage-enhancing pro-
grams to increase teacher educa-
tion, training, and salaries.
Require higher education and early
childhood education training for
supervisors in child care settings.
Allow c
hild care t
eac
hers to qualify
for state government health insur-
ance.
Assess the quality of higher educa-
tion and encourage the use of
Higher Education A
ccreditation
Standards.
Develop land trusts devoted to
building new child care facilities.
Fund a low-interest loan program
for capital investment in child care.
Require that local housing, trans-
portation, and other public works
project grants include consideration
of child care needs, including the
placement of and zoning for child
care programs.
Reduce barriers for opening child
care centers in public schools.
Reauthorize and increase funding
for Head Start and the Child Care
Development Block Grant so that all
eligible c
hildr
en can benefit.
Expand eligibility criteria so that
more low-income children can have
access to child care programs.
Create a federal student loan for-
giveness program for early child-
hood educators.
Establish quality enhancement
grants that enable child care pro-
grams to offer training to teachers,
purchase new curriculum and mate-
rials, et
c.
Establish incentives for transit proj-
ects that incorporate child care.
Allocate Housing and Urban
Development funds to support the
development of child care cen-
ters/homes in affordable housing
projects.
Create a task force of federal
healt
h, education, social service,
transportation, and economic devel-
opment ag
encies t
o inv
est in the
expansion and improvement of inte-
grated child care programs.
Local
State
Federal
Sample Child Care Policy Goals
4
1
Brandon, Richard, Human Services Policy Center. Statement made at Berkeley
Media Studies Group roundtable meeting, June 11, 2002, Berkeley, CA.
2
Themba, M.N., Making Policy, Making Change: How Communities Are Taking Law
Into Their Own Hands. Oakland, CA: Chardon Press, 1999, p95.
3
K
lein, Ethel, EDK Associates. Statement made at Berkeley Media Studies Group
roundtable meeting, June 11, 2002, Berkeley, CA.
4
The following publications were very helpful in researching sample child care policy
approaches:
Schulman, K., Blank, H., and Ewen, D., Seeds of Success: State PreKindergarten
Initiatives 1998–1999. Washington, DC: Children’s Defense Fund, 1999.
Edwards, V.B. (Ed.), “Building Blocks for Success: State Efforts in Early-Childhood
Education,”
Education Week, Vol. XXI (17), January 10, 2002.
Mitchell, A., Stoney, L., and Dichter, H., Financing Child Care In The United States:
An Expanded Catalog Of Current Strategies. Kansas City, MO: Ewing Marion
Kauffman Foundation, 2001.
30
Making the Case for Early Care and Education: A Message Development Guide for Advocates
31
Chapter 2
Media Strategy: Using Media Advocacy to Influence Policy
You can’t have a media strategy
without an overall strategy.
1
Rule #1,
News for a Change
Once your policy goals are set, your media tactics can be devel-
oped. This chapter briefly outlines the key points of a media advo-
cacy strategy designed to support community organizing and policy
adv
ocacy t
o improve early childhood education. The bottom line:
Focus on the news, pay attention to framing, and build relationships
with reporters.
32
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Focus on the News
It’s tempting to think that with the media’s enormous reach, if advo-
cates could just get the right message to the right person in the
right way at the right time, political action on early childhood educa-
tion couldn’t be refused. Unfortunately, messages alone rarely stim-
ulate action from those in power. Rather, messages are most suc-
cessful when they amplify community voices and constituents’ con-
cerns. The “right person” is more likely to act if they know that a
message comes from their political base, which is why community
organizing is key to making change on any public health issue,
including child care. A politician in Washington needs to know that
the message “Protect and fully fund Head Start” doesn’t just come
from one or two children’s advocates, but from a host of parents,
researchers, business people, and concerned voting citizens.
Even with great organization and impressive grassroots support,
however, the media is saturated with message “noise” from all sorts
of commercial and political sources. Without vast resources, it is
almost impossible to break through. Yet new perspectives, opinions,
and messages do come to the fore, as we have seen with the
research on children’s brain development. The question is: What is
the best way for early childhood education policy solutions to break
through the environmental clutter? Our answer: Strategically,
through the news.
The news media confer credibility and legitimacy on the topics they
report. The public, and most policymakers, pay attention to what is
selected to be news. The communications research is clear: On
many issues, t
he news agenda directs the policy agenda. When a
debate is elevated by news attention, more policymakers will pay
attention to the issue.
It’s not enough for early childhood education to get into the news; it
mus
t also be portrayed in a way that lets policymakers know what
t
hey must do to improve the situation. How early childhood educa-
tion is covered, or framed, will have a huge impact on how the pub-
lic — and policymakers — perceive and address it.
33
Pay Attention to Framing
News is organized, or framed, in order to make sense out of infi-
nitely sided and shaded issues. Frames are the persistent patterns
by which the news media organize and present the news.
2
The
frame sets the boundaries of the discussion. Inevitably, some ele-
ments of a story are left out while others are included. Some argu-
ments, metaphors, or story lines are featured prominently, while
others are relegated to the margins of the story. News frames are
important because the facts, values, and images included in news
coverage are accorded legitimacy, while those not emphasized or
excluded are marginalized and, hence, left out of public discussion.
News coverage contributes to how the issue is perceived and talked
about by the public. For example, our colleagues at the Rockridge
Institute have pointed out that policy debates about “tax relief,” a
phrase that effectively establishes a “pain relief” metaphor, leave
no room for a conversation about the benefits of taxes — how soci-
ety couldn’t function without pooling resources for the common
good.
3
Traditions in journalism result in consistent frames, almost like
story lines or scripts that reporters gravitate toward, such as heroes
and villains, overcoming adversity, the unexpected or ironic twist,
and the protector causing harm. Stories have characters, characters
have roles, and characters carry out their actions in recognizable
circumstances toward predictable outcomes.
4
Television in particu-
lar, with its two-minute storytelling, uses compact symbols to tell a
familiar story. By studying the patterns of news storytelling, advo-
cates can determine the implications for public health and social
issues.
For example, in debates about enacting paid family leave in
Calif
ornia,
5
some adv
ocates argued that California should enact the
policy because the state should support families and nurture chil-
dren; this sentiment framed the issue as one of nurturing communi-
ties and providing relief from burdens. Caregivers were depicted as
t
he g
lue holding f
amilies t
og
et
her. Opponents
countered with frames contending that the pol-
icy would impose an unfair burden on small
businesses and w
ould br
eak the backbone of
t
he economy. These opponents appealed to
principles of hard work reaping rewards. Frames
are powerful because they promote certain
interpretations and hinder others — usually with-
out the reader’s awareness. Frames create
tr
ac
k
s f
or a tr
ain of thought.
Chapter 2 | Media Strategy
News coverage
contributes to
how the issue is
perceived and
talked about by
the public.
34
Making the Case for Early Care and Education: A Message Development Guide for Advocates
P
ortraits versus Landscapes
Most news, especially television news, tries to “put a face on the
issue.” The impact of an issue on an individual’s life is often more
i
nteresting to news reporters than the policy implications, in part
because they believe that readers and viewers are more likely to
identify emotionally with a person’s plight. News stories tend to
focus on specific, concrete events, using good pictures to tell a
short, simple story. A parent who loses her job because she can’t
find affordable child care will be a more interesting story than a
complicated dissection of the financial policies related to child care
subsidies. Unfortunately, stories about isolated episodes do not
help audiences understand how to solve social problems beyond
demanding that individuals take more responsibility for themselves.
A sim
ple way to distinguish story types is to think of the difference
between a
portrait and a landscape. In a news story framed as a
portrait, one may learn a great deal about an individual or an event,
with great drama and emotion. But it is hard to see what surrounds
that individual or what brought her to that moment in time. A land-
scape story pulls back the lens to take a broader view. It may
include people and events, but must connect them to the larger
social and economic forces. Problems framed in such a manner are
more likely to evoke solutions that don’t focus exclusively on individ-
uals, but also the policies and institutions that surround and affect
them. The challenge for media advocates is to make stories about
the early childhood education landscape as compelling and inter-
esting as the portrait about individual families
or children.
The challenge for
media advocates is
to make stories
about the
early childhood
education landscape
as compelling and
interesting as the
portrait about
individual families
or children.
U
nderstanding How the News Media Frames Child Care
News coverage can have a strong influence on how policymakers
interpret and respond to children’s issues. If child care is framed as
a
private family matter, advocates will have a more difficult time
explaining why public resources are needed. However, if early child-
hood education is framed as a public issue that requires a collec-
tive response, advocates’ efforts are more likely to be well received.
Before diving into the framing battle, however, advocates must
understand the current public conversation on early childhood edu-
cation policy issues in the news. Advocates should know which
parts of the issue are being emphasized and which, if any, are
being neglected. To that end, we’ve taken a close look at how early
childhood education and other children’s issues are framed in
ne
wspapers. These analyses help us bring the child care framing
battle into focus. That focus, in turn, allows advocates to have more
intelligent conversations with journalists, to craft sharper messages,
and to push the public debate in the right direction.
The Message:
Past and current depictions of child care in the news
Our first study of child care examined coverage in the nation’s
largest newspapers from 1994 through 1998.
6
The substantive cov-
erage during those years showed that advocates had been success-
ful in framing government support for child care as a necessity. In
that sense, advocates had succeeded in making child care a policy
issue. However, the coverage focused on child care as a work sup-
port issue rather than as a child development issue. Working par-
ents, rather than children, were portrayed as the key benefactors of
child care. Further, the argument that child care helps create strong
communities for everyone, whether they have children or not, was
virtually absent from the debate. Newspaper coverage during the
bulk of the 1990s reflected a tendency to position child care as a
necessary evil r
at
her than as a social good.
Late in the decade, that changed. In our second study of child care
in the news, covering major national newspapers and regional
paper
s in California during 1999 and 2000,
7
w
e found that news
coverage emphasized child care as a social benefit, particularly for
poor children. We also analyzed how child care was portrayed on
the business pages compared to the rest of the paper. The good
news was that when child care appeared in the business pages, it
was framed as a broad economic benefit: to parents by allowing
them to work or study; to business by expanding the talent available
35
Chapter 2 | Media Strategy
36
Making the Case for Early Care and Education: A Message Development Guide for Advocates
to employers; and to society by enlarging the tax base and raising
community wealth. That frame spilled over to the coverage in the
rest of the paper, where it was augmented by other frames articulat-
i
ng other aspects of the child care debate: that demand for quality
is outstripping supply, that government ought to play a role in
i
ncreasing the availability of quality care, and that child care bene-
fits parents, children, and society. All but one frame portrayed child
care as socially valuable. The exception — about the safety of child
care centers — was mixed, with the frequency of the child-care-cen-
ters-are-safe frame slightly outnumbering the occurrence of the cen-
ters-are-unsafe frame.
This would all be good news except for one thing. Early childhood
education was virtually invisible on the business pages and barely
noticeable elsewhere in the paper. California newspapers averaged
just two business stories per year on child care. Stories on child
care appeared elsewhere in the paper with more frequency, but still
at very low levels, representing a fraction of 1% of the stories. By
contrast, in an earlier study, we found that stories about K-12 edu-
cation comprise between 5% to 6% of the stories in the news sec-
tions.
The Messengers:
Spokespeople in news coverage about child care
Advocates were the primary spokespeople in child care news cover-
age from 1994 to 1998. Most of the time, advocates were quoted
making demands to improve child care. However, the solutions that
advocates promoted most often were vague calls for cooperation
rather than specific policy recommendations. Specific calls to action
were rare. Parents were the other group most often represented in
news stories. The parents described their struggles with child care
in a w
a
y t
hat r
eader
s could relate to, but they rarely took an advo-
cacy position to ask for help in coping with these struggles. In a
f
inding that surprised us, elementary school teachers were rarely
quoted in child care stories. Health professionals, police, lawyers,
and judg
es were somewhat more frequent sources, but still scarce.
Another missing voice was elected officials. While child care was
frequently framed from a policy perspective as an issue that govern-
ment should do something about, the relative lack of politicians as
quoted sources highlights the fact that no prominent politicians
ot
her than the Clint
ons have carried the banner of child care in a
visible w
a
y. We found the same dearth of elected officials and ele-
ment
ary school teachers as spokespeople in the second study.
37
One change in what spokespeople were saying between the two
studies happened on the business pages. In the earlier analysis,
when business people spoke, they usually chronicled how individual
e
mployees or companies were coping with child care, rather than
focusing on the larger issue of family-friendly work policies. In our
l
ater study, business people discussed the social benefits of child
care but also talked about the role of child care in society. As one
business leader, William C. Ford Jr., chairman of Ford Motor
Company, told the
New York Times, “Enlightened corporations are
beginning to understand that social issues are business issues.
Ultimately, businesses can only be as successful as the communi-
ties and the world that they exist in.”
8
Lessons fr
om analyzing the news on child care
There are several lessons to take away from our studies of child
care in the news.
• Framing can be done successfully — child care advocates can
control the terms of debate. The bigger challenge is getting news
attention in the first place. But, when child care can be made
newsworthy, advocates can successfully frame child care as a
social benefit for children, families, and communities.
• Elementary school teachers need to become spokespeople for
child care. They can describe in vivid terms why quality makes a
difference to children’s ability to learn and participate effectively
in their classrooms, schools, and communities. Kindergarten
and first grade teachers would likely be the most effective in this
regard. We can’t determine from our studies whether they don’t
appear as spok
espeople because they haven’t been sought out
or because of conflicts of interest with their unions or other K-12
school issues. What we can say is that their important perspec-
tive is missing from the conversation.
• Elected officials may be famous for kissing babies, but they are
not taking visible leadership on c
hild car
e. Their voices need to
be cultivated and present in the news, the state house, and in
t
he f
ederal government. If a future study of child care in the
news shows more elected officials speaking out on behalf of
child care, it will be evidence that this policy issue is being taken
more seriously.
Chapter 2 | Media Strategy
38
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Monitor the Media
If you want the news media to pay attention to your issue, you need
to pay attention to them. Advocates need to understand how
reporters define and report their issues. This does not mean that
every child care advocacy group must conduct in-depth studies of
the news. It does mean that you should carefully and routinely
watch television news, read newspapers, and listen to the radio for
local and national stories related to early childhood education.
Monitoring will reveal how often each media outlet covers early
childhood education. You should review op-eds, both to keep tabs
on how an issue is being argued and to identify the style each news
outlet prefers to guide you when you are ready to submit an op-ed.
Most importantly, notice what any coverage says about the issue
and ask yourself:
• Does the article include everything it should given the topic it
covers?
• Are there important aspects missing?
• Is there a child development angle to this story that should have
been included?
• If the child care crisis is discussed, is a policy solution pre-
sented?
These questions can help you evaluate the comprehensiveness of a
news story and shape your own media strategies to fill gaps and
extend common arguments.
Monitoring the news also helps advocates identify who is reporting
on child care and what aspect of the topic interests them the most.
Com
pile a lis
t of local media cont
acts who ha
ve reported on early
childhood education. Each entry should include:
• The name of the reporter and the media outlet they work for.
• The articles they have published on child care.
• Telephone and fax numbers, and e-mail and mailing addresses.
• The best time to contact them (you may find this out only after
making contact with the reporter).
• The sections, or “beats,” in which the reporter writes or reports,
such as business, news, lifestyle, health, family, columnist, etc.
• Any notes on your interactions to date.
39
By monitoring the news, you will start to see how reporters use dif-
ferent symbols and journalistic conventions to tell the story.
Understanding these conventions will help you suggest reasonable
w
ays to include aspects of the story that are not receiving attention.
When you have suggestions, make contact with reporters who have
c
overed child care — and with those whose stories did not include
an early childhood angle but could — and cultivate relationships
with them. For instance, a story on employee benefits on the busi-
ness pages may provide an opportunity for you to contact the
reporter to explain more about employer-sponsored child care bene-
fits or about local businesses investing in early education.
By providing timely, accurate, pertinent information to reporters,
advocates can become trusted sources that reporters will depend
on for story ideas and as sources when early childhood education
news breaks. Advocates will have greater success attracting journal-
ists to a story if they have built a relationship with them.
Advocates needn’t develop relationships with every reporter.
Relationships are essential, but they take time to maintain. Be
selective about which reporters and editors you take the time to get
to know. It’s okay to call reporters — just ask if it’s a good time to
talk. Introduce yourself and mention the issue you hope to discuss.
Try to get to know a few key reporters on a first-name basis.
Respond to their calls quickly and give them your home phone num-
ber so they can be sure to get reach you.
It’s also important to update your media list regularly, given the high
rate of turnover in the news business. Keep track of contacts as
they move on to other news outlets. A relationship at a local televi-
sion station today may be a relationship at a national news program
tomorrow.
Chapter 2 | Media Strategy
Advocates will
have greater
success attracting
journalists to a
story if they have
built a relationship
with them.
Conclusion
If focusing on the news, decoding the frames, and building relation-
ships with reporters seem energy consuming, you’re right. These ini-
tial steps take time, resources, strategic thinking, and patience, but
don’t let that scare you off. You are building a foundation for future
media advocacy successes. Once you understand the current
media conversation on early childhood education and have con-
nected with key reporters, you will be more effective at both shap-
ing your message and gaining news attention in a manner that sup-
ports your policy goals.
In the first chapter, we stressed the importance of developing your
overall policy goal. Here, we focused on developing your media
strategy — that is, how you want your issue framed when you
engage the news media at a specific point in time. Once you know
these two strategic goals, you will be ready to develop the specific
message, as well as decide who should say it and which story ele-
ments best support it.
1
Wallack, L., Woodruff, K., Dorfman, L., and Diaz, I., News for a Change: An
Advocate’s Guide to Working with the Media. Thousand Oaks, CA: Sage Publications,
1999.
2
Gitlin, T., The Whole World Is Watching: Mass Media in the Making and Unmaking
of the New Left. Berkeley, CA: University of California Press, 1980, p7.
3
For more information, contact the Rockridge Institute, Berkeley, CA. www.rockridge-
institute.org.
4
Lule, J., Daily News, Eternal Stories: The Mythological Role of Journalism. New York:
The Guilford Press, 2001.
5
Dorfman, L., Lingas, E., “Making the Case for Paid Family Leave: How California’s
Landmark La
w w
as F
ramed in the News,” Issue 14. Berkeley, CA: Berkeley Media
Studies Group, November 2003.
6
Dor
fman, L., Woodruff, K., “Child Care Coverage in U.S. Newspapers,” Issue 7.
Berkeley, CA: Berkeley Media Studies Group, May 1999.
7
McManus, J., Dorfman, L. “Silent Revolution: How U.S. Newspapers Portray Child
Care,” Issue 11. Berkeley, CA: Berkeley Media Studies Group, January 2002.
8
Greenhouse, Steven. “Ford to Offer Social Services for Workers and Retirees,” The
N
e
w Y
ork T
imes
, N
o
v
ember 22, 2000, p8C.
40
Making the Case for Early Care and Education: A Message Development Guide for Advocates
41
Chapter 3
Message Strategy: Connecting the Problem, Solution, and Values
How can we frame the
child care crisis so that we’re
talking about our collective
moral obligation to children?
1
Joan Lombardi,
The Children’s Project
At the core of every communications strategy is your message. How
do you frame the problem and your solution, convey the values that
matter, and convince your target to act?
This c
hapter covers message strategy on child care in two ways. In
the first section, we present our recommendations for five key
frames that, according to our recent public opinion research, can
help advance public support for child care policies. In the second
part of the chapter, we focus on how to build on these frames to
de
v
elop s
tr
ong core messages for your own policy goals, and how to
use your messages in a variety of challenging communications situ-
ations.
42
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Framing Early Childhood Education
We aim to help advocates articulate the values underlying convinc-
ing arguments for collective investment in child care. We know that
for society to address the early childhood education needs of chil-
dren in a meaningful, equitable way, advocates must build a case
that describes why child care is good for everyone. In other words,
why does the availability and quality of child care matter to people
who don’t have young children?
Advocates know that what happens to children matters because
everyone in society is connected. But can advocates explain why it
matters and articulate the values behind this worldview? Some peo-
Why We Polled
In working on this book, we gathered excellent ideas for how to talk effectively about child
care policy from the many advocates who attended our trainings, participated in our meet-
ings, and otherwise shared their thoughts with us. But those ideas also raised questions.
Would the public understand the terms that advocates use? Would it make a difference in
public support, for example, if they said “child care” or “early childhood education”? Which
of the opponents’ ar
guments get the most support? Most importantly
, would the language
resonate and connect to people’s willingness to support candidates or approve the hefty sums
it would take to get families the help they need in caring for their children?
Another even larger question loomed. If, as our review of previous polls on the issue shows,
there has been increasing public support for government expenditures for child care, why?
Why does the public support it? Some would rightly ask, if they do support child care
expenditures, why don’t policies exist to get those resources to the families who need them?
What We Polled
The answer to this last question is not one that a simple poll can answer effectively
. So we
fielded a complex poll, one that helped us compare the reasons people give for supporting or
opposing government expenditures for child care. After examining the history of public
opinion on this issue and listening carefully to and learning from advocates for local,
statewide, and national child care policy, the following question was our starting point:
Why does the public support child care?
The Role of a Poll
43
Chapter 3 | Message Strategy
ple feel uncomfortable talking about values, preferring to focus on
the nitty-gritty details of policy debates. But values are the heart
behind policies, the motivating spark that turns communication into
a
ction.
We know that values matter, but we also know that people interpret
values statements differently. It’s important not to assume that
advocates’ understanding of the problem will translate into the
same motivations in their target audiences. To learn how key seg-
ments of the public interpret and respond to various values state-
ments, we turned to public opinion research. We conducted an in-
depth poll to test several arguments that advocates might use to
activate public and policymaker support for investments in early
childhood education. (See below.)
We wanted to hear how people think about early childhood education issues, not in a vac-
uum but in the context of debate. We know that people can hold conflicting ideas about
social policies and that opinions may shift when people hear competing opinions. People
rarely hear an argument in isolation. Instead, they usually hear one point of view and a
counter
-argument, sometimes supplied by an opponent and sometimes supplied by the lis
-
tener. We all carry competing views of complicated issues in our heads, weighing the evi-
dence as we see it, tempered with the values we hold. For example, while we might believe
that quality early childhood education helps prepare children for school, we might also con-
tend that if parents don’t do their job, an early learning program won’t make much differ-
ence. In this context, are some ar
guments for government support for child care more per
-
suasive than others? The poll we designed with EDK Associates was structured to examine
arguments for and against public support for early childhood education within that context.
We presented people with contrasting arguments about child care and asked them which
one matched their opinion. We asked not just “Do you believe it?” but “Do you believe it if
I challenge it with a competing argument?” The question for us as we created this book was:
How do the best arguments for public support of child care hold up when they are juxta-
posed with the opposition’s best arguments?
The second feature of this poll was that we connected people’s opinions to their expressions
of political action. We didn’t simply ask people about which arguments were persuasive; we
also probed how they felt about supporting candidates who make early childhood a priority
and about supporting government early childhood education expenditures of $5 billion and
$10 billion. This way, we were able to test not only which arguments resonate, but also
which arguments resonate with those most likely to support child care politically.
44
Making the Case for Early Care and Education: A Message Development Guide for Advocates
The poll confirmed earlier public opinion findings: People want gov-
ernment to support child care, as summarized in the public opinion
timeline on our website (www.bmsg.org). A majority of our respon-
d
ents supported legislation for a $5 billion or $10 billion commit-
ment to child care; a quarter of them supported such a policy
s
trongly, even in the face of competing societal needs. About half
replied that if they were told that a gubernatorial or congressional
candidate were in favor of helping all families meet child care
expenses and improving the quality of existing child care, they
would be more likely to support the candidate. Importantly, only
19% said they would be less likely to support the candidate, indicat-
ing that candidates who take action for child care are more likely to
garner supporters than rouse opposition.
This poll gave us new insight into how support for government
expenditures or candidates is connected to the various arguments
that advocates make in support of child care. Although many peo-
ple may agree with certain statements, they aren’t necessarily politi-
cally motivated by them. The poll told us that the strongest support-
ers of child care — people who are most likely to take action to sup-
port policy on behalf of children and families — are motivated more
by arguments saying that we must support our youngest citizens
than by arguments about early brain development.
Candidates who
take action for
child care are more
likely to garner
supporters than
rouse opposition.
45
Chapter 3 | Message Strategy
F
ive Core Messages on Early Childhood Education
Support for early childhood education is linked to five key value
f
rames:
• Support Our Youngest Citizens
• Our Can-Do Spirit Will Get Us There
• With So Many Kids in Care, Let’s Do It Right
• Child Care Is Early Learning
• Take Advantage of Early Brain Development
Support Our Youngest Citizens
This is the “public good” frame, which says government should
invest in early childhood education because it supports our
youngest citizens and therefore benefits all of society. Our responsi-
bility as adults is to protect and nurture children so they can grow
up to be, as Ben Franklin would have put it, healthy, wealthy, and
wise. What happens to children matters not only to them as individ-
uals and their immediate family, but to the neighborhoods they live
in, the schools they attend, the community they will eventually work
in, and the body politic itself. This argument connects early child-
hood education today and democracy tomorrow.
Our Can-Do Spirit Will Get Us There
This frame says that Americans can do what they put their minds
to; together we can solve our toughest problems. If we pool our
r
esour
ces, commit our
selv
es to success, and apply American inge-
nuity, we can realize accomplishments beyond the reach of any one
individual. In rural 18th century America, this meant a barn-raising.
T
oday, it means walking on the moon, building the Golden Gate
Bridge, or rebuilding the World Trade Center. The military’s system
of early childhood education is the perfect example: If the U.S. mili-
tary can repair its early childhood education system, which was in a
horrible state of disarray, and make it a model for the nation, then
our government — we — can apply that same ingenuity and create a
syst
em t
hat w
ork
s for all families. Often in public opinion polls, peo-
ple say that government
should do something to solve a given prob-
lem, but they also say that they don’t believe government is
capable
of doing what it t
akes to solve the problem. The military child care
success s
tory confirms how we can change early childhood educa-
tion for the better. It is living proof of our can-do spirit.
46
Making the Case for Early Care and Education: A Message Development Guide for Advocates
With So Many Kids in Care, Let’s Do It Right
T
his is the pragmatic frame, reflecting the fact that most people are
realistic about the role of child care in our society. They understand
that most kids are in care outside the home and believe that we
should make sure that care is of high quality. Women are in the
workforce to stay. Therefore, our society has to find solutions for
caring for children in their earliest years. Ultimately, the public real-
izes that early childhood education supports the workforce and
therefore the economy.
Child Care Is Early Learning
This frame says that when done right, child care is much more than
babysitting. Quality child care enhances children’s development and
social skills, such as sharing and working in groups. Early childhood
education reduces behavioral problems and prepares children for
school, giving them a better chance of succeeding in school and in
life.
Take Advantage of Early Brain Development
The stakes are high for infants and toddlers; children’s brains
develop at fantastic rates. This frame says that we should take
advantage of this rich time to connect children with well-trained
teachers and high-quality programs to stimulate their learning. The
pathways and connections made in the brain during the early years
affect the brain’s capacity in the future.
47
Chapter 3 | Message Strategy
zen”
We’ve entitled our first frame “Support Our Youngest Citizens” because that’s how the idea
was expressed during one of the meetings we held to develop the language for this book, and
it’s the term we tested in the poll. We like the term, because it calls up one of the highest
values we hold in this country: that everyone who lives here has a civic, and long-lasting,
connection to everyone else. This value encompasses the responsibility that we have to be
engaged in what happens around us, in making rules, in working to create a fair, just, and
healthy society. It is about citizenship in its most civic-minded sense.
Some may object to using the word “citizen,” because it is often used in its legal sense, to
divide members of a community into two groups: those who were born here or who entered
with the approval of authorities, and those who did not. Divisive ballot measures in
California, for example, have tried to limit health care and education by keeping it from res
-
idents who don’t have documentation. Rather than call us to our highest value of commu-
nity, nurturance, and interconnection, the word has been used to divide communities and
foster fear and hatred. For these reasons, in some places, early childhood education advocates
may not be eager to use the term “youngest citizen” as they make the case for policy.
If you are working in that political context, avoid the term “citizen,” but continue to express
the idea. One possibility is to use your state’s name: say “Youngest Californian,” or “Young-
est Virginian,” etc. Whatever substitute you choose, talk about the duty we have to create a
safe, nurturing place for children. T
alk about how the world we are creating is shaped not
just by whether children learn their letters, shapes, numbers, and colors, but by whether
they learn about their connection to the world and how they can contribute. Talk about the
fact that what children learn today — from their families, teachers, and peers — will deter
-
mine how they behave as members of their future neighborhoods. You can evoke the idea of
a connected community and social consciousness without using the word “citizen.”
A Note on the Word “Citizen”
48
Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
One common frame we heard while doing the research for this book was “school readiness.”
Advocates used this term to emphasize that quality early childhood programs would help
children prepare cognitively, emotionally, and socially for elementary school. But Susan Bales
of the FrameWorks Institute warns that “school readiness” is not well understood by the
general public. Because they don’t understand the term, the public applies superficial mean-
ings, like “getting kids ready for school” (e.g., buying them school clothes). Even worse,
FrameWorks research found that the public doesn’t understand child development and so
doesn’t have a context for understanding the larger implications of what advocates mean by
school readiness. The term advocates use as shorthand for a vast array of practices that
encompass social and emotional development gets interpreted narrowly and incorrectly by
the very people advocates hope to reach — parents and the general public. (For more on
FrameWorks’ research see www.frameworksinstitute.org.)
On the other hand, we heard from advocates who work with legislators that “school readi
-
ness” was a very useful, even powerful, term. The lawmakers readily understood the connec-
tion that advocates were making between quality early learning programs and success later
in elementary school, and, ultimately, as part of the workforce. For them, “school readiness”
was effective shorthand that evoked a key justification that legislators make for supporting
early childhood education policy. Still other advocates are concerned that in some policy cir-
cles “school readiness” would illicit images of young kids sitting at desks, reducing the
debate to issues of literacy while ignoring other important aspects of child development.
We see merit in all of these positions — and a reminder that audience matters: messages
understood by a well-informed legislative staffer may not have the same meaning for the
general public. W
e suggest that advocates avoid shorthand and jargon whenever they can,
even in the term “school readiness,” and always explain what they mean, using the most
vivid language possible. More importantly, we believe that connecting the deeper values in
the framing hierarchy will help express the intentions behind “school readiness.”
Instead of using that jargon, say:
“Stimulating early care settings prepare children to succeed in school.”
Or, better yet, say:
“Children need to be prepared for school because school prepares children to participate
in life: as engaged citizens in a democracy
, and as contributing members of their neigh
-
borhoods, workplaces, and society.”
These statements avoid jargon and explain why kids need to be ready for school. The first
statement evokes the frame at the lower end of the hierarchy: “Child Care Is Early Learning.”
The second statement evokes the upper end of the hierarchy: “Support Our Y
oungest
Citizens.”
What about “School Readiness”?
49
Chapter 3 | Message Strategy
T
he Hierarchy of Values in the Five Frames
Our five frames form a hierarchy of values in support of early child-
hood education. They traverse the distance from the individual child
t
o society. Taken together, the five frames give us a continuum of
potential messages about the benefits of quality early childhood
education. The five levels have different logical consequences, one
of which is the moral justification they imply, from a well-run society
to a well-developed child. The different frames also imply different
targets for communications campaigns. The frames at the upper
end of the hierarchy — “Support Our Youngest Citizens,” “Our Can-
Do Spirit Will Get Us There,” and “With So Many Kids in Care, Let’s
Do It Right” — point to public policy and government targets for
action as well as media advocacy. The frames on the bottom of the
hierarchy, about the social, emotional, and cognitive development
of children — “Child Care Is Early Learning” and “Take Advantage of
Early Brain Development” — have been used primarily to communi-
cate to parents and caregivers the importance of care. Their con-
nection with policy must be made more explicit.
societal
personal
most
likely to
inspire
policy
support
least
likely to
inspir
e
policy
support
Youngest Citizens
Can-Do Spirit
Let’s Do It Right
Early Learning
Brain Development
50
Making the Case for Early Care and Education: A Message Development Guide for Advocates
At the bottom of the hierarchy is the “Take Advantage of Early Brain
Development” frame. This development begins inside the body, with
the physiological and cognitive workings of the brain itself.
The “Child Care Is Early Learning” frame expands out from the indi-
vidual child, placing the child in a group context with other children.
The picture it brings to mind reveals the sharing, caring, arguing,
bargaining, and other forms of learning and socialization that occur
when children are together in groups. This frame is a vehicle for
explaining why quality early learning environments help the individ-
ual child navigate in his or her world, both in the present and in the
future.
The “With So Many Kids in Care, Let’s Do It Right” frame shows the
larger society through the lens of family and workplace. Child care
is seen as a w
ay to support individual parents as workers, and the
working economy overall. Be careful not to use this frame alone;
focusing on the role of child care in facilitating parents’ work may
concede too many of the broader benefits of child care. However,
this frame can be a useful bridge for audiences who accept the
reality of children in care and, given that reality, may be motivated
to do all they can to improve the quality of that care.
The final two frames sit squarely at the societal level. The “Our Can-
Do Spirit Will Get Us There” frame is about society at large. The fact
is, we “can-do” only if we do it together. This frame recognizes the
power that comes from our interconnections.
The highest frame, “Support Our Youngest Citizens,” places the
child — and support for early childhood education — in the context
of the community at large. Youngest Citizen connects what happens
to children now to the society we are creating for our future. Some
might e
ven say it’s a new way to say, “Children are our future.” It is,
but with an important dose of civic responsibility thrown in. The
“Support Our Youngest Citizens” frame appeals to our highest
sense of a democratic society in which the health of all our future
citizens is connect
ed t
o t
he healt
h of our schools, communities,
and culture.
51
T
he Role of the Five Frames in Political Support
In our poll, proponents for these frames expressed different levels
of support for candidates or expenditures of public dollars. Once
a
gain, think of the frames as a hierarchy, this time a hierarchy of
potential political action. Supporters on the upper end of the hierar-
chy — the part of the public that opted for the “Support Our
Youngest Citizens” argument every time they were given the option
— were also the most likely to support $5 billion or $10 billion in
expenditures for early childhood education as well as candidates
who worked to improve early childhood education. That is, when
people who are inclined to support early childhood education hear
a “public good” argument, it moves them to strong support for legis-
lation and candidates. There are fewer of these supporters in the
population overall, but they will be the easiest group to activate. In
our poll, the “Support Our Youngest Citizens” argument was associ-
ated with the strongest political support.
At the opposite end of the hierarchy, a larger percentage of the pop-
ulation will agree with the fifth frame, that childhood is an impor-
tant time for brain development, but fewer of them will be moti-
vated to take political or civic action because of it. They may take
individual action, such as reading to their young children more
often. That’s good, but it doesn’t let policymakers know that sup-
porting early childhood education is politically important. Advocates
need to link the “Take Advantage of Early Brain Development”
frame to public policy supporting the availability of quality child
care.
Overall, there are two key points to keep in
mind when you are using these frames to
develop messages on early childhood educa-
tion. First, remember that your goal is to acti-
v
ate your base of support
er
s, not t
o convince
your opposition. Make sure that you always talk
about earl
y c
hildhood education as a public
good (using the “Support Our Y
oungest
Citizens” frame). Your supporters need to hear
the “public good” message to actively support
early childhood education policies and candi-
dates.
Chapter 3 | Message Strategy
When people who
are inclined to
support early
childhood
education hear a
“public good”
argument, it moves
them to strong
support for
legislation and
candidates.
52
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Second, when talking about the role of child care in early learning,
talk not just about the effects on kids but about the consequences
of policies. Work hard to connect people’s understanding of the
e
arly learning message on society to policy choices. People under-
stand the importance of early learning in personal terms — it is
a
dvocates’ job to connect that personal understanding to policies.
In Chapter 2, we described how the news coverage on child care —
and news coverage in general — tends to emphasize personal
responsibility and minimize institutional accountability. The five
frame hierarchy could be laid out across this same continuum, from
the individual to the social and political. The values behind
“Support Our Youngest Citizens” link logically to interconnection at
the institutional accountability end of the continuum, because it’s
our social and political institutions that are responsible for ensuring
that democracy functions well. Citizenship, in the broadest sense of
the word, is dependent upon civic duty, civic participation, and inter-
actions with fellow citizens. Articulating the “Support Our Youngest
Citizens” frame in conversations with reporters and policymakers
will help advocates boost needed news attention to institutional
accountability and redress the consistent bias in news coverage
toward personal responsibility. Evoking values of institutional and
collective responsibility is key, since solving the child care crisis will
take collective political action, often in the form of allocating public
dollars.
By the same token, advocates should be sure to explicitly express
the links to policy when they evoke the frames at the bottom of the
hierarchy: “Child Care Is Early Learning” and “Take Advantage of
Early Brain Development.” Otherwise, those frames will be inter-
preted in terms of what individuals can do to rectify the situation
People understand
the importance of
early learning in
personal terms
— it is advocates’
job to connect
that personal
understanding to
policies.
53
Chapter 3 | Message Strategy
and will lead to interpretations that “blame the victim” — or, in this
case, put sole responsibility for solving this problem on the parents.
Once again, personal responsibility and parental action are
e
xtremely important when it comes to rearing young children and
preparing them to contribute to the smooth-functioning, productive
s
ociety we all want. But personal responsibility alone won’t do the
trick. We must create systemic change to ensure that all children
get the quality early care they need to grow and flourish and
become part of a thriving society. That’s why expressing the
“Support Our Youngest Citizens” frame as often as appropriate is so
important.
We advise advocates to make “Support Our Youngest Citizens” the
starting point in any conversation or debate about child care. If you
do, the discussion will likely be framed in ways that make policy
action the logical outcome. The debate will be about
how child care
ensures a smooth-functioning and productive society, not about
whether it does. It is always easier to frame than to reframe, so as
often as you can, start with the strongest value frame: “Support Our
Youngest Citizens.”
Of course, the other frames will still come up. When they do, be
conscious about linking them to policy outcomes. Expand the
understanding of the importance of early brain development to
focus on the environment stimulating that brain, and what we, as a
society, need to put in place to see that all children get the stimula-
tion they need to develop to their fullest potential. Then, when you
can, move the conversation up the hierarchy, so the benefits of
quality child care for the whole society are a logical part of the dis-
cussion.
The following matrix is a brief summary of the five values frames
identified in our public opinion research.
Make the debate
about
how child
care supports a
productive
society, not about
whether it does.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Frame
Metaphor
Child care as a “public good”: We
should invest in care because it
supports our youngest citizens
and benefits all of society.
Strong buildings need solid founda-
tions.
Americans can do what they put their
minds to. If we want it badly enough,
we can create a child care system
that works for all families.
Barn raising: a community together
can accomplish what no individual or
family can do alone.
With most children in care outside
the home, we’ve got to make that
care good. Plus, child care supports
the workforce and our economy.
Child care infrastructure: Child care,
like our roads and highways, allows
parents to get to work. Like roads,
child care is an investment we should
all pay for.
Child care improves children’s devel-
opment in socialization, sharing,
working together. It also prepares
them for school and lowers behav-
ioral problems. Kids in quality care
ha
v
e a bett
er chance of succeeding
in life.
As the twig is bent, so grows the tree.
Children’s brains develop at a fantas-
tic r
ate. We should take advantage of
this by providing them with quality
care from well-trained staff. Positive
brain development now can affect a
c
hild t
hr
oughout their life.
F
ar
mer
s prepar
e the f
ields in fall, so
they will be ready to plant in spring
and harvest in summer.
Value
Support Our Youngest Citizens
Our Can-Do Spirit Will Get Us There
With So Many Kids in Care, Let’s
Do it Right
Child Care Is Early Learning
Take Advantage of Early Brain
De
velopment
Key Values Frames on Early Childhood Education
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Chapter 3 | Message Strategy
Media Bite Historical Example Appeal to Principle
We all have a stake in making sure
all children get the care and educa-
tion they need. They will grow up to
be our neighbors, our doctors, our
firefighters, and our political leaders.
Early childhood education provides
our youngest citizens with a strong
social and educational foundation.
The United States invested in univer-
sal public education because it is
essential for a strong democracy.
Common good
Our military figured out how to do
child care right by investing in quality
and universal access. Our govern-
ment knows how, it just needs to be
spread to all Americans.
When we made it a priority to get to
the moon, the U.S. government and
businesses worked together to make
it happen.
American ingenuity
Cooperation
Optimism
Millions of American parents working
means millions of kids needing care.
The question is how do we ensure
that child care provides children with
what they need to learn and thrive.
During World War II, we created a
child care system to enable mothers
to work.
The United States invested in univer-
sal public education because it is
essential for a strong country, econ-
omy and society.
Common sense
Economic sense/vitality
Participating in high quality child care
programs helps kids be inquisitive,
self confident, and capable of work-
ing with their peers. This adds up to a
good start in school and life.
For years HeadStart and Early
HeadStart have successfully pre-
pared low income children to succeed
in kindergarten and beyond by work-
ing with the whole child, their family
and t
heir community.
Value of education
Cooperation
Joy of learning
Children’s development from birth to
f
ive lays the foundation for what fol-
lows. It is our responsibility to make
those early years ones that start chil-
dren off in life with a sturdy educa-
tional f
oundation.
This framing matrix format was adapted from Charlotte Ryan, Prime Time Activism, South End Press, 1991.
When we learned smoking caused
cancer
, we changed our attitude
about tobacco. Now that we know
early childhood years are crucial, we
are changing the way we care for
kids.
Nurturing
Scientific knowledge
Wise investment pays
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Building an Effective Core Message
Our research has provided important insights into how the public
understands child care issues and how certain values are con-
nected to political support. How can you put that research into prac-
tice in your own communications work? This section is designed to
help you create and practice effective core messages that include
solutions — the policy change you seek — along with the values sup-
porting them.
Determining your message forces you to say why you support cer-
tain policies. Your aim may be to expand access to quality child
care, increase teachers’ wages, or increase funding in the federal
child care development block grants; these are goals from which
messages evolve. The
message is how you articulate your goal to a
v
ariety of audiences in a meaningful and compelling way.
Deciding on your message is a developmental process; it happens
in stages. First, different messages must be created to appeal to
different audiences. Your message to help mobilize other advocacy
groups, for example, may be different from a message designed to
get the attention of a specific policymaker or legislative body.
Second, messages change over time, because strategies change
over time. In the initial stages of a policy campaign, your message
might have to focus on increasing awareness of the problem or a
specific way to view the problem, such as presenting child care as
an economic infrastructure issue. However, later you will want to
refocus on the particular policy solutions that you are putting forth.
Your message needs to be dynamic because the political environ-
ment of your problem and solution may be in flux. Advocates must
be able to adapt their message accordingly.
Third, consider who your spokespeople will be, because the mes-
senger strongly influences the interpretation of the message. The
cr
edibility and legitimacy of t
hose giving the message are critical.
You may need different spokespeople for different types of mes-
sag
es or policy targets. Parents can be very effective spokespeople
at convincing policymakers that the existing system isn’t working.
Kindergarten teachers may help make the case for the educational
benefits of quality child care programs. Business people can make
the case for extending subsidized loans to child care centers as
small businesses. La
w enf
orcement officers are the best spokes-
people to link quality child care to public safety.
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Chapter 3 | Message Strategy
E
lements of a Good Message
The most important thing about developing your message is to keep
it simple. A good message uses concise, direct language to answer
t
hree basic questions:
1. What’s wrong?
2. Why does it matter?
3. What should be done about it?
The first element is the clear statement of concern: What’s wrong?
How you define the problem has important implications for who or
what will solve the problem. Too often, advocates try to tell journal-
ists everything they know about the issue, because they feel this
may be their only opportunity to convey the enormity and impor-
tance of the problem. Resist that urge. It is impossible to be com-
prehensive and strategic at the same time. To increase the odds
that your perspective on the problem will be communicated, focus
on just one aspect of the problem and be able to describe it suc-
cinctly. Once that portion of the problem is being addressed, you
will be able to shift your policy goal and message to focus on
another aspect of the problem.
A second element of the message represents the value dimension:
Why does the problem matter? What’s at stake? Our studies of chil-
dren’s issues in the news show that the value component is often
absent from the coverage. Values should be specific, clear, and
describe why you and your target should care. Call on your target’s
sense of fairness, duty, or fiscal responsibility. Also, you may need
to articulate different values for different audiences. Business peo-
ple ma
y r
espond to diff
er
ent motivations than parents. Be aware of
the values of your key audiences — both your main target audience
and t
he secondar
y audiences t
hat can be mobilized to put pressure
on the primary target — and be able to link your problem and solu-
tion to their unique values. The values you evoke may also change
over time, even for the same audience. Policymakers, for example,
will give different values priority during an extreme budget crisis
than they will when there is a surplus. (Of course, roles and values
overlap; business leaders may also be parents, for instance, so your
t
ar
g
et may respond to a variety of values.)
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
The third element of your core message articulates the policy objec-
tive: What should be done? After asking about the problem, journal-
ists will usually ask what you think the solution is. A common pitfall
i
s that people expend so much energy communicating about the
problem that when the inevitable question about the solution is
a
sked, they are ill-prepared to answer it. Typical responses might
be, “Well, it is a very complex problem with many facets, so the
solution is complicated,” or “The community needs to all come
together,” or “Parents need to get involved to help solve this issue.”
Certainly these responses are truthful, but they are all vague; they
don’t advance the issue toward a specific solution. More effective
by far is to answer with a specific, feasible solution, even if it is only
an incremental step toward the larger goal.
For instance, advocates working to garner support for child care as
part of the local economic infrastructure have worked on three dif-
ferent solutions: expanding financing for new facilities, improving
the business skills of child care providers, and streamlining land-
use permit processes. All three policy goals will improve the child
care situation; they are complementary, not competitive, goals. The
key is that when advocates addressed a target that had control over
one solution rather than another, they adapted their message by
redefining their problem and solution statements. In each message
below, the values statement is directed to a clear audience: busi-
ness leaders, city planners, and those who care about the smooth
functioning of the region’s economic infrastructure. Each message
is a statement of the “With So Many Kids in Care, Let’s Do It Right”
frame on child care, articulating child care’s role in building the
infrastructure that supports the economy.
Use your overall
strategic goal as a
touchstone to stay
focused.
59
Chapter 3 | Message Strategy
Message 1: Goal = Expand Financing
• What’s wrong? Child care providers can’t find the financing to
renovate or expand their facilities to stay competitive.
• Why does it matter? Child care businesses are beginning to
close, which undermines the health of this billion-dollar industry.
•
What should be done? Banks and credit unions need to offer
customized loan products for child care providers.
Message 2: Goal = Improve Providers’ Business Skills
•
What’s wrong? Many child care providers don’t have the busi-
ness savvy they need to run solvent businesses.
•
Why does it matter? Without such skills, the stability of the bil-
lion-dollar child care industry and the economy of the region are
at risk.
•
What should be done? Local business development experts
should help train child care providers.
Message 3: Goal = Streamline Land-Use Permitting Process
• What’s wrong? Child care businesses can’t expand to meet
growing demand due to burdensome land-use policies and a
bureaucratic permitting process.
•
Why does it matter? The economic contribution of our state’s
multi-billion-dollar child care industry is stagnating.
•
What should be done? Counties and cities need to allow child
care centers in residential zones and reduce permitting fees and
red tape.
In developing and articulating your message, use your overall strate-
gic goal as a touchstone to stay focused. As the example above
shows, your message will need to be adapted over time and for dif-
ferent policy contexts, but in any specific moment, your goal should
be clear and connected wit
h t
he v
alues. Whet
her y
ou ar
e issuing a
news release or directly responding to a reporter’s questions, you
should be able t
o ar
ticulat
e y
our message simply and consistently.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
U
sing the Core Message in Interviews
Staying on message is challenging in an interview, because you
have to find a way to get from the question you are being asked to
t
he message and policy goal you want to highlight. It is helpful to
remember that an interview is not a conversation; it is a series of
strategic opportunities to communicate your key policy goal. In a
conversation, you can casually answer questions, but in an inter-
view, the answer you give can highlight your policy goal, or lead the
reporter in that direction.
This section provides two examples that show how to answer inter-
view questions strategically. The first example illustrates how your
responses can affect the direction of an interview, encouraging a
reporter to focus on policy solutions rather than individual responsi-
bility f
or a problem. The second example shows how you can
answer a single question in a variety ways, each answer highlighting
a different policy solution. Both examples illustrate what advocates
should remember during an interview: the reporter controls the
questions, but you control the answers.
Your responses can
encourage a
reporter to focus
on policy solutions
rather than on
individual
responsibility for
a problem.
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Chapter 3 | Message Strategy
Example 1: Staying on track in interviews
Even when you are focused on a specific message, it’s easy to get
d
istracted by a reporter’s questions. Let’s assume, for example, that
your goal is to have state legislators allocate money for a child care
f
acilities development loan fund. It’s a complicated issue that
requires some explanation. You want to get media attention so that
legislators will know that their constituency is paying attention to
how they respond. You are delighted when a reporter calls to do a
story on child care. You see it as an opportunity to focus on the loan
fund. Your interview goes something like this:
Reporter: Why are you concerned about child care, if we don’t
hear an outcry from parents?
Y
ou:
P
arents are busy struggling to patch together child care
solutions. But often these arrangements are unreliable or of
low quality, which takes a toll on their ability to work and their
children’s ability to learn.
Reporter: Why don’t parents shop around for better child care?
You: Parents work hard to find the best solutions they can
afford. Unfortunately, quality child care is scarce in our commu-
nity. Our survey shows that there is only one child care slot for
every four children who need care.
So far, so good!
Reporter: If so many parents have a child care problem,
shouldn’t the market be able to solve it?
You: Child care is a unique business in which it is difficult to
reduce costs without drastic consequences. If you manufacture
widg
ets, y
ou can lo
wer the price by producing more widgets.
Child care can’t operate on an economy of scale, because if
y
ou add more children, you have to add more teachers. And
that costs money. Parents can’t afford to pay the full cost of
what all c
hildr
en deserv
e.
R
epor
t
er:
If par
ents can’t pa
y f
or it, wher
e will t
he mone
y come
from?
You: There are several federal and state subsidy plans right
no
w t
hat, if expanded just a bit, will enable parents to access
affordable care for their children.
Now, that’s a reasonable response, but by now you are way off
tr
ac
k. Y
ou wanted to focus on a specific policy goal — establishing a
loan fund t
o expand facilities. Instead, you find yourself talking
about increasing subsidies to parents.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Let’s try the interview again.
Reporter: Why are you concerned about child care, if we don’t
hear an outcry from parents?
You: Parents are busy struggling to patch together child care
solutions. But often these arrangements are unreliable or of
low quality, which takes a toll on their ability to work and their
children’s ability to learn.
Reporter: Why don’t parents shop around for better child care?
You: Parents work hard to find the best solutions they can
afford. Unfortunately, quality child care is scarce in our commu-
nity. Our survey shows that there is only one child care slot for
every four children who need care.
Reporter: If so many parents have a child care problem,
shouldn’t the market be able to solve it?
You: There simply isn’t enough quality, affordable child care
available, partly because it’s expensive to build and expand
child care facilities, and margins are tight in this business.
Providers need help in order to make more care available.
Reporter: What kind of support would make a difference?
You: One thing we could do right now is make it easier for peo-
ple to create new child care centers or expand existing facili-
ties. A state loan fund would ease the way, helping to create
more places where children can grow and thrive while their par-
ents work.
Now you’re on the right track. The reporter can follow up with ques-
tions about t
he details of the loan plan, which legislators support it,
and its chances for success. Now you are having the discussion you
w
ant to hav
e, focused on your priority policy goal.
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Chapter 3 | Message Strategy
Example 2: Same question, different answers
There is more than one “right” answer to a question. In the example
a
bove, the first answer wasn’t wrong; it simply was off target for
your goals. In any interview, the same reporter’s question could be
a
nswered differently, depending on your ultimate goals.
To illustrate, consider the question, “What are the important ele-
ments of quality in child care?” This is a typical reporter’s question,
and one that many advocates struggle to answer, because “quality”
is a vast concept with many facets. Rather than trying to tell a
reporter everything you know about quality, think about how to use
the question as a strategic opportunity to emphasize your priority
policy goal. Remember, your goal is not to educate the reporter — or
the parents reading the reporter’s story — about how to identify and
choose higher quality child care. Here, your goal is to advocate for a
specific policy, so the way you answer the quality question should
highlight the aspect of quality that links most easily to your overall
policy goal.
Here are some possible ways to answer this question, focusing on a
variety of different policy goals.
Question: “What do you mean by quality in child care?”
If your goal is:
Increase affordability
Your answer might be: Quality early childhood education is
when a parent knows their child is getting loving, attentive,
developmentally appropriate care — without having to pay half
their take home pay or more for it. Unfortunately, the high cost
of quality care means too many parents have to compromise on
quality. That’s why we need to....
If your goal is:
Foster appropriate learning environments for early childhood edu-
cation; resist testing models
Y
our answ
er might be:
Quality c
hild car
e f
os
t
er
s appr
opriat
e
social and emotional development in young children, which is
far more important than academics in the early years. In fact,
social de
v
elopment — lear
ning t
o shar
e, work in groups, and get
along with others — is the foundation for all the skills children
will need in sc
hool, whic
h is why we should...
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
If your goal is:
Raise the salary of child care teachers
Your answer might be: The best quality child care is delivered
by teachers who are well trained and well compensated, so
they can afford to stay in the field. Adequate compensation
reduces turnover and gives children consistent, skilled care-
givers who can provide a nurturing and stimulating learning
environment for children.
If your goal is:
Develop the business skills of child care providers
Your answer might be: Among other factors, a quality child
care facility is a stable, thriving business operation. Too many
providers are unable to improve or keep open their programs
because they lack business skills. Helping providers run better
businesses can help them attract and retain teachers, improve
their materials and facilities, and provide the highly stimulating
and nurturing learning environment for children that is the hall-
mark of quality.
If your goal is:
Increase employer support for child care
Your answer might be: One of the key indicators of quality is
consistency of care. Employers have a stake in child care qual-
ity because their employees who are parents can be more
focused and productive if they are confident about the consis-
tency and quality of their children’s care.
Whatever your goal, remember: It is impossible to be strategic and
comprehensive at the same time. Resist the urge to describe every
detail about what quality looks like. Instead, focus your thoughts by
sa
ying, “Ther
e are many important factors that make up a high-qual-
ity child care setting. One of the most critical is….”
It is impossible to
be comprehensive
and strategic at the
same time.
65
Chapter 3 | Message Strategy
zen”
Because of the ongoing debate about using the language “child care” vs. “early childhood
education,” we wanted to know whether using one term or the other changed people’s sup-
port for the values or policies described. In our public opinion research, we found that nei-
ther term was better at increasing the public’s support for policies and programs. In the long
run, advocates want the public to understand child care as having an important educational
component, so there are strategic reasons to use the “early childhood education” terminology
as often as appropriate. But don’t tie yourself in a knot trying to avoid the term “child care,”
because people understand it and support it, and it’s okay to use it.
“Child Care” or “Early Childhood Education”:
Which Term to Use?
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Making Your Case in Difficult Contexts
Just as you will never be making your case outside a specific policy
context, you will need to consider how your arguments should be
adapted, given the social context of the present debate. This sec-
tion discusses how advocates can prepare themselves for three dif-
ficult hurdles: understanding and responding to the opposition’s
arguments, anticipating and answering the most difficult questions
reporters may ask, and responding to a breaking crisis or “bad
news” story.
Answering the Opposition
The best place to be is on the offense, making the case for child
care and early childhood education from your perspective, using the
“Support Our Youngest Citizens” frame when you can. But advo-
cates will be challenged — otherwise, they wouldn’t need guides like
this one. When challenged, advocates’ want to rebut the opposi-
tion’s argument quickly and simply, so they can return to their
frame as quickly as possible. The trouble with answering the opposi-
tion is that, by definition, you remain in their frame. Being able to
anticipate the opposition’s argument, and knowing how you will
move from that point of view back to your own, can help reframe
debate.
The more attention
you give to the
opposition’s frame,
the more you
reinforce it.
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Chapter 3 | Message Strategy
What will the opposition say?
In its 2003 publication “Analysis of the Messages of the Early
C
hildhood Movement,” the Annenberg Public Policy Center identi-
fied five themes in the arguments of those who oppose an
i
ncreased role for public support and spending on child care:
1. Early education programs harm children.
2. There is no evidence of benefits from early education programs.
3. Costs are not high and supply is not low.
4. There is no evidence that government support improves quality.
5. Tax “relief” and traditional families are the best at helping chil-
dren.
Chances are that if you are using this guide, you will disagree with
those arguments most of the time. But opponents will maintain that
their statements can be upheld with certain interpretations of the
data — interpretations that likely differ from yours. Opponents will
say that parents — especially moms — are selfish, putting material
needs or their careers ahead of their children’s needs. “Why have
kids if you don’t want to care for them?” they might ask. These are
difficult arguments to counter, because the world is not as black
and white as the statements assume. But getting into the gray
zone, unfortunately, is likely to take you far from the facts you know
and the policy you think is important.
That’s why you will need to identify what facts you need to have
ready to counter those arguments, but don’t dwell on them. The
more attention you give to the opposition’s frame, the more you
reinforce it, even when you are offering an alternative fact. The set-
ting, and your objectives, will help you determine not only the best
r
esponse, but also t
he
manner in whic
h it is bes
t t
o respond. Have
your responses to those five challenges ready, but make them one-
liner
s, based on your experience. Use the one-liner as a transition
to the “Support Our Youngest Citizens” frame, or to another frame
t
hat connects logicall
y t
o y
our cur
r
ent policy priority
.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Where and when will they say it?
There are many venues for debate in our society. Here are our
t
houghts on how you might approach the different formats where
you will confront opposition.
Talk show
You will usually know ahead of time if you will be facing opposi-
tion face-to-face on a television or radio talk show. In these situa-
tions, leave your manners aside and try to fill up as much space
as you can talking about your policy goal and why it matters.
Don’t ask the opposition questions, or even pose rhetorical ques-
tions, because it gives them more time to speak. If you are on a
call-in show, be sure to have supporters listening and calling in
to reinforce what you are saying. Listen to or watch the program
before you go on, to get a sense of the program’s host and tone.
If it is a highly contentious format, or not targeted at the audi-
ence you need to reach, it’s wise to decline to be a part of it. Or,
if you want to practice making arguments in tough situations, say
yes. Just remember the strategic reason you have agreed to do
it.
Reporter
A reporter may pose the opposition’s point of view simply to get
your reaction, not necessarily because he or she agrees with it.
Your response should be even, factual, and include the values
statement. If the reporter doesn’t bring up the opposition’s argu-
ment, sometimes it is useful to “inoculate” the reporter by coun-
tering the opposition before they have had a chance to make
their case — that is a tricky call and will depend on your judg-
ment in a particular situation. If a reporter asks you a question
you don’t know the answer to, say so — never guess. Get back to
t
hem if y
ou ha
v
e to, or steer them to a person who can get them
t
he inf
or
mation they need.
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Chapter 3 | Message Strategy
Giving testimony
Be ready for elected officials, who will have challenging ques-
tions about the practicality, expense, and fairness of the policies
y
ou are advocating. Know your details, but, as with journalists,
never guess if you are asked a question you don’t know the
a
nswer to.
In other settings
Most often, you will see an opposition argument in print — in a
news article, an opinion piece, or a report issued from a think
tank. In this is the situation, the best defense is a good offense.
Ideally, your proactive media advocacy will have created an infor-
mation setting in which the “Support Our Youngest Citizens”
frame is regularly present, and the opposition must use that as a
starting point. Unfortunately, that is not always, or even usually,
the case. So the question becomes: What is the best way to
respond without reinforcing the opposition’s frame? This again
will be an individualized, strategic decision, based on whether
responding will further your current objectives. If you decide that
it is important to respond and reframe, do it quickly. Send letters
to the editor the same day that the piece you are responding to
appears. Have op-eds prepared and ready to be tweaked to
match current events. Get ready to piggyback on breaking news.
By keeping your proactive strategy strong, you’ll be on the defen-
sive less and less.
Even when you have good rebuttals, strategically, the best move is
to stop talking about your opposition’s concern and get back to the
case you want to make. Although you may be in the context of a
debate, or even answering a reporter who wants your response to
an opponent’s view, your objective is not to convince the opposition
— your objective is to bolster your supporters. You want to move
q
uic
kl
y back to your main points. The fact is, you are advocating for
a par
ticular policy despit
e what ma
y be legitimate concerns about
its shortcomings. Use pivot phrases to transition away from your
opponent’s comment and move the conversation back on target.
(For more information, see “Pivot Phrases” on page 76.)
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Use the “With So Many Kids in Care, Let’s Do It Right” frame to
counter the opposition.
R
emember,
f
acts aren’t frames
;
while it will be tempting to counter
their facts with your facts, as professor George Lakoff says, “frames
w
ill beat facts every time
.
” This is because audiences simply rein-
terpret the facts in the context of the frame they are using to under-
stand the issue. That is why a point-counterpoint argument may do
you more harm than good, even when the facts are on your side.
Instead, you have to reframe the debate, which is no easy task.
Reframing the debate is more nuanced than simply changing the
subject. You have to get from the opposing frame to your point of
view by drawing a logical connection between them. Then, you
“pivot” away from your opponent’s line of reasoning and elaborate
your own. Finding the common ground between you and your oppo-
nent — the connection between your frames — isn’t easy. Using the
“With So Many Kids in Care, Let’s Do It Right” frame may be your
best bet.
The “With So Many Kids in Care, Let’s Do It Right” frame says that
with so many kids in care, we should be doing everything we can to
make sure that care is of the highest quality possible. It can often
be the starting point of any counter-argument because the first part
of the frame — so many kids in care — is acknowledged by the
majority of the public. Your opponents probably acknowledge it as
well; otherwise, they wouldn’t be engaged in the issue. The dis-
agreement comes with the latter part of the “With So Many Kids in
Care, Let’s Do It Right” frame: We should be doing everything we
can to make sure that care is of the highest quality possible. The
majority of the public is on your side there as well. According to our
poll, 68% of the public agrees with that statement. If you stay
f
ocused on t
hat point, r
esisting your opponent’s efforts to drag the
conv
er
sation in anot
her direction, you can reframe the discussion
and perhaps even move the conversation from the “With So Many
Kids in Care, Let’s Do It Right” frame to the “Support Our Youngest
Citizens” frame — “because when we provide that quality, we’re
preparing our youngest citizens for their role as productive mem-
bers of our democracy.”
Your opponents may be persistent and do their own resisting —
that’s why we call them framing battles. Stand firm. Restate your
position. Practice before you meet with them. Repeat what you
belie
v
e will make t
he biggest difference for growing children and the
society w
e ar
e creating. Say why you care and why it matters not
jus
t for these children and their families, but for all of us.
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A
nswering Difficult Questions
As much as possible, try to anticipate and be ready to answer the
toughest questions reporters and opponents may ask. Here are a
f
ew ideas for how to respond to the most common difficult ques-
tions on child care. Use them as a starting point to develop your
own responses.
Don’t kids do better in school when they were cared for at home in
early childhood?
• Not necessarily. Research has shown many benefits for children
who participate in high-quality early care and education pro-
grams. What is clear is that quality care, whether provided by
parents or by child care providers, helps kids learn and grow,
and gets them ready to succeed in school. Regardless of how we
might feel about parents being home full-time with their kids, the
American public understands the reality that most families don’t
have that choice. That’s why we need to do everything we can to
make all child care as high quality as possible.
Why should child care matter to people who don’t have children?
• When all children are getting the attention, affection, and devel-
opmentally appropriate care they need, it’s good for all of us.
That’s because quality child care fosters a love of learning,
reduces behavioral problems, prepares children for school and
life, and creates a stronger community for everyone.
• The Perry Preschool Project proved that children in quality early
c
hildhood programs were still benefiting 30 years later — and so
did society. The participants had higher earnings, more property
o
wner
ship, fewer criminal arrests, and more commitment to mar-
riag
e.
•
Good early experiences set children on a lifelong path of learn-
ing, working well with other children and adults, and being safe,
productive citizens.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Is it fair to ask taxpayers to subsidize child care, which is funda-
mentally a family obligation?
• We all benefit when our youngest citizens get the high-quality
care they need. We all support the educational system, whether
or not we have kids, and the fire department, whether or not our
house ever catches fire. In the same way, child care is a critical
part of the fabric of a healthy community.
Some people say child care isn’t the problem. They say the problem
is an economy that forces both parents to work. Isn’t this really an
economic issue?
• In any economy, we need to have plenty of high-quality child care
available. Quality early childhood education programs help chil-
dren learn and grow; they support parents whether they are
working or at home; and the child care industry is a critical part
of the infrastructure that supports a healthy economy in all of
our communities.
In this economy, how do we justify spending more money on early
childhood programs?
• When it comes to children, it’s not whether we pay; it’s when.
When a third of five-year-olds are not ready for kindergarten and
a third of ninth graders are not successfully graduating to high
school, it doesn’t take a genius to realize that these are the
same kids. We have to decide whether we want to invest in suc-
cess now or pay for failure later.
What do you say to people who accuse child care advocates of try-
ing t
o build y
et another expensive “big government” system?
• We actually don’t get the criticism very often. Most of the public
and our policymak
ers realize that improving child care is a com-
pelling need that is intrinsically connected to our goals in educa-
tion r
ef
or
m, economic de
v
elopment, and public saf
ety
.
•
The idea t
hat go
v
er
nment is t
he enem
y is outdat
ed. The GI Bill,
subsidized housing for families, social security, and other pro-
g
r
ams t
hat our elders need desperately to survive and succeed
ar
e all par
t of government. Likewise, early care and education is
good for families, good for educational success, good for busi-
ness, and good for quality of life — that’s why it has such broad-
based support.
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Chapter 3 | Message Strategy
If the lack of good care is as dire as you say it is, why do most par-
ents report that they are satisfied with their child care arrange-
ments? Where is the outcry?
• Many parents do complain that they don’t have better choices.
Many parents currently rely on a patchwork system of care,
which too often is unreliable and not developmentally appropri-
ate for their children. The best care options typically have long
waiting lists — and for many families, the best care is out of
reach because it costs too much. We don’t have enough high-
quality care at a price parents can afford.
• Our society has made parents feel that child care is a personal,
private problem and that they don’t have a right to expect sup-
port from the greater community. But in fact, many parents do
r
eport frustrations with the lack of affordable high-quality child
care options. And policymakers need to listen.
We’ve been investing in child care for many years. Why haven’t we
seen more progress?
• We have made progress. Studies show that children who have
been in high-quality child care settings do better in school. We
need to increase our investments precisely because we know it
does work and many kids are still not getting the high quality of
care they need.
Why should we spend more money on a system that’s broken and
not of highest quality?
• We should fix the system because we know how. We have an
example in our own military, which invested in providers, facili-
ties, and a licensing and inspection sys
t
em. As a result, they
have vastly improved child care quality. When you invest in those
kinds of improvements, you can turn the system around and get
better results for children and for the society as a whole.
•
Ther
e is com
pelling e
vidence of t
he cos
t-ef
f
ectiveness of quality
child care. If we invest in improving quality, we dramatically
improve the outcomes for children, for our educational system,
and f
or our community at lar
g
e. W
e o
we it to our youngest citi-
zens to prepare them the best way we can.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
What would an educationally oriented child care program look like?
• Education for young children is rooted in emotional health, rela-
tionships, and bonding. For young children, learning takes place
through play. This play needs to be guided and supported by
consistent, well-trained, caring teachers, who can give children
the emotional stability and confidence to explore their world in
all the ways that support healthy early learning.
• The love of learning can be nurtured throughout the early years.
Learning is “work” for children, and that work has to be positive
and comfortable for infants and toddlers. Consistent care-giving
is essential for children, so they can feel emotionally comfort-
able in learning. The key ingredient in educationally appropriate
care for young children is the qualifications, supervision, and
r
etention of their caregivers.
What is the connection between teachers’ salaries and the quality
of child care that children receive?
• Highly qualified, experienced, well-trained teachers are leaving
the profession because they cannot afford to stay at their cur-
rent wages. Teachers who are better paid tend to stay longer in
their jobs, and they can form consistent relationships with kids
and give them the emotional stability they need to learn and
grow.
• There is an extreme shortage of child care teachers due to low
wages. Current per-child reimbursement rates from the state are
not high enough to cover the costs of daily operation, including
paying teachers a living wage.
• Quality, consistent child care is a crucial link in any strong, well-
functioning community
. It’s not onl
y wise; it’s fiscally responsible.
A RAND study showed that for every dollar invested in a high-
quality early childhood program, seven dollars are saved in wel-
fare, special education, and criminal justice costs.
2
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Chapter 3 | Message Strategy
If teachers get paid so little, why does child care cost parents so
much?
• Even at the low wages currently paid in the field, the largest por-
tion of child care operating costs is teachers’ salaries. This is
because young children need a lot of attention. First-graders can
be in a classroom of 18 to 20 kids with only one teacher. Three-
year-olds require three teachers for 20 kids, and even at very low
wages, that adds up to more than parents can pay.
• Child care is the one area of the educational system in which we
expect parents to foot the whole bill. If parents had to pay the
full cost of public K-12 education, very few would be able to
afford it. Even at the college level, with loans, grants, and subsi-
dies available, most parents pay a smaller percentage of college
cos
ts than the full amount we expect parents of young children
to pay in child care costs.
Why should child care workers get special treatment (with wage
supplement programs)?
• We’re not talking about special treatment. We’re talking about
reasonable, appropriate compensation to provide our children
with quality care and attention.
• Given the essential role of good child care in our community, we
can’t afford not to pay child care teachers better. When we have
good child care, kids are able to do better in school, and their
parents are able to go to work and not worry about their chil-
dren. It’s an investment in the smooth functioning of our whole
community.
• This isn’t about the teachers. It’s about our youngest citizens,
who will do muc
h bett
er in school and life if they have consis-
tent, qualified caregivers early on.
What happens to families when they don’t have high-quality child
car
e a
v
ailable?
•
F
amilies suf
f
er
, but mor
e im
por
tantly, society suffers. We won’t
have a productive, pleasant society if we don’t properly prepare
our y
oung
es
t citizens.
You should always be ready to answer the following question with a
specific policy priority (which may change from day to day depend-
ing on t
he political climate and your group’s priorities):
What’s t
he
mos
t important thing we could do right now to start improving the
child care system? In your answer, say who should do what and by
when.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
Advocates often concede too much power to journalists, allowing the reporter’s questions to
dictate what gets discussed in an interview. A critical interview technique is to be prepared
with stock phrases that link from the reporter’s question to where you want to end up. Pivot
phrases can help you shift the discussion to the policy solution you want to highlight. Here
are a few pivot phrases that highlight the key child care values frames.
Support Our Youngest Citizens
Let’s talk about what this means for real children, families, and communities. For
instance, _________.
Everyone benefits when _________ (insert your policy goal).
Our Can-Do Spirit Will Get Us There
The military taught us that we can solve the child care crisis; we just have to solve
it for all children by _________.
In the United States, when something is crucial to the strength of our nation, we
find the money and the means to do it. In child care, this means we must
_________.
With So Many Kids in Care, Let’s Do It Right
The child care crisis is an adult problem. Adults can fix it. It’
s good for workers and
parents to _________.
The reality is, most kids are in care. We can’t wait any longer; we must _________.
Child Care Is Early Learning
While we debate this, a generation of children will enter school without the founda-
tion they need to succeed. W
e must _________ now
.
Sure, this is difficult. But the benefits are tremendous: Children who learn how to
share early on will share their learning tomorrow. That’s why _________.
Take Advantage of Early Brain Development
What is certain is that we have to act while children’s brains are developing. That’s
why we _________.
Pivot Phrases
77
R
esponding to Reporters in a Crisis
A troubling child care study. A potential case of abuse.
Mismanagement in a child care system. No one wants to get those
c
alls. In news stories about a crisis, you may not be able to shift the
frame to your policy goals, but you may be able to make the story
more accurate and put it in a broader context.
Advocates tell us that when bad news breaks, they feel pressure to
defend the entire field. We understand this reaction. But sometimes
bad news is important news. If administrators have been skimming
monies that were supposed to support child care nutrition programs
— as happened in Los Angeles in 1999 — the public needs to know
about it. In this case, the news shed unfavorable light on some
child care programs, but the spotlight helped end the corruption
and g
et the resources where they were intended: to hungry children.
News attention can direct those who have the power to solve the
problem, and apply the pressure so they do. This example illustrates
why we avoid the terms “bad news” and “good news.” Even difficult
stories can be reported well and result in improvements in child
care.
It is frustrating, however, if the news is inaccurate and puts the field
in a bad light, especially since early childhood education gets scant
news attention as it is. If the difficult story making news is not rep-
resentative of the field, say so. Give reporters, parents, and policy-
makers examples from your own experience, but don’t be afraid to
ask publicly for answers and action in a problematic case. If some-
one has made a mistake, say so. If the problem is systemic,
describe policies or investments that could improve the situation
and name the policymakers you hold responsible for taking action.
Your first objective is to do what is best for kids, not to make the dif-
ficult news disappear.
Though every situation is different, there are some general things
you can consider in advance that will make it easier to cope with
difficult news, and even take advantage of the opportunity it pro-
vides. Our tips are meant as reminder
s t
hat even in the crunch of a
crisis, it’s more important than ever to study the situation and
s
trategically plan your response. Often in these situations, the best
you can do is focus on what you know, be clear about your role in
t
he story, and learn from the past so you are ready the next time dif-
ficult news breaks.
Chapter 3 | Message Strategy
Sometimes
bad news is
important news.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Focus on what you know
In April 2001, researchers from The National Institute of Child
H
ealth and Human Development (NICHD) announced that they
would be releasing data suggesting that child care put kids at risk
f
or aggressive behavior.
Child care advocates were inundated with reporters’ questions,
despite the fact that no one outside the NICHD had been able to
review or critique the study. Advocates couldn’t say what they
thought about a study they hadn’t yet seen. All they could do was
speak from their own experience watching kids blossom in high-
quality child care.
By calling for public investment to ensure high-quality care for all
kids, adv
ocates responded to reporters’ calls about the story by
countering the prevalent, individually focused news frame, which
encouraged parents to worry about, or feel guilty for, putting their
kids in child care.
As it turned out, advocates accurately predicted that a key factor in
aggressive behavior was the quality of child care. Once the study
was released, even some of the authors publicly argued that the
results concerning children’s aggressiveness had been overstated.
Since advocates had had to craft their response before reviewing
the research, they stayed out of this methodology debate and kept
focused on the importance of public investments in quality.
In breaking stories, reporters and advocates alike scramble to learn
as much as possible as fast as possible. Reporters expect quick
answers that fit their tight deadlines. Prepare for a reporter’s call as
quickly as you can, but don’t make premature comments or guess.
T
ake the time to learn the facts and reflect on strategic questions
such as:
• Do we have enough information to respond in this particular
case?
• Are there inaccuracies in how the story is being reported?
• Is there a systemic problem that should be addressed through
policy change? Which policymaker(s) should make that happen?
79
Determine your role in the story
When difficult news breaks, or when you know it will break soon,
a
lert your team and child care colleagues. If reporters often call you
on child care issues or if your organization is at the center of the
s
tory, be ready. Never say “no comment.” Instead, take time to think
through your organization’s objectives, have the salient information
about the crisis ready, and plan to respond. If your organization isn’t
the best positioned to respond, work with those who are.
You may be called by reporters during a crisis because they have a
relationship with you or they believe that your position or experience
will allow you to give them a useful perspective on the issue at
hand. If you aren’t the right person, refer the reporter to a colleague
who is (and then let that person know you’ve given his or her name
to the reporter). If you are the right person to respond, determine
your role in the story. In a crisis, stay focused on what you know.
Don’t let the reporter drag you into foreign territory. Ask yourself:
• Do we need to respond? If so, what is our objective in talking to
reporters?
• If we are not best positioned to respond, who can we refer
reporters to? Have we let those colleagues know that a difficult
story is breaking?
• What aspects of the situation can we speak to from our own
experience (as child care provider, researcher, parent)?
• What public policies does our society need to implement that
could help prevent similar crises in the future?
Chapter 3 | Message Strategy
In a crisis, stay
focused on
what you know.
Learn from the past
The silver lining to history repeating itself is that advocates can pre-
p
are for difficult news stories by examining past challenges. Don’t
wait for the pressure of a crisis to plan your response. Think through
t
he following questions with your colleagues:
• What difficult situations have occurred in the past? How did we
respond?
• How might we improve our response?
• What media protocol or staff training could we implement now?
• What information would help us answer likely questions and neg-
ative frames?
Finally, the best way to prepare for times of difficult news situations is to make sure that they
are not the only times that child care is in the news. The best way to highlight policies that
are the most valuable for children is to help generate proactive stories about the benefits of
child care. Pitching such stories regularly will help make sure that child care is not only in the
news when a crisis hits, but is present more often in stories about caring for our youngest citi-
zens, solving big problems, and helping parents work and the economy thrive, among others.
Reporters should cover the many positive benefits of early childhood education, and the
more frequent and systemic problems that they can help solve. How do advocates get stories
about the investments needed to improve the child care system into the news and on the
public agenda? Our next chapter describes in detail the steps to gaining access to the news
media.
1
Joan Lombardi, The Children’s Project, Statement made at Berkeley Media Studies
Group roundtable meeting, Washington, D.C., April 18, 2002.
2
Karoly, L., et al, “Investing in Our Children: What We Know and Don’t Know About
the Costs and Benefits of Early Childhood Interventions.” Santa Monica, CA: RAND
Corp., 1
998.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
81
Chapter 4
Access Strategy: Thinking Like a Journalist
To gain the media’s attention,
you can’t just say something;
you have to do something.
1
Russell Sciandra,
tobacco control advocate
Once you have established your overall strategy, media strategy,
and message strategy, getting access to the news media is a matter
of creativity, preparation, perseverance, and luck. Before you can
r
each your chosen policymaker through the media and influence
c
hange, you need to “get in the door.” You will find that journalists
are professionals working within a fairly transparent industry, and
you can learn to provide what journalists need in order to tell a
good s
t
or
y
.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Pitch a Story, Not an Issue
Deciding which early childhood education story you want a journal-
ist to tell is easier once you have determined your overall policy
objective. Then you aren’t calling a reporter to discuss child care in
general, but rather the city council’s vote on child care zoning regu-
lations, the new report on child care availability, or the graduation of
early childhood educators at local community colleges. Suddenly, a
complex issue is carved into a specific news story.
Journalists and their editors constantly choose which stories to
cover and which to pass up. Whatever the story idea, advocates bol-
ster their chances of being selected for the news by developing per-
sonal relationships with reporters and by highlighting what is news-
worthy about their story. Three examples of newsworthiness include
timeliness, broad interest, and local pegs. Is the story about some-
thing new? Yesterday’s news is old news and probably won’t get cov-
erage. Will the story appeal to a broad audience? The broader the
appeal is, the better. Does a local story have relevance to a national
issue? News stations like to provide a local perspective on national
stories. Other newsworthy elements include injustice, irony, celebri-
ties, and compelling visuals. Your story won’t have to include all of
the above, and one element isn’t necessarily better than another.
Just be sure the story has at least one or two newsworthy elements.
You can then make your story easier to understand, and the mes-
sage more effective, by providing a reporter with story elements
such as visuals, media bites, authentic voices, and social math.
This chapter explores the tactics and story elements needed to
attract ne
ws coverage. With newsworthiness in mind, we recom-
mend using four basic tactics for attracting attention: creating
news, piggybacking on breaking news, using editorial pages, and
placing paid ads.
Whene
ver you get coverage in news stories, editorial pages, or
t
hrough a paid ad, reuse the news. Copy it and share it with com-
munity activists, policymakers, and those you want to educate
about the issue, including other reporters. Take advantage of the
increased legitimacy and credibility that news coverage provides.
Doing so capitalizes on your success by keeping your issue in the
spotlight and b
y pr
o
viding a reminder that your solution should be
on the political agenda.
First things first, though: Let’s get the issue into the news.
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Chapter 4 | Access Strategy
zen”
All of the tactics for getting your story in the news — from creating news to cultivating
authentic voices — are discussed in detail in our book
News for a Change: An Advocate’s Guide
to Working with the Media
, available from Sage Publications (see appendix for ordering infor-
mation). The book is designed to help advocates understand the nuts and bolts behind gain-
ing the media’
s attention and developing story elements. It provides step-by-step worksheets
for skills such as writing a news release, pitching your story to a reporter, and staging a press
conference.
For More on Getting into the News
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Creating News
Early childhood education news can be created in many ways, lead-
i
ng to different types of stories. To attract news attention you have
to
do something: take an action, make a demand, sponsor a public
e
vent. One way to attract news attention is to issue a report with
new data or analysis. Issuing reports about child care staffing,
teacher readiness, the economic impact of child care, facility avail-
ability, or other relevant topics can highlight specific policy solu-
tions. To make news, the report must be released publicly by alert-
ing the news media and emphasizing why the story is newsworthy,
today, to their audience. Advocates can even make news on a
report that someone else is releasing, if they have advance notice.
For example, national organizations will often release data about
how kids are faring in one state versus another. State-level advo-
cates can then pitch the story to their local reporters, offering local
examples and solutions for getting their state caught up with others
or maintaining their lead. When releasing any report that highlights
the early childhood education problem, make sure that your press
materials offer clear policy solutions and indicate which policymak-
ers have responsibility for those solutions.
Hosting a news event can also generate coverage, if reporters are
convinced that it is newsworthy and can envision what story they
could file. What child advocates, politicians, parents, or business
people will they be able to interview? What compelling visuals will
they be able to photograph or tape?
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Chapter 4 | Access Strategy
For example, in 1999, child advocates in Wisconsin wanted to
inform a larger, more child-connected audience about groundbreak-
ing scientific discoveries indicating the powerful impact of positive
e
xperiences on children’s early brain development.
2
C
entral to their
public education campaign was a unique news hook: Advocates
s
ecured a school bus, loaded it with educational materials, and hit
the road. Called the Better Badger Baby Bus Tour — named to capi-
talize on the widespread familiarity of the state mascot — the color-
ful bus was an unexpected, and therefore newsworthy, platform
from which to speak on the needs of Wisconsin’s children. Still on
the road today, the bus continues to extend the newsworthiness of
a statewide story while offering regional news outlets the opportu-
nity to localize the story by interviewing local child advocates.
Advocates use the tour to accomplish several goals, from educating
parents about brain development to increasing child care’s pres-
ence in the news. Later, the relationships they have formed with
local journalists along the way will be important as they pursue pol-
icy change. Advocates are also planning to use the tour to prompt
“brown bag” forums for upcoming mayoral and county executive
elections.
Generating news may not require this level of investment — think of
the number of news stories that are written simply because a report
is released. But those reports must be newsworthy, and advocates
must spend the time to convince journalists to cover it. In most
cases, creating news will require a concerted effort. As with any
effort to create news, make sure your report and press materials
highlight possible solutions, rather than focusing solely on describ-
ing the problem.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
P
iggybacking on Breaking News
When advocates identify a connection between their issue and the
news of the day, they should make the story known to journalists.
T
he issue doesn’t have to be directly related to child care; advo-
cates build the connection and in so doing create a newsworthy
story. For example, when the state releases the latest unemploy-
ment data, early childhood education advocates could use the
opportunity to release their own report about jobs in the child care
sector. Once you have your policy goals and message developed,
you can take advantage of piggybacking opportunities quickly.
Using the editorial pages and letters to the editor section is proba-
bly the most common and easiest way to piggyback on the news,
but you have other options as well. Tying your story to a key anniver-
sar
y date or a familiar, recurring event can also be effective. Be cre-
ative. For example, news organizations have to cover the state of
the union or federal budget, but they may not have considered the
implications for children. In anticipation of the State of the Union
speech, you could prepare an analysis of the state of the child, and
call one reporter to pitch the story on how the budget affects chil-
dren.
By planning ahead, you may be able to anticipate several times dur-
ing the year when stories on early childhood education may be par-
ticularly newsworthy. If these times are also appropriate from a pol-
icy perspective — e.g., if Mother’s Day falls during the deliberations
over a state’s final budget — you may have extra success making
news. Let our examples on pages 88 to 90 stimulate your creativity.
Are there dates or events that have special significance in your com-
munity regarding your policy goal?
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Chapter 4 | Access Strategy
zen”
On March 6, 2001, the New Y
ork City Chancellor of Schools faced a flurry of criticism for
giving 1.1 million kids a snow day in anticipation of a blizzard. This was only the second
time in 20 years that New Yorkers knew a day in advance that there would be no school.
Chancellor Leavy announced the closure early “to give parents time to make child care
arrangements.” The political problem was that the snow never came.
Faith Wohl, president of the Child Care Action Campaign, saw an opportunity to piggyback
on a current news story and took it. Her letter to
The New Y
ork T
imes
broadened readers’
attention from the single event to the persistent problem faced by millions of parents.
3
“The decision to cancel classes for New York City’s 1.1 million public school children was
made on Sunday night. Why? Because even the schools chancellor knows that school is more
than a place where children learn. It is also our best form of universal, affordable child
care.… In fact, given the dearth of child care alternatives, most families choose between stay-
ing home with the kids or taking the kids to work.… The snow created a visible manifesta-
tion of an everyday problem.”
Faith W
ohl,
President, Child Care Action Campaign
New Y
ork, March 6, 2001
Waiting for a Winter Storm: “Piggybacking” in Action
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
The calendar provides many opportunities to be creative about generating stories and opinion
pieces on early childhood education.
January
• New Year’s — Call for New Year’s resolutions to work on behalf of
children and for investments in high-quality child care.
•
First baby of the year — What does society offer new babies?
Whose baby will be the first to get off the list for infant care?
• Flu season — The importance of family leave policies.
•
Martin Luther King, Jr.’s Birthday — Invest in children’s programs
to reduce disparities experienced by poor kids and children of
color.
February
• President’s Day — What will the president’s legacy be on chil-
dren’s issues? As society celebrates leadership, the governor
should show leadership by investing in quality child care pro-
grams.
•
Black history month — African Americans take action for chil-
dren.
• V
alentine’s Da
y
— T
o celebr
ate a victory, kids send Valentine’s to
legislators to thank them for having the heart to keep giving
communities the high-quality child care they deserve.
March
• Women’s history month — History of government-funded child
care for women working in World War II factories.
•
Spring break — For parents, the ability to work during school
breaks is dependent upon adequate child care.
•
Read Across America Day (1st) — Parental involvement in early
education.
•
Int
er
national W
omen’s Da
y
(8t
h) — Celebr
at
e w
omen’s contribu
-
tion to children’s lives.
•
Single Parent’s Day (21st) — Highlight policies that could support
sing
le par
ents.
zen”
A Year’s Worth of Piggybacking
Ideas
April
• April Fool’s Day — Policymakers shouldn’t be foolish; we must
invest in high-quality child care for our youngest citizens.
• April 15 — American families deserve more than the tiny tax
credit. Use tax day to create stories about the earned income tax
credit.
• Take daughters to work — Parents often must bring children to
work on other days when patchwork child care arrangements
fail.
May
• Mother’s Day — Support moms by creating good child care
options.
• Graduation — Local preschool graduation, children ready for the
next step; graduates of early childhood education programs
ready to enter the child care workforce.
•
Cinco de Mayo: Independence Day — Create child care policies
supporting parents’ desire to be independent and self-sufficient.
• Memorial Day — End of school, parents scramble to find summer
care.
•
National Teacher Day (7th) — Recognize the teachers of
youngest children.
•
International Day of Families (15th) — Support family-friendly
policies.
June
• F
ather’s Day
— Support fathers by creating good child care
options.
•
End of sc
hool year
— Issue a r
eport card on how well your policy
target has kept his or her child care promises.
• Summer vacation — Parents scramble to patch together activi-
ties and care for children. Year-long issue for parents of children
under five years old.
August
• Start of school — Three-year-olds enroll in their first preschool.
• Women’s Equality Day (26th) — Women’s equality requires better
f
amil
y suppor
t pr
og
rams and policies.
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Chapter 4 | Access Strategy
September
• Labor Day — Struggles of the child care workforce; child care
allows parents to work.
• Completion of the federal budget — Have we done right by chil-
dren?
•
Grandparents’ Day (Sunday after Labor Day) — Grandparents as
caretakers; the need for family support policies for the sandwich
generation.
October
• Halloween — Are we just tricking our children or treating them as
they deserve?
November
• Election Day — Make the right choices for children.
•
Thanksgiving — Thankful children are prospering in high-quality
care. How many families/communities are thankful for or still
hungry for affordable, quality child care?
•
National Family Week (Nov. 24-30) — Support policies that sup-
port families.
December
• School vacations — Struggle to find child care reflects daily real-
ity for many parents.
•
Christmas gifts — What will politicians give our children?
• Kwanzaa — Time to invest in the community and celebrate
strengths.
• N
ational Day of Disabled Persons
(5th) — Fund appropriate care
f
or kids with special needs.
The above dates might also be useful as anniversary report cards,
so to speak. New Year’s, for example, is not only a time to look to
the future, but also a time to assess the progress that policymakers
have or have not made on early childhood education over the past
year. Pick a meaningful date your group can make its own, coming
bac
k t
o it y
ear af
ter year to create news about the next policy goal
to improve early care and education
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
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Chapter 4 | Access Strategy
U
sing the Editorial Pages
Letters to the editor, editorials, and “op-eds” (opinion editorials, or
opinion pieces found opposite the editorial page) provide an excel-
l
ent opportunity for bringing early childhood education issues to the
public’s attention, extending the debate started by a news story,
and promoting policy solutions. Policymakers pay a great deal of
attention to the opinion pages, which they take as an indication of
the public’s concerns, perspectives, and agenda. In fact, one staff
member for a state legislator told us that the first task of the dis-
trict office each morning is to fax to the capitol office the front
pages and editorial pages of all the local newspapers, so the legis-
lator can keep abreast of key issues in the community.
Letters to the Editor
Letters are usually 200 words or less and can be mailed, faxed, or
e-mailed to the editor of the newspaper; these days e-mail is usually
preferred. Don’t attach your letter; embed it in the e-mail. As in the
winter storm example, letters are usually in response to a specific
article or editorial the paper has published, offering a concise state-
ment of support or objection. Responses should be sent within a
day or two of the original article. The longer you wait, the less
chance the letter will be published. Keep it short and punchy, high-
lighting your solution.
Editorials
Edit
orials ar
e unsigned and writt
en by the editorial board of the
ne
wspaper. Advocates can make an appointment to talk with the
edit
orial board to ask them to take a position and make a state-
ment about an issue or a pending policy. The meeting is usually
attended by the newspaper staff responsible for writing the editorial
and those who will make the decision about whether the newspa-
per will take a position on the issue. The advocates should have two
or three people at the meeting who can speak about various
aspects of the issue or represent different perspectives (for exam-
ple, a par
ent, a provider, and a professional policy analyst). If the
newspaper decides not to write an editorial, the advocates can ask
if the paper would instead publish an op-ed that they will write
themselves.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Op-ed
An op-ed is a 600–800 word opinion piece that appears opposite
t
he editorials (hence, the shorthand “op-ed”). Op-eds are usually
written from a personal point of view by a community member,
a
dvocate, or other non-journalist. They describe a problem, the pro-
posed solution, and the relevance to the readers. Like letters, op-
eds need to be timely, about what’s happening now. They should
state a strong opinion. Op-eds can be especially useful later
because they will usually be a concise description of the issue and
your proposed solution — much easier to read and share with oth-
ers than a long report.
On the editorial pages, newspapers typically publish the contact
information and instructions for submitting letters and op-eds.
Some radio stations and television news programs allow audience
members to record commentaries that function like op-eds. Check
with your local outlets for details.
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Chapter 4 | Access Strategy
P
lacing Paid Ads
Most advocates rely on “earned media” — generating news stories
or opinion pieces — rather than “paid media” because paid ads can
b
e very pricey and, more importantly, because news coverage has
greater credibility. In certain situations, however, buying newspaper
space or airtime is the only way to be sure that your message and
your issue get into the media unadulterated. Ads focused on policy
can be particularly effective at delivering a very targeted, timely
message. Name names. Put pressure on policymakers to vote yes
on your bill. Congratulate someone for taking a tough stand, and
challenge others to do the same. Use your creativity and include
compelling pictures or graphics.
Of course, given advocates’ frequently tight budgets, the cost of a
paid ad ma
y be prohibitive. A full paid ad running in
The N
ew York
Times
on a specific day, for instance, could cost tens of thousands
of dollars. For your policy goal and target, though, you may not need
The New York Times. Ad prices in city or regional papers are consid-
erably — and in some cases drastically — less expensive. You might
be surprised to find ad space costing a few thousand or even a few
hundred dollars. When you combine resources with like-minded
organizations, ads become even more affordable.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
In San Francisco, children’s advocates used paid advertising to highlight a positive policy
change that the news media were ignoring.
4
The job market was tight in San Francisco in
2000, and that meant a crisis for child care. Child care workers, typically paid less than $7
an hour — less than parking attendants — were leaving the field for more lucrative jobs.
Families that qualified for subsidized care could not get it because the child care centers did
not have the staff.
Working with Coleman Advocates for Children and Youth, among others, Mayor Willie
Brown took an unprecedented action: He allocated $4.1 million to increase the wages of
1,000 child care workers serving low-income families. Never before had the city subsidized
the salaries of non-city employees. The advocates were thrilled and immediately alerted the
local news media about the mayor’s unprecedented action. The reporters, however, refused to
do the story. They did not want to “toot the mayor’s horn.”
The advocates thought it was a legitimate story and were frustrated by the non-responsive
reporters. They decided to tell the story themselves in a full-page ad in the west coast edi-
tion of
The New Y
ork T
imes
(see opposite). The ad ran on August 7, 2000, during the
Democratic National Convention, which was being held in San Diego that year.
The ad proclaimed:
“Child Care History in the Making — San Francisco Mayor Willie Brown Sets
National Standar
d for Quality
, Affordable Child Care!”
It suggested that readers challenge their
own mayors to take the same action in their hometowns. Advocates reported that Mayor
Willie Brown was still talking about the ad and taking pride in his decision six months later
when he signed the next budget allocations for child care.
Using Paid Ads: Child Advocates Thank Mayor
95
Chapter 4 | Access Strategy
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Story Elements:
Compelling Visuals, Media Bites, Authentic Voices, and Social Math
Getting the attention of the media is one step; now you’ve got to be
sure you can tell the complete story in a way that’s compelling,
interesting, easily accessible — and that supports your policy goal.
That’s where story elements — visuals, media bites, authentic
voices, and social math — come in.
Story elements help journalists do their job. For better or worse,
journalists are under tight deadlines, face limited resources, and
generally aren’t able to sift through a long report to pull out the
most compelling statistics or arrange an attention-getting visual.
The more you understand and meet reporters’ needs for a story, the
more successful your media advocacy will be.
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Chapter 4 | Access Strategy
C
reating Compelling Visuals
“We must be intentional about creating visual images for the public,
our policymakers, and news stories. If you say ‘school’ to people,
e
verybody’s got a picture of a school in their brain. When we say
‘early learning’ or ‘early childhood education’ or ‘child care,’ a pic-
ture doesn’t emerge or may not be accurate, depending on the per-
son’s individual experiences. We need to illustrate what we are talk-
ing about and what we want to see for our kids in appealing and
memorable ways.”
— Nina Sazer O’Donnell,
Families and Work Institute
5
Television news is particularly dependent upon good visuals for
telling stories. If you’re hoping to have news cameras at your event
or news conference, you will have to have good visuals. Don’t neg-
lect the power of visuals for the print media, either. Today’s newspa-
pers are giving more play to photos and graphs. Dramatic visuals
that quickly bring a story to mind can also help convince journalists
to cover something that they might otherwise skip, or can help con-
vince an editor to place the story more prominently.
Use your creativity and strategic thinking to brainstorm visuals that
frame your policy goal. Every child care story has many potential
visuals. For instance, to demonstrate the crucial connection
between child care and parental employment, you could show par-
ents — dressed in the uniforms of “essential” jobs like firefighters,
nurses, bus drivers, judges, etc. — dropping their children off at a
center. Plus, camera crews always love kids. What is more visually
compelling than the pudgy, smiling faces of toddlers? But, as an
advocate you have to decide if that cute picture helps create the
story you want. Will the reporter, and eventually the reader or
viewer, connect those kids back to the serious early childhood edu-
cation policy issues at stake? Perhaps you can find a way to ensure
that connection is made, or perhaps you will decide that it’s best to
leav
e t
he kids out of t
he picture for the moment.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
Santa Cruz County, California, like many regions of the country, faces a severe shortage of
child care. Advocates from Child Care Ventures, a collaborative of public and private child
care and small business agencies, wanted to use a ground-breaking ceremony for a new child
care center in a low-income housing development to highlight the types of solutions needed
in their county.
6
The Vista Verde Child Development Center grew from an innovative partnership that
included Child Care V
entures, the county office of education, social services, affordable hous-
ing providers, local business development agencies, and a local community credit union.
While this new collaboration was exciting for the field, having officials at a typical ribbon-
cutting event didn’t seem like a newsworthy visual.
Advocates knew that bringing in cute kids would entice the news cameras. But while kids
were one part of the story — the reason society needs child care centers — the advocates’
strategic goal was larger than one center or the 60 kids it would serve. Their goal was to
encourage public and private interest in developing educational opportunities for many more
children in Santa Cruz County.
The visual solution was to have the kids break the ground with small golden shovels while
wearing hard hats, which reinforced the facilities development message. The compelling
photograph likely attracted more readers and better newspaper placement than if the article
had run alone.
Breaking Ground for Kids, with Kids
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Chapter 4 | Access Strategy
The California Child Development Administrators Association
(CCDAA) provides an example of a situation where children helped
get news attention and frame it well. CCDAA had put forth a bill to
i
ncrease the state reimbursement rates for early education teach-
ers, who had not received a cost of living increase in many years —
a
problem that exacerbated already high teacher turnover rates.
7
Since the CCDAA goal was to influence legislators, they held their
news conference on the steps of the state capitol in Sacramento.
Advocates wanted news stories of the event to include visuals
emphasizing their policy target. Unfortunately, despite their hard
work, they were unable to get any reporters to commit to attend the
event or cover the story.
On the morning of the event, however, a new hook presented itself.
Teachers from an early education center brought groups of
adorable children, all wearing signs pointing to the CCDAA policy
goal, such as, “Support my teacher, she supports me.”
The kids made this event a visually compelling story. Elected offi-
cials calling for investments in early education teacher salaries
were flanked by eager children singing their ABCs, which they
learned under the guidance of a dedicated teacher.
CCDAA seized the opportunity. They called all the reporters again,
letting them know that the story had been visually enhanced with
cute kids. Within minutes of the calls, three TV stations sent
reporters and camera crews. All three stations ran the story that
night on their news broadcast. The lesson was clear: When journal-
ists were given what they needed to tell a good story, the CCDAA
event and policy goal got coverage.
Moreover, the news coverage not only increased the visibility of the
issue t
o news audiences that night, but also attracted state repre-
sentatives, who came out to address the crowd and to lend their
voices publicly to the child care call when they saw the cameras.
Bringing children to the event clearly secured the news attention
and therefore the attention of policymakers. By having the children
w
ear signs such as, “Incr
ease m
y teacher’s pay so she can stay,”
advocates also ensured that the compelling visual of children would
be connect
ed bac
k to their policy goal of increasing teacher
salaries.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
Depending on your policy goal, kids may not be the best visual for your story. Staff of the
National Economic Development and Law Center (NEDLC), as part of the Local Investment
in Child Care (LINCC) project, wanted to demonstrate the importance of child care to the
California economy
.
8
Their objective was to get policymakers to grant child care the same
level of attention and resources given to other industries crucial to the economic health of
the state. NEDLC and LINCC members held a news conference at the state capital to release
a report summarizing the financial contributions of the licensed child care industry to
California.
Photographs of kids would not have reinforced the policy point that child care deserves the
economic development support and protection given to other industries. Instead, organizers
created a giant check from “the licensed child care industry
,” made out to the California
economy in the amount of $5 billion, the amount of revenue that child care generates annu-
ally in the state. Second, they created graphics to compare the contribution of child care to
more recognized industries such as vegetables and women’s clothing. Both of these visuals
told a compelling story and brought home the hidden contributions of child care to
California’
s economy
.
Check Out Child Care’s Value to the Economy
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Chapter 4 | Access Strategy
D
eveloping Media Bites
Think of the news interviews you have heard in which the speaker
said something that got you to pay attention, to laugh, or, most
i
mportantly, to wholeheartedly agree with her point. Perhaps it was
a summary statement or a response to a question. Maybe the
speaker elicited irony, humor, values, or images. In any case, the
speaker said something concise and clear with conviction that res-
onated with you. In other words, she used a media bite.
One essential fact of the media is that news time (and space) is lim-
ited. When people are quoted in the media, it’s often only one or
two sentences. That doesn’t mean that the reporter doesn’t convey
advocates’ views in other parts of the article. Rather, you’re simply
more likely to be quoted in the newspaper or on a news program if
y
ou can say your point in a short, concise, compelling fashion.
Having a well-prepared and well-practiced media bite can also help
you in an interview should you get into trouble. Since a media bite
should sum up your position and help cut through the clutter, you
can use it if you find yourself drifting off topic, or if you are con-
fronted by a reporter who tries to move the interview away from your
priority area. For example, Larry Wallack, the founding director of
the Berkeley Media Studies Group, is an expert on alcohol policy
issues and is frequently interviewed by the media. When he finds
himself challenged by the opposition, or if the reporter’s questions
begin to stray from his overall goal, he brings the focus back by say-
ing, “Look, we are talking about the nation’s number-one drug prob-
lem.” It’s an attention-getting statement that helps him regain con-
trol of the conversation, regardless of what the last question was or
where the interview has drifted.
How do you develop media bites? Speak to shared values, stressing
points such as fairness, common sense, or the care and protection
of children. Talk about what is at stake and who is affected. Use the
“Support Our Youngest Citizens” frame to raise the stakes. Explain
why early care and education matters to people’s lives whether or
not they ha
v
e children, and offer a solution. Your media bites don’t
have to contain all of these elements; just try one or two.
For examples of media bites, see our policy sheets in Chapter 5,
Answ
ering Difficult Questions on page 71, and the following section,
“Cultivating Authentic Voices.”
C
ultivating Authentic Voices
Reporters need a personal story to illustrate the topics they cover;
in addition to advocates and researchers, reporters need to talk to
p
eople who have been directly impacted by a problem. In the news
room, these interview subjects are called, rather ironically, “real
people.” We refer to them as authentic voices, because their
authentic experiences bring emotional power to the story.
But the personal story — the portrait — still needs to be connected
to the policy landscape. That’s why before sending parents, child
care teachers, or other “real people” to talk with journalists, it is
important to prepare them so that they feel comfortable during the
interview and are successful at linking their personal experiences to
larger policy solutions. Preparing your messengers means you have
t
o do some preparing yourself. You will need to spend time and
resources figuring out what messengers you need and finding them.
They will need to be trained, using mock interviews, practicing talk-
ing points, and providing sample letters to the editor that they can
infuse with their own experiences and creativity. In other words,
you’ve got to help your authentic voice develop the skills they need
to succeed.
In child care stories, authentic voices might include parents who
were able to transition from welfare to work because they had
access to subsidized child care; business owners who recognize the
value of child care in creating a stable workforce; kindergarten
teachers who see the value of quality child care in preparing kids to
learn; or city planners who understand the need to have child care
centrally located to housing, employment, and transit locations.
As the above list makes clear, different members of your community
of allies — from parents to planners — have experiences with and
authority to speak about different aspects of the child care situa-
tion. A wide range of advocates can support the same goal while
arguing their point from different perspectives.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
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Chapter 4 | Access Strategy
zen”
Ventura County Star, April 7, 2002
Preschool readies children for success
READY TO LEARN: Publicly funded programs
should be available to all who choose them
I registered my daughter for kinder
garten just the other day. My red-
haired, freckle-faced little girl is only five months away from officially
being inducted into the school system. I wonder if she will be nervous on
her first day
, if she will feel comfortable in new surroundings, if she will
like her teacher and her classmates. I wonder about these things, but I do
not worry about them.
The confidence I have in my daughter’s ability to adjust to and suc-
ceed in kindergarten comes from the fact that she has spent the past two
years in a quality preschool program. She has had the benefit of group
socialization, exposure to reading, science and math and the opportunity to
assert her independence.
My husband and I feel extremely fortunate that we have the financial
resources to af
ford two years of preschool.
What if we didn’
t have those
resources or what if I were a single parent with no money to spare for pre-
school?
All of my “wonders” about my daughter
’
s success in kinder
garten
would quickly turn to “worries.”
>>
Speaking Up as a Parent and an Advocate
In the following op-ed, Patty Zoll McWaters skillfully weaves together
her experiences as a parent and as an advocate to make the case
for quality child care. Beginning the piece from the perspective of a
p
arent creates a compelling, authentic lead, while speaking knowl-
edgeably about the programmatic and policy issues encourages
r
eaders to trust her analysis and solutions. In particular, she articu-
lates the skills children gain in quality pre-kindergarten, which is
helpful for convincing policymakers who don’t have experience with
this issue. She also outlines the difference that quality pre-kinder-
garten makes for children, their parents, and our society, which
makes the case for public investment. Finally, she highlights the dis-
crepancy between the abundant scientific knowledge of what chil-
dren need and the lack of political motivation to put that knowledge
into action.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Children who are unable to attend a quality preschool program are at a
significant disadvantage when starting kindergarten. Studies show pre-
s
chool-age children have a tremendous capacity to learn.
It’s more than just socialization. Children grow in their reading, mathe-
m
atics and science skills. The foundation for each of these academic areas
c
an be cultivated by a quality preschool experience. In addition, we know
that children who attend a high-quality preschool are less likely to be held
back a grade, be placed in special education or drop out of school than
those who do not have this experience.
If a child’s capacity to learn is so fertile between the ages of 3 to 5,
why are we waiting until kindergarten to give all children equal access to
education? It is time for our country to recognize the benefits of early edu-
cation, as it long has for older children, by making publicly funded pre-
school available to all children whose parents choose to enroll them.
Fortunately, some groups understand the importance of early educa-
tion. A recently released report titled “Preschool For All” by the Committee
for Economic Development argues that states should take the lead in devel-
oping a logical system of early education. The report also proposes that
financial responsibility for preschool should be equally shared by the fed-
eral and state governments, with today’
s parental costs scaled back over
time.
Such cost sharing is only fair, as high-quality preschool programs ben-
efit our society, as well as individual children and families. California leg-
islators also acknowledge the need to integrate publicly funded preschool
programs into the existing system of early education, although that
acknowledgement needs to be turned into action.
A strategic plan for education, currently being developed by a joint
legislative committee, includes a component to ensure that every child has
access to activities and experiences that promote early learning and school
readiness.
However, the adoption of this strategic plan may still be several years
away and it is unclear whether legislators will commit the necessary fund
-
ing to start up and sustain a universal preschool system.
So, while it appears that support for a universal preschool system is
widening, a true commitment on the part of legislators is still needed. It is
my hope for the future that all parents have the option to choose preschool
for their child, regardless of their financial resources. When this day comes,
perhaps all parents will approach the first day of kindergarten with excite-
ment, not with worry and uncertainty.
P
atty Zoll McWaters of Ventura is an advocate for quality child care and early
education prog
r
ams in V
entur
a County.
© 2002, Reprinted by permission from the
Ventura County Star
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Chapter 4 | Access Strategy
What motivates different groups?
In Chapter 3, we discussed how important it is to understand the
v
alues and motivations of your target. What would encourage a gov-
ernor to support investments in early childhood education might be
v
ery different from what would motivate a business person to do so.
In trying to deliver the right message to each audience, select an
appropriate spokesperson. Hearing a call to action from a peer may
have a stronger effect on your target than a request from an out-
sider. Who has the power to make the change you want? Who might
they listen to? What would that authentic voice say from their
unique position? Remember, as the old saying goes, “The messen-
ger is the message.”
What follows is a list of some authentic voices and the points on
which they might focus. The list isn’t exhaustive. Use it to spark your
own creativity, develop media bites, choose and train your authentic
voices, and imagine how you can best move your target to act.
Business leaders
• Quality child care improves employee productivity.
Parents who aren’t worried about their kids are more
focused on their work.
• Early childhood education helps prepare and educate
the employees of tomorrow.
• We want to be good corporate citizens, and investments
in early childhood education are a great way to “give
back” to the community.
• Child care is part of the critical infrastructure that
mak
es t
he local econom
y sound for our business.
Child development researcher/academic
• Early childhood education ensures that kids will be
ready and able to succeed when they begin school.
• Brain research shows that the early years are critical
years. Early childhood education can positively impact a
child’s physical, emotional and cognitive development.
• Studies have shown that every dollar spent on early
childhood education programs saves seven dollars on
crime, sc
hool absent
eeism, and ot
her expenses lat
er
.
9
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Clergy
• Child care centers and homes have become our new
community centers, places where the ties among par-
ents, children, neighbors, and the community are
strengthened. Early childhood education is an invest-
ment in the social fabric.
Early childhood education teachers and providers
• As a child care teacher, I know that quality counts.
When I get more training, I can improve the curriculum
and stimulating environment for the kids in my class,
and provide them with the solid foundation they need.
• We are not just teachers; we are business people who
make a contribution to our local economy through the
wages we pay and the goods we purchase. When our
business is solvent, it helps our community’s economy
to thrive.
Governors and state legislators
• Child care means more jobs, higher revenues, more
secure parental employment, and better business pro-
ductivity.
• America isn’t about divisions between the haves and
the have-nots. America is about making sure everyone
has an opportunity to learn and achieve. Early childhood
education provides that opportunity.
• Even when the economy slows, we live in the most pros-
perous and wealthy nation in all of history. There is no
good reason why we can’t support and fund programs
t
hat pr
ovide such a valuable service for our children and
parents.
K-12 teachers
• As teachers, we can tell when kids have had a quality
early education. Quality early childhood education
means kids learn how to share, follow directions, and
work well with other children. It ensures that kids will be
r
eady and able t
o succeed when t
he
y begin sc
hool.
•
Br
ain r
esear
c
h sho
ws that the early years are critical
years. Early childhood education can positively impact a
c
hild’s ph
ysical, emotional, and cognitiv
e development.
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Chapter 4 | Access Strategy
Law enforcement
• Studies have shown that every dollar spent on early
childhood education programs saves seven dollars on
crime, school absenteeism, and other expenses later.
9
• You’ve got to spend money to save money. If we don’t
pay for these programs now, we’re going to spend much
more on bigger problems down the road.
Local planners
• By providing a safe place for kids when parents work,
child care makes for brighter, more livable communities.
Communities with quality child care are more family-
friendly places to live and attract profitable businesses.
• Child care is part of our vital infrastructure, just like
roads, public transportation, and housing. We need to
address it with the same seriousness.
Mayors, city council members, local officials
• Child care is necessary for a thriving local economy
because it means parents can work, spend money
locally, and take care of their families.
• America isn’t about divisions between the haves and
the have-nots. America is about making sure everyone
has an opportunity to learn and achieve.
• Child care, specifically subsidized care, brings in state
and f
ederal monies that help support our economy.
Non-parents
• Child care makes our community more inviting, which is
cer
t
ainl
y good f
or our long-t
er
m economic and social
health, not to mention property values.
• This is simply an issue of making the world a better
place. Pr
o
viding q
uality c
hild care can make a big differ-
ence t
o c
hildr
en and the citizens they will become. It’s
good for us all.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Parents
• We no longer live surrounded by our extended family.
Child care centers and homes are our new community
centers, where we know our children will be cared for
with love and support, and where we can connect with
other parents.
• We know that we’re responsible for our children’s edu-
cation. We also know that our children benefit from the
socialization and learning opportunities that can come
from a child care center. We see the incredible benefits
of good child care for our kids. They are happy, confi-
dent, and learning.
• Child care allows us to work. Without it, we wouldn’t be
able to hold down jobs and provide for our families.
Realtors
• Child care, by providing a safe place for kids when par-
ents work, creates family-friendly communities. Child
care makes our community more inviting to families,
which is good for our long-term economic and social
health, not to mention property values.
• Accessible, affordable child care is a community benefit
my clients demand.
School board members
• Early childhood education ensures that kids will be
ready and able to succeed when they begin school. Our
schools will be more successful if our students enter
with a foundation from which to learn.
• Quality early childhood education can reduce the need
f
or, and the costs associated with, K-12 special educa-
tion, which is good for the education of all students.
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Chapter 4 | Access Strategy
Seniors
• What kind of legacy are we leaving for our children?
What do we as seniors want to be remembered for?
Providing quality child care can provide children with
high-quality lives. That’s something to be remembered
for.
• Children grow up. The care they get now will shape the
world they live in when they get to be my age.
• Early childhood education ensures that our grandchil-
dren will be ready and able to succeed when they begin
school.
Unions
• Child care means more jobs, higher revenues, more
secure parental employment, and better worker produc-
tivity.
• Our members know that society runs more smoothly
when everyone has access to the basics: education,
health care, and child care.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
California advocates from the Alameda County Local Investment in Child Care (LINCC)
project wanted to engage three groups in their campaign to improve early education: busi-
ness leaders, local elected officials, and state elected officials.
1
0
In planning a news event,
advocates made sure that they had speakers from each of these groups publicly appeal to
their peers. As evident in the following article, each group’s representative was best able to
make the case for what their part of the solution must be. For example, business leaders
emphasized the need for business owners to open centers to care for their employees’ chil-
dren. Local government officials highlighted the need for local governments to plan for child
care needs and allot money accordingly. A state government official lobbied for a bill that
would put millions into teacher wage increases and facility development.
Altogether
, the spokespeople expanded the frame on child care from a personal, family prob
-
lem to an issue that, if not addressed, would damage the economic health and vitality of the
community. State Senator Liz Figueroa summed it up by saying, “If there are not enough
child care facilities to accommodate our growing workforce, people will choose to live and
work somewhere else.”
Alameda County in Action
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
C
alculating Social Math
“Everyone working to increase investments in early education needs
to be able to roll off their lips a concise, good statement about the
u
nmet needs of children. We need to offer concrete answers and
put the numbers in a context that makes sense.”
11
— Patty Siegel,
California Child Care Resource and Referral Network
Every day, people are bombarded with news stories involving very
large numbers. We hear about billions of dollars for various pro-
grams, or hundreds of thousands of people at risk for a particular
disease. After a certain point, the numbers stop making sense,
which is why advocates must become skilled at social math. Social
math is the practice of translating statistics and other data so they
become interesting to the journalist, meaningful to the audience,
and helpful in advancing a policy.
By placing statistics in a context that provides instant meaning,
social math makes large numbers comprehensible and compelling.
It helps people see the importance or meaning of the numbers,
rather than the numbers themselves.
To do this, first, choose your statistics wisely. It’s critical that you
select numbers that best support your policy goal, and only those
that would be compelling to journalists and policymakers. Also,
keep the overall number of statistics you use in interviews, graphs,
and other media-related materials to a minimum. The more num-
bers you provide, the more likely your point will be lost.
Once you’ve selected which numbers to use, it’s time to make some
creative comparisons. Try one of the following:
Break the numbers down by time:
If you know t
he amount o
v
er a year, what does that look like per
hour? Per minute? For example, the average annual salary of a
c
hild car
e worker nationally is $15,430,
12
r
oughl
y $7.42 per
hour
. While many people understand that an annual salary of
$15,430 is low, breaking the figure down by the hour reinforces
that point — and makes the need for some kind of intervention
e
v
en mor
e clear
.
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Chapter 4 | Access Strategy
Break down the numbers by place:
Comparing a statistic with a well-known place can give people a
sense of the statistic’s magnitude. For instance, approximately
2
50,000 children are on waiting lists for child care subsidies in
California. That’s enough children to fill almost every seat in
e
very Major League ballpark in California.
13
S
uch a comparison
helps us visualize the scope of the problem and makes a solu-
tion all the more imperative.
Provide comparisons with familiar things:
Again, the point is for people to focus on the meaning behind
the numbers, rather than the numbers themselves. For example,
“While Head Start is a successful, celebrated educational pro-
gram it is so underfunded that it serves only about three-fifths of
the eligible children.
14
Applying that proportion to social security
would mean that almost 13 million currently eligible seniors
wouldn’t receive benefits.”
1
5
Policymakers would stand up and
act quickly in that case. This social math example helps put
pressure on them to do the same for children.
Provide ironic comparisons:
For example, the average annual cost of full-time, licensed, cen-
ter-based care for a child under age two in California is twice the
tuition at the University of California at Berkeley.
16
What’s ironic
here is how out of balance our public conversation is. Parents
and the public focus so much on the cost of college when earlier
education is dramatically more expensive.
Or, in another ironic comparison:
The average child care teacher makes $15,430 a year. Does
that salary reflect our society’s priorities? In comparison, child
car
e teachers make less than locker room attendants
($17, 230),
17
service station workers ($17,280),
18
or laboratory
animal caretakers ($18,570).
19
Child care teachers make only
half as much as correctional facility officers and jailers
($33,770).
20
This comparison underscor
es t
he value (or lack thereof) that we
place on those who care for our children and, by extension, the
deg
r
ee to which our society values our children.
Localize t
he number
s:
Make comparisons that will resonate with community members
and policymakers. For example, saying, “Center-based child care
for an infant costs $11,450 per year in Seattle, Washington” is
one t
hing. Sa
ying, “In Seattle, W
ashingt
on, a f
at
her making mini
-
mum wage would have to spend 79% of his income per year to
place his baby in a licensed care center”
21
is much more power-
ful because it illus
tr
at
es why it is impossible.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
zen”
As part of its work on the Local Investment in Child Care (LINCC) project, the National
Economic Development and Law Center (NEDLC) released a report examining the economic
contributions of the licensed child care industry. As it turns out, those contributions are con-
siderable: The industry generates approximately $5 billion per year.
Such numbers, however, weren’t going to provide much punch on their own, so NEDLC
compared child care to other more prominent — and recognizable — industries in the state.
The resulting graph helped NEDLC and LINCC make the case that child care, as a contribu-
tor to the state’s economic vitality, deserves the same attention and resources afforded to
other industries.
22
Social Math in Action: Child Care and the Vegetable Industry
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Chapter 4 | Access Strategy
Preparing to make your case with social math
Before a journalist interviews you, there will likely be certain num-
b
ers related to your policy goal that you will want to have ready,
both as a stand-alone statistic and as a social math comparison.
B
elow are several examples. Some may be difficult to get in your
region or may not apply to the goals you are pursuing, but with
whatever numbers you choose to use, be creative in developing
those social math comparisons.
Providers — Improving salaries and/or training
• Average provider salaries compared to averages in other
sectors (e.g., kindergarten teachers, garbage collectors,
ot
her local jobs)
• Percentage of providers with health and retirement ben-
efits
• Requirements/amount of time needed to earn a degree
in child development
• Costs of continuing early childhood education at local
community colleges
• Availability of community colleges offering early child-
hood education degree or certification programs
Costs of child care
• Cost of child care by age group
•
Cost of child care as a percentage of family income
Supply of child care
• Licensed slots available in region vs. estimated need
• Breakdown of available slots (e.g., infant, toddler, pre-
school)
• Slots available during nontraditional hours or for spe-
cial-needs kids
• Percentage of children ages 0–13 with working parents
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Subsidy issues
• Waiting lists for subsidized programs
• Qualifying income level for subsidized programs
• Number of eligible kids not receiving care
• How much higher is the true cost of care than the state
reimbursement rate?
Facilities-related issues
• Red tape: the number of permits needed to open and
operate facilities, the cost and amount of time to obtain
them, etc.
• Number and cost of permits needed for child care facili-
ties compared to animal shelters, alcohol-related stores,
or other establishments
• Number of local child care programs that open and
close yearly
Quality
• Ratio of kids to providers for high-quality programs at
different ages
• Annual teacher turnover rates
• Contrast number of teachers leaving the profession with
the number of early childhood education graduates
locally
Universal preschool
• Cost estimates
• Number of kids who might enroll
• Number of facilities currently available to handle the
pot
ential demand
Conclusion
We hope that after reading this chapter, your head is now brimming
with creative ideas to attract the media’s attention and help you tell
your child care policy story in an effective, compelling way. We’re
also hopeful that the excitement that often surrounds news confer-
ences, a sharp editorial, clever media bites, and well-prepared
spokespeople hasn’t clouded one of our earlier and most important
points: It’s not (just) about the media.
Your media work will be more efficient, more focused, and, most
importantly, more effective if you continually keep your policy goal
at the forefront of your planning. After all, it’s policy improvements,
and not simply media exposure, that will ultimately improve the
child care landscape. An interested reporter or a great story alone
may feel like a success — and on one level it certainly is — but with-
out the clear call for policy change, and without the necessary
grassroots support to push for that change, the amplified voice pro-
vided by the media might be forgotten and fade away.
So, keep your primary goals in mind, and don’t neglect the impor-
tance and necessity of well-developed overall, media, and message
strategies. Working with the media takes time, sweat, and money.
Make sure it’s all worthwhile.
In the next chapter, we apply our advice in this book to some com-
mon early education policy goals. You will find five sections, each
organized around a different policy goal, and each with sample
messages, media bites, social math, and authentic voice ideas that
support that goal. We hope you will adapt and use these materials
to make news strategically and improve child care.
1
Wallack, L., Woodruff K., Dorfman L., and Diaz, I., News for a Change: An advo-
cat
e’s guide t
o w
orking with the media
. Thousand Oak
s, C
A: Sag
e Publications,
1999.
2
Conv
ersation with Anne Arnesen, Wisconsin Council on Children and Families, Fall
2002, and e-mail correspondence, May 8, 2003.
3
Wohl, Faith, “Tales of a Winter Storm,” Reprinted by permission. The New York
T
imes
, Mar
c
h 8, 200
1
, p22A.
4
The New York Times, west coast edition. August 7, 2000. Advertisement developed
b
y Coleman A
dv
ocat
es f
or Y
outh, San Francisco, CA.
5
Nina Sazer O’Donnell, F
amilies and W
ork Ins
titut
e. S
t
atement made at Berkeley
Media S
tudies Gr
oup r
oundt
able meeting, June 11, 2002, Berkeley, CA.
6
F
or mor
e inf
or
mation, cont
act David Foster at Child Care Ventures, Santa Cruz, CA,
(83
1) 477-5534.
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Chapter 4 | Access Strategy
7
For more information, contact the California Child Development Administrators
Association, Oakland, CA. www.ccdaa.org.
8
For more information contact the National Economic Development and Law Center,
Oakland, CA. www.nedlc.org.
9
High/Scope Educational Research Foundation, High/Scope, July 2003. www.high-
scope.org/Research/PerryProject/perryfact.htm.
10
Marcucci, Michele, “Child care crisis seen posing economic peril,” Oakland
Tribune, February 24, 2001.
11
Siegel, Patty, California Child Care Resource and Referral Network. Statement
made at Berkeley Media Studies Group roundtable meeting, June 11, 2002,
Berkeley, CA.
12
Edwards, V.B. (Ed.),“Building Blocks for Success: State Efforts in Early Childhood
Education,” Education Week, Vol. XXI (17). January 10, 2002, p21.
13
Munsey and Suppes, Ballparks, Fall 2002. www.ballparks.com.
14
Belsie, Laurent, “Preschools are popping at the seams,” Christian Science
Monitor, July 9, 2002, p13 Features Section.
15
Social Security Administration, Monthly Statistical Snapshot, March 2003.
www.ssa.gov/policy/docs/quickfacts/stat_snapshot/index.html.
16
Trounson, Rebecca, “UC Regents Increase Nonresident Tuition,” Los Angeles
Times, July 19, 2002, p7 California Metro.
17
U.S. Department of Labor: Bureau of Labor Statistics, 2001 National Occupational
Employment and Wage Estimates. www.bls.gov/oes/2001/oes393093.
18
U.S. Department of Labor: Bureau of Labor Statistics, 2001 National Occupational
Employment and Wage Estimates. www.bls.gov/oes/2001/oes536031.
19
U.S. Department of Labor: Bureau of Labor Statistics, 2001 National Occupational
Employment and Wage Estimates. www.bls.gov/oes/2001/oes319096.
20
U.S. Department of Labor: Bureau of Labor Statistics, 2001 National Occupational
Employment and Wage Estimates. www.bls.gov/oes/2001/oes333012.
21
Facilities and Rates in King County, Child Care Resources, May 9, 2003.
www.childcare.org/community/stats-facilities-rates-kc.htm#Seattle.
22
Moss, Stephen, M.P.P., The Economic Impact of the Child Care Industry in
California. Oakland, CA: National Economic Development and Law Center, 2001.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
119
Chapter 5
Making the Case: Applying the Frames to Specific Policies
In the previous chapters, we provided a general conceptual frame-
work and child care-specific examples for each layer of media advo-
cacy, including overall strategy, media strategy, message strategy,
and access strategy. But, arguments about child care don’t happen
in a vacuum — they take place in the context of a specific policy
debate. So, in this chapter we’ve chosen several policy areas and
developed examples and messages that we hope you can build on
in your real-world advocacy work. The policy areas are:
Im
pr
oving Quality
Universal Preschool
Subsidies for Low-Income Families
Child Care Teacher Development
Facilities Development
For each policy area, we apply the elements of a media advocacy
plan that you have read about in this book. We clarify the possible
goal and offer sample objectives, tactics, and targets for each policy
area. (Be aw
ar
e that certain tactics may be applicable to multiple
objectives, even if they are not listed as such here.) We present
media bit
es based on the five key values frames outlined in our
message hierarchy in Chapter 3. We suggest other story elements —
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
spokespeople, visuals, and social math — that can help you pack-
age the issue in a way that will help reporters tell a complete, news-
worthy story.
As always, these suggestions are meant to spark your own ideas.
We are not child care policy experts, so trust your own instincts on
the policy objectives and targets. Due to local variations, not every
policy or strategy will apply everywhere. For example, our tactics
related to “Universal Preschool” suggest increasing the number of
family-, center-, and school-based facilities. In Georgia, though,
advocates’ preschool expansion strategy applies only to centers and
schools. We are sure that you will find similar variations across the
board; don’t let them get in your way. Adapt, customize and expand
upon the messages and story elements so they will be most effec-
tive for your particular media advocacy efforts. Each element will be
most effective if you put it in the context of your current policy aim.
Use the examples as starting points for making the case for your
policy solution.
Overall, we hope that this section will illustrate how media advocacy
can come to life and will inspire you to help build a case for the sub-
stantive changes that need to be made for children, families, and
our society.
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Chapter 5 | Making the Case
Improving Quality
Strategy
G
oal:
All children receive high-quality educational child care that prepares
them to excel in school and life.
Sample Objectives:
1. Develop educationally stimulating child care provided by consis-
tent, well-trained, and well-compensated teachers in age-appropri-
ate, engaging settings
Tactic: Provide scholarships and compensation increases to child
care teachers when they complete additional education
classes
Targets: Local child care planning and funding entities, state policy-
makers, corporate/business donors, foundations, commu-
nity college officials
Tactic: Increase reimbursement payments to subsidized programs
based on their measurable quality improvements
Targets: State and federal policymakers
Tactic: Increase the quality set aside for federal child care funding
Targets: U.S. Congress, President
2. Increase access to high-quality child care
T
actic: Provide funding to enroll all eligible children in high-quality
programs such as Head Start and Early Head Start
T
ar
gets: State and federal policymakers
Tactic: Establish a standards-based rating system to indicate the
le
vel of accreditation/quality offered by each child care pro-
gram
Targets: State licensing agency, child care advocates
Tactic: Fund loans and/or grant programs to improve the safety
and quality of children’s play and learning spaces
T
arg
ets: State policymakers, banks and credit union loan officers,
local child care planning councils and funding entities
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Sample Message:
Applying the Values Frames to Improving Quality
Quality improvements in child care and early education will build a
better future for us all, translating into rewarding, engaged commu-
nities in years to come. We know that improving quality can be done
if we set our minds to it: The U.S. military improved the quality of its
early care system because it knew about the payoff for children,
who learn in stimulating environments with well-trained teachers. It
makes sense, since children’s brains develop at such rapid rates
when they are young. With so many kids in care, we should do all
we can to make sure that care is of the highest quality possible.
S
tory Elements
Media Bites
“Support Our Youngest Citizens” frame
We all have a stake in making sure that all children get the qual-
ity care and education they need. They will grow up to be our
neighbors, our doctors, our firefighters, and our political leaders.
Quality early childhood education provides our youngest citizens
with strong foundations.
“Our Can-Do Spirit Will Get Us There” frame
Our military figured out how to do child care right by investing in
quality and universal access. Our government knows how; it just
needs to be created for all Americans.
Pro
viding high-quality c
hild car
e to all of our children is a chal-
leng
e, but as Americans, we solve big problems — we put a man
on t
he moon — when we are determined and dedicate the
resources to do it.
“With So Many Kids in Care, Let’s Do it Right” frame
“The question is not just how many children are going to be in
child care. The issue is: How do we make the child care and
early education t
he c
hildr
en are in better?”
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Chapter 5 | Making the Case
“Child Care Is Early Learning” frame
Child care is more than babysitting. It fosters children’s social
and educational development. The higher the quality of care, the
m
ore children will learn, develop, and grow during this critical
period of life.
“Take Advantage of Early Brain Development” frame
The brains of infants and toddlers develop at a fantastic rate.
High-quality child care takes advantage of that window of oppor-
tunity by nurturing and encouraging their learning and laying the
foundation for a lifetime of success in school and life.
Messengers
Kindergarten teachers, who can tell which kids have attended qual-
ity preschool by their readiness to learn in the classroom
Law enforcement officials, who can talk about the role of quality
care in preventing delinquency and other problems
Parents, who can describe the benefits of quality care on their chil-
dren’s development
Brain scientists and social science researchers, who can provide
evidence of the importance of stimulating, nurturing care
Early childhood education specialists, who can paint a picture of a
high-quality care setting
Business leaders, who can say “you get what you pay for” — that
quality care for kids now means a quality workforce in the future
Military officers, who can talk about the importance of child care in
allowing military parents to focus on their work
Metaphors
Plants can’t grow well if their soil is poor, if the pot they are in is too
small, or if they don’t get enough light. Similarly, children can’t
grow into healthy adults if the quality of their surroundings is
poor, if they don’t have adequate space to run and play, and if
t
he
y don’t g
et proper nurturing.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Visuals
Contrast images of a high-quality educational center with a low-qual-
ity, less stimulating environment. Show kids interacting with one
another or with a teacher as opposed to sitting passively and
watching TV.
Social Math/Data
Share clear data demonstrating the success of quality programs
(just remember to keep it simple). For example, “Eighty-three
percent of Head Start graduates left kindergarten knowing their
letters. Basically, Head Start worked. It prepared them for kinder-
garten.”
1
Speak to the economic “payoff” of investments in child care. For
instance, adults born in poverty who participated in a high-qual-
ity, active-learning preschool program at ages three and four
have half as many criminal arrests, and higher earnings. Over
participants’ lifetimes, the public is receiving an estimated $7.16
for every dollar originally invested.
2
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Chapter 5 | Making the Case
Universal Preschool
Strategy
G
oal:
Make free, high-quality preschool available to all four-year-olds (or
three- and four-year-olds) whose parents want it.
Sample Objectives:
1. Increase the number of quality programs
Tactic: Increase overall program funding levels for child care family
homes, centers, and school-based preschools that adhere
to quality standards
Targets: State and federal policymakers, governors
2. Increase the number of facilities
Tactic: Offer financial incentives, such as low-interest loans, to
build more facilities appropriate for preschoolers in areas
that lack capacity
Targets: Banks and credit unions that can fund facilities loans; state
policymakers; real estate developers
3. Improve statewide quality standards for preschools
Tactic: Lower student-to-teacher ratios, mandate high-quality cur-
ricula, increase training requirements for teachers, etc.
Targets: Department of Education, state policymakers, licensing
agency
Sample Message:
Appl
ying t
he V
alues F
rames to Universal Preschool
U
niv
ersal preschool prepares our youngest citizens for their roles in
our society. Preschool does this by giving children consistent, nur-
turing r
elationships in structured environments that help them learn
and stimulate healthy development. Providing quality preschool for
every child whose parents want it is not an easy task, but it is cer-
t
ainl
y achiev
able. Jus
t as we made higher education accessible with
the GI Bill, we can build on and improve systems already in place. It
is w
or
t
h our effort, because with so many parents working, and so
man
y kids in car
e, we should find a way to do this right.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Story Elements
Media Bites
“Support Our Youngest Citizens” frame
“Pre-K is not a partisan political issue. There isn’t a single four-
year-old in Florida who is a registered Democrat, Republican, or
Independent. But all of them — and the four-year-olds who follow
them — will benefit in ways that will make Florida a better
place.”
3
“Our Can-Do Spirit Will Get Us There” frame
“It took vision to save Yosemite, dig the Panama Canal, build the
Golden Gate Bridge, or go to the moon, but we did it. Some
believe universal preschool is the next big idea. Count me in as
one of those who believes.”
4
“With So Many Kids in Care, Let’s Do It Right” frame
Two-thirds of all women with preschool-aged children now work
outside the home. Universal preschool would ensure that all chil-
dren receive high-quality education while their parents are work-
ing to support their families.
Investing in quality preschool makes economic sense because it
builds a foundation for early learning and development for all
our children that ultimately saves taxpayers a tremendous
amount of money.
“Child Care Is Early Learning” frame
“Quality preschool programs are a key piece of education reform
because they r
eac
h c
hildren at a critical time in their develop-
ment and prepare them for formal schooling.”
5
Universal preschool gives children the opportunity to learn from
adults who ar
e tr
ained to nurture their social development and
eag
erness to learn.
“Kids who att
end a good preschool program acquire the disci-
pline of the school day. They learn sound concepts, letters, num-
bers. They’re ready to learn and they’re used to dealing with
t
heir peer
s.”
6
“Take Advantage of Early Brain Development” frame
U
niv
er
sal pr
eschool is important because children’s brains are
g
r
o
wing and developing well before they are in kindergarten.
127
Messengers
Kindergarten teachers, who can describe how well-prepared kids
are more likely to succeed in school when they have attended a
good preschool, and who can also attest to the challenge of hav-
ing one-quarter of their class ill-prepared
Education reform advocates, who can speak about the role of pre-
school in paving the way for excellence in K-12 education
Parents, who can describe how preschool gives their child new
experiences and educational opportunities
Police officers, who see universal preschool as a means of reducing
future juvenile and adult crime
Business people, who can speak to the value of preparing the
future workforce, or to the need for their employees to have sta-
ble care for their children
Metaphors
Vaccinations: Children can’t start school unless their bodies are pre-
pared — that’s why we vaccinate them. Quality preschool will do
the same thing with their minds, prepare them for school.
Visuals
Show kids in supervised, interactive group learning activities.
Social Math/Data
Explain how the investment in child care pays off. For example, for
e
v
er
y dollar spent on q
uality pr
eschool, more than seven are
returned to society, by reducing crime and social service costs
and increasing tax revenue.
7
Highlight t
he lear
ning implications of preschool. For instance, if 100
c
hildren emerge from first grade not knowing how to read well,
88 of them will still not read well by the fourth grade.
8
A
c
kno
wledgments
Special thanks to the Education Commission of the States, Florida
Pr
e-K 4 All, and V
oices f
or Florida’s Children for resources and
mat
erials used in this section.
Chapter 5 | Making the Case
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Child Care Subsidies for Low-Income Families
Strategy
G
oal:
Make affordable child care available for all low-income families
Sample Objective:
Increase federal and state funding for subsidized child care
Tactic: Increase federal funding to provide federal child care pro-
gram subsidies for all eligible families
Targets: State and federal policymakers, governors
Tactic: Expand eligibility levels for federal child care programs
(e.g., raise the qualifying income levels)
Targets: U.S. Congress, the President
Tactic: Expand eligibility levels for state child care programs (e.g.,
raise qualifying income levels)
Targets: State legislators, governors
Tactic: Maintain and/or increase child care subsidy stipends for
former welfare recipients
Target: State and federal policymakers, governors
Tactic: Increase levels of reimbursements for providers of subsi-
dized care
T
argets: State and federal policymakers, governors
129
Chapter 5 | Making the Case
Sample Message:
Applying the Values Frames to Low-Income Subsidies
M
aking child care affordable for all families will enable us to build a
strong, productive society starting with our youngest citizens. It
requires political will, but we can do that — we’ve done it before.
The stakes are high, so the imperative is strong: Children learn to
be cooperative in a stimulating, nurturing environment, and they do
better in school when they have had a good start. All children’s
brains develop rapidly when they are young, regardless of how
much money their parents bring home. The children of working par-
ents should not be penalized because of the high cost of care.
Subsidies make sense to keep parents working and contributing,
and to give their children the best chance to succeed.
Story Elements
Media bites
“Support Our Youngest Citizens” frame
We must ensure that all of our youngest citizens grow up to be
productive, healthy members of society. We can build the foun-
dation for a strong society by ensuring that quality child care is
available to all families, especially those with the greatest needs.
“Our Can-Do Spirit Will Get Us There” frame
Finding the resources to meet the child care needs of low-
income f
amilies will be a challenge, but as Americans we excel
at meeting challenges. We created a quality child care system
for all military families that we should now extend to other
American families.
Head Start proves that we can create a successful, quality early
education progr
am. Our c
hallenge now is to fully fund the pro-
gram so that all eligible children can benefit from this success.
“W
ith So Many Kids in Care, Let’s Do It Right” frame
With so many mothers in the workforce, we have to be sure that
their kids are getting the care they need to grow and thrive.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
“Child Care Is Early Learning” frame
Child care can help children leapfrog over disadvantages.
Nurturing, educational care from trained teachers means kids
h
ave a better shot at later school success.
“Take Advantage of Early Brain Development” frame
We must take advantage of the window of opportunity to
enhance early brain development. We must give all children,
especially those from disadvantaged backgrounds, the opportu-
nity to reach their highest potential by subsidizing high-quality
child care.
All children’s brains develop exponentially; rich or poor, they all
need the stimulating, nurturing environments provided by high-
q
uality care. Subsidies will help make this care affordable to
everyone.
Messengers
Low-income parents, who, because of subsidies, have been able to
pursue education or employment, allowing them to be more self-
sufficient
Upper income parents, who, seeing the benefits provided by their
children’s child care, want that same benefit for all children
Kindergarten teachers, who can tell which low-income kids have
had strong early learning opportunities and enter their class-
rooms prepared
Police officers, who see child care (including after-school care) as a
means of reducing future juvenile and adult crime
Business leader
s, who unders
t
and that workforce and marketplace
needs of tomorrow depend on preparing children today
131
Chapter 5 | Making the Case
Metaphors
Child care as the first step that allows parents to climb the career
ladder
Patchwork quilt of inadequate, informal care that parents have to
stitch together
Visuals
Create a pie chart showing a middle- or low-income family’s expen-
ditures on housing, transportation, child care, etc. Such a chart
could then be compared with charts showing the market rate
cost of child care as a percentage of family income.
Cut out paper dolls representing the number of children waiting for
subsidized care. The scale (e.g., one doll equals 100 children)
could be altered to fit the space available (e.g., a wall, a large
stage, the steps of a capitol building).
Social Math/Data
Compare the cost of care with a minimum wage worker’s salary. For
example, the average cost of infant care in Boston is $12,324,
more than a minimum wage worker there makes in a year.
9
Use creative comparisons to articulate the need for care. For
instance, a quarter of a million kids are waiting for spaces in
subsidized child care in California. That’s the same as having
3,246 packed school buses driving around the state each day
with no place to go.
10
List how many employees are able to work because of subsidized
care, and list employers who benefit.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Child Care Teacher Development
Strategy
G
oal:
Well-trained and consistent child care teachers will be available for
all child care settings
Sample Objective:
Improve salaries, benefits, and the training/qualifications of early
education teachers to reduce staff turnover
Tactic: Implement scholarships and wage-enhancing programs
based on increased teacher education or training
Targets: Local child care planning or funding entities, state policy-
makers, corporate/business donors, foundations
Tactic: Provide business skills training for child care providers to
stabilize child care supply
Targets: Government business development entities, such as Small
Business Development Centers, SCORE (a group of small
business consultants affiliated with the U.S. Small
Business Administration), etc.; community colleges (e.g.
business programs)
Tactic: Expand early childhood development curricula at all institu-
tions of higher education
T
arg
ets: Higher education representatives, state legislators, gover-
nors
Tactic: Allow child care teachers to enroll in state health care pro-
grams
Targets: State legislators, governors
133
Chapter 5 | Making the Case
Sample Message:
Applying the Values Frames to Child Care Teacher Development
C
hild care is an employment issue with far-reaching effects, not just
on the economy, but also on the development of our youngest citi-
zens. A highly qualified teacher, there day in and day out, is a key
component of a nurturing and stimulating environment that allows
children to develop their minds and bodies at a time when their
brains are growing exponentially. Providing decent wages and ade-
quate training for early childhood education teachers across the
nation is a big task, but the military did it, and so can we.
Story Elements
Media Bites
“Support Our Youngest Citizens” frame
Children will more likely develop into productive, caring citizens if
they can learn from qualified teachers who are well prepared
and compensated enough to remain in the field.
Making sure our youngest citizens are nurtured and education-
ally stimulated while their parents can’t be there is one of the
most important tasks in our society. We must invest in the train-
ing and salaries of child care teachers so that we attract and
retain the best professionals to work with our children.
“Our Can-Do Spirit Will Get Us There” frame
Stabilizing and strengthening our labor force of child care teach-
ers will be a challenge, but as Americans we are used to tackling
tough problems. We know the solutions; we just have to fund
them.
Since America mastered the assembly line, the skyscraper, and
air flight, finding solutions to the child care teacher development
c
halleng
e is well within our abilities.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
“With So Many Kids in Care, Let’s Do It Right” frame
With so many parents depending on child care, our economy
depends on maintaining a stable, dependable child care labor
f
orce.
How can we expect early education teachers to stay in a field
where they earn so little that they qualify for low-income child
care subsidies themselves? What would happen to our economy
if they all left the field, even for one day?
We don’t allow barbers to start their jobs without formal training.
Caring for children is even more important — their teachers need
good training.
Child care’s hidden and inappropriate subsidy is the low wages
of child care providers. Let’s give teachers the compensation
they need to do their jobs well.
“Child Care Is Early Learning” frame
My son didn’t know from one day to the next who his teacher
was going to be. That’s not good for his sense of security, confi-
dence, or learning.
You can’t do right by children — or their learning — if their teach-
ers are going through a revolving door, with a new one appearing
several times a year.
“Take Advantage of Early Brain Development” frame
The brains of infants and toddlers develop so quickly. Well-pre-
pared early childhood education teachers help make certain that
each child reaches his or her potential during this crucial window
of opportunity.
Childr
en can lear
n so muc
h before kindergarten if they have
well-trained and consistent teachers to help them explore the
w
orld and learn. That’s why we need to increase salaries and
keep good teachers in the field.
135
Chapter 5 | Making the Case
Messengers
Child care administrators, who can talk about the negative impacts
of staff turnover
Employers, who recognize that their employees will miss work if the
child care system is unstable or inadequate
Parents, who are thankful for what they have learned from teachers
and can attest to the positive impact that a long-term provider
has had on their children
Deans and instructors in early childhood programs at community
colleges, who can discuss the implications of good training and
a solid curriculum on future providers
Teachers, who can talk firsthand about how proper training has
helped them work more successfully with children
Former teachers who had to leave the child care field because they
couldn’t stay, due to low salaries and few benefits
Metaphors
Child care as a profession requiring training, skill, and appropriate
compensation just like K-12 teaching, social work, nursing, etc.
A revolving door to describe the out-flux of old teachers and the
small number of new teachers entering the field
Visuals
Prepare children to support their teachers at a rally with signs say-
ing, “Suppor
t m
y t
eachers so they can support me.”
Plan a g
r
aduation cer
emon
y f
or early childhood education students.
Have preschoolers pass out the diplomas to their graduating
t
eachers.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Social Math/Data
Compare the average wages of a child care provider to other service
industries, such as parking lot attendants, pet groomers, trash
collectors, and other teachers (e.g., kindergarten teachers). One
example: We don’t expect dog groomers to work for $7 an hour;
how can we expect that from our children’s teachers?
Compare the annual turnover rates in the child care industry with
those in K-12 education.
Display the success rates (i.e., low default rates) of home loan pro-
grams for K-12 teachers as a means of advocating for the exten-
sion of such programs to child care providers.
Present data on the number of teachers who improved their educa-
tion and training as a result of scholarships and quality- and
wage-enhancing programs.
137
Chapter 5 | Making the Case
Facilities Development
Strategy
Goal:
Appropriate, high-quality child care facilities are conveniently
located for families and all children who need care
Sample Objectives:
1. Provide development and financing incentives to build, expand,
or renovate child care facilities
Tactic: Develop grant and loan products (both public and private)
to provide affordable financing for child care facility devel-
opment projects
Targets: Banks and credit unions, loan officers, city councils and
local politicians, state policymakers, housing development
authorities and organizations
Tactic: Implement developer fees to offset the costs of increased
child care needs, and tax credits to reward developers who
include child care facilities in their projects
Targets: Planning departments, city councils and local politicians,
boards of supervisors, housing and transit officials, devel-
opers
2. Adjust land use policies and practices — including zoning, permit
processes, and business license fees — to promote facilities devel-
opment
T
actic:
Include specif
ic c
hild car
e language in county and munici-
pal planning documents (e.g., general plans) to encourage
t
he growth of child care businesses
Targets: Planning departments, city councils and local politicians,
boar
ds of supervisors
Tactic: Improve zoning requirements and permit processes related
to facility development (e.g., allow child care centers in resi-
dential ar
eas and r
emo
v
e high permit fees for small child
care businesses)
T
ar
g
ets: Planning departments, city councils and local politicians,
boar
ds of supervisor
s
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Tactic: Co-locate senior centers and child care facilities
Targets: Land developers; local, state, and federal housing and tran-
sit officials; local planning departments; city councils and
l
ocal politicians
Tactic: Build child care facilities at public transit hubs
Targets: Local, state, and federal housing and transit officials; plan-
ning departments; city councils and local politicians;
boards of supervisors; state policymakers
Sample Message:
Applying the Values Frames to Facilities Development
The benefits of quality early childhood education are well-known: It
prepares our youngest citizens to take full advantage of their grow-
ing brains in an environment that promotes learning, sharing, and
caring. The tragedy is that there are not enough quality facilities to
go around. Increasing the number of facilities is not that difficult.
With a few small steps, we can pave the way for more of a good
thing: Child care facilities that are just down the road will put par-
ents on the road to work and children on the road to success in life.
Story Elements
Media Bites
“Support Our Youngest Citizens” frame
Providing quality child care prepares our youngest citizens for
their future roles in society. But we can’t prepare all of our chil-
dr
en, because t
her
e ar
en’t enough high-q
uality c
hild care sites.
“Our Can-Do Spirit will Get Us There” frame
Cr
eating appr
opriat
e, convenient, and high-quality child care
facilities requires creative solutions and new partners.
Businesses ha
v
e found ways to develop child care for their
employees. For example, Ford and the United Auto Workers part-
ner
ed to provide on-site child care.
12
Ot
her businesses have pro-
vided child care stipends as part of their benefits package. We
need to extend these models to other settings.
We know how to build the infrastructure to make our community
thrive. We’ve done it before; we invested in the roads and hous-
ing that are critical to our social and economic infrastructure.
N
o
w it’s time to invest in the child care facilities that are also a
critical par
t of the backbone of a strong economy, and ulti-
mately, a strong community.
139
Chapter 5 | Making the Case
“With So Many Kids in Care, Let’s Do It Right” frame
With so many parents working, we need to build child care cen-
ters in locations that are convenient to housing, transit hubs,
a
nd workplaces. This makes sense environmentally and eco-
nomically.
“Child care has a greater economic impact on business start-up
and expansion than interest rates or transportation issues. The
availability of quality, affordable child care is a major part of eco-
nomic development.”
13
Child care makes an economic contribution to our community.
We all prosper when child care prospers. It generates money,
jobs are created, and parents can work.
“Child Care Is Early Learning” frame
Kids benefit from child care, not from being driven to and from
child care. Let’s get them out of their car seats and into learning
environments as quickly as possible, with child care facilities
close to homes, workplaces, and public transit.
Renovating or building state-of-the-art facilities isn’t just about
making things look good. It’s about providing high-quality learn-
ing environments for our children — from the playground to art
rooms to story circles.
“Take Advantage of Early Brain Development” frame
Children’s brains grow so quickly at an early age. A quality facility
— designed with children’s needs and development in mind —
stimulates children’s development.
140
Making the Case for Early Care and Education: A Message Development Guide for Advocates
Messengers
Traffic/transit specialists or officials, who can demonstrate that the
proper placement of child care facilities reduces traffic conges-
tion
Bankers, who can profit from facility development loans
Providers who might have had to close their facilities or who have
otherwise benefited from loan products or other facilities devel-
opment resources
Parents, who can describe long hours spent in cars with their chil-
dren due to the lack of convenient child care facilities, or who
experience a positive change after finding care closer to home
Builders who received approval for their developments because
they included plans for child care facilities
Neighbors who believe that child care facilities in residential areas
are good for local families, and even for residents who don’t
have children but enjoy hearing kids play
Seniors, co-located in a facility with children, who benefit from con-
tact with the kids
Employers, who receive tax credits for on-site child care
CEOs and human resource managers, who see enhanced employee
productivity and fewer sick days as a result of convenient, afford-
able facilities
Elected officials (e.g., mayors), who see child care facilities as a
quality of life enhancement, a community infrastructure improve-
ment, and an economic development measure
Metaphors
Child care is an important part of infrastructure, like housing, utili-
ties, and tr
ansportation. Child care is like a road; you can’t get to
work without it.
Facilities are another link in the chain of housing, transit, and other
infrastructures that support healthy, economic robust communi-
ties.
Child care is part of the foundation of a healthy economy.
141
Chapter 5 | Making the Case
Visuals
An office building with a child care facility at the ground floor to
expand on the metaphor of child care as part of the economic
foundation
Children in hard hats breaking ground on a new child care facility
(See page 98 for an example.)
A community map with graphics of child care facilities and other
community resources and infrastructure (schools, roads, etc.)
A graph showing the economic size of the child care industry com-
pared to other local industries (See page 114 for an example.)
Charts indicating corporate tax breaks for other businesses com-
pared to the burdens facing small child care businesses
Graphics demonstrating the burdensome child care facility develop-
ment steps, the financial requirements involved, and the project
time needed
Social Math/Data
Highlight the increasing need for child care in general. For example,
the “U.S. Census Bureau data forecasts that by 2010, 85% of
California’s work force will consist of parents. But today, licensed
child care meets only about 20% of the state’s need.”
14
Provide data on the economic impact of the child care industry
(e.g., revenues generated, jobs created, comparisons to other
industries, etc.).
Determine the reduction in automobile trips or traffic congestion by
locating child care facilities near transit hubs or residential
neighborhoods.
Report on tax breaks offered for the expansion of other businesses.
Are similar tax or zoning breaks offered for child care?
Conclusion
As you adapt the ideas in the lists above to your particular policy
environment, remember these basics:
Stay Focused on Strategy
Know why you are seeking news attention: what specifically
about the environment surrounding children and their families
do you want to change? What is your ultimate policy goal? What
is the process for enacting the policy? Devise your overall strat-
egy first, then figure out the media strategy. Be clear about who
your target(s) are and when they change. Anticipate the opposi-
tion, and prepare those who have influence with your target.
Determine all of this well before contacting reporters.
Cultivate Relationships with Reporters
Pay attention to who reports on children’s issues, and don’t be
shy about introducing yourself. It’s not likely that your local news
outlets will have a “children’s beat” reporter, though if they do,
certainly get to know that person. Absent a specialist, look for
connections to other beats. What about your policy goal would
interest the education reporter? The health reporter? Business?
Sports? Read what they write. Suggest story ideas that will
appeal to them based on what they’ve written before.
Understand Newsworthiness
All the story elements listed in the policy examples above are
designed to take advantage of what we know grabs journalists’
attention. The tenets of newsworthiness are specific and consis-
tent. Learn them, and learn to recognize them in the work you
are doing. Take advantage of dates and anniversaries that
reporters use to hook news stories. Look for the relationship
betw
een what y
ou ar
e tr
ying t
o accomplish and other local
issues in the news. And, don’t be afraid of controversy — take
adv
antage of it. The fact is, the changes you want to make on
behalf of c
hildren
ar
e
contr
oversial, usually because they require
the public to spend money or adjust the status quo. Use the con-
troversy to highlight the benefits of the policy, explain why
preparing our y
oung
es
t citizens matt
er
s to every family in the
region, whether or not they have children.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
143
Chapter 5 | Making the Case
Pitch Stories, Not Issues
Humans are storytellers. We respond to drama, characters,
plots, and scenes. Learn to describe the drama in your story in
personal terms. Make it vivid and visual. Name the stakeholders,
say who the winners and losers are in concrete terms. And
remember, institutions can be characters too. The military is the
hero in the “Can-do Spirit” frame — the entire institution trans-
formed itself to create nurturing environments for children that
parents trusted and could afford. Who is the hero in your story?
What heroic action must they take? What will the reward be?
Where will it all play out?
Do Your Logistical Homework
As you plan your news event, think through the whole day. What
stories do you want to see — is everything in place to make it
easy for the reporters to tell that story? Are you holding your
news event in a convenient location? Is there parking? After your
event, will reporters have time to file the story and meet their
deadline? Do you have a sign-in table and someone designated
to greet the arriving reporters? Are media kits all ready to go?
Are the speakers prepared? Will they be available later in the
day for phone interviews?
Resist the Urge to Say Everything You Know
Chances are you know far more about early care and education
than will fit into any given news story. Be selective and choose
strategically. Since there are many “right” answers to general
questions about early childhood, choose examples and informa-
tion that satisfy both your goal and the reporter’s questions. Use
your favorite pivot phrases. Every reporter’s question is an oppor-
tunity to talk about the policy solution you’re seeking, if you can
make the link.
Assess How You Do
Time spent determining your message, seeing that it promotes
y
our v
alues and y
our specif
ic policy goals, pr
eparing news events
and messengers, and delivering the message at opportune
moments is usuall
y time w
ell spent. But be sure that it is.
Evaluate what you do, refine your frames, learn from your news
coverage what works and what doesn’t. Simple reflection among
the key players in the effort can help you determine how you’ll
appr
oac
h y
our next media adv
ocacy ef
f
or
t.
1
Joel Ryan, National Head Start Association, quoted in Labb, Theola, “Bush Proposal
for Head Start Raises Play vs. Learn Debate,” Washington Post, April 29, 2002.
2
High/Scope Educational Research Foundation, High/Scope, July 2003. www.high-
scope.org/Research/PerryProject/perryfact.htm.
3
A
lex Penelas, Mayor of Miami-Dade, quoted in “Florida Governor endorses pre-K
proposal,” The Miami Herald, August 27, 2002.
4
Delaine Eastin, Former Superintendent of Public Instruction in California, quoted in
“Eastin speaks on ‘next big idea’: Universal preschool,” San Mateo County Times,
May 30, 2003.
5
Leslie Postal, “Color them enthusiastic: Politicians embrace pre-K,” Orlando
Sentinel
, October 29, 2002.
6
Melissa Tucker, parent, quoted in Pre-K 4 All, March 28, 2003. www.co.miami-
dade.fl.us/4prek/Testimonials.htm.
7
University of Wisconsin study, quoted in Leslie Postal (reporter), Orlando Sentinel,
2002. Leslie Postal, “Color them enthusiastic: Politicians embrace pre-K,” Orlando
Sentinel
, October 29, 2002. Web site for the study:
www.waisman.wisc.edu/cls/index.html.
8
Study by the American Reading Association, referenced by Pre-K 4 All, website,
March 28, 2003. www.co.Miami-dade.fl.us/4prek/pre-k_FAQ.htm.
9
“Key Facts: Essential Information about Child Care, Early Education, and School-
Age Care,” Children’s Defense Fund, 1999 Edition, p 42. Minimum wage cite:
California Child Care Portfolio, California Child Care Resource & Referral Network,
2001, p 28.
10
The California Child Care Portfolio, California Child Care Resource & Referral
Network, 2001, p 7; Thomas “type C” conventional school bus seats up to 77 peo-
ple, Thomas Bus. July, 2003 www.thomasbus.com/prod_school/typeC.asp.
11
Munsey and Suppes. Ballparks. Fall 2002. www.ballparks.com.
12
Greenhouse, Steven, “Ford to Offer Social Services for Workers and Retirees,” The
New York Times, November 22, 2000, p 8C.
13
Teresa Thomae, Santa Cruz Small Business Development Center, quoted in Yee,
Promise, “Groundbreaking For the Construction of Vista Verde,” Register-Pajaronian,
October 31, 2001.
14
Or
ang
e County P
erspective: “The real costs of child care,”
Los Ang
eles T
imes
,
Orange County Edition. September 16, 2001.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
145
Conclusion
If you don’t like the news, go
out and make some of your own.
Scoop Nisker,
news analyst
On July 23, 2003, a large story on California’s budget woes domi-
nated the
San Francisco Chronicle’s front-page. California’s budget
is wreaking havoc in myriad important programs: higher education,
health care, even Department of Motor Vehicle services. Yet none of
those were mentioned. The front-page article featured only one pro-
g
r
am facing the chopping block if the budget was not passed: state-
supported child care. With so much at stake, why was child care the
leading example of public services at risk?
Child car
e got the spotlight because local advocates have consis-
tently worked to put it on the agenda, to frame it as a critical aspect
of t
he state’s economic infrastructure, and to develop the story ele-
ments that help a journalist easily paint the picture of why early
care and education are vital. The advocates quoted in this story
framed child care as a business and economic issue: “If I ran my
shop the way the politicians run theirs, I’d be out of business in a
w
eek and cor
r
ectly so,” said Kate Ertz-Berger, executive director of
t
he Contr
a Costa Child Care Council.
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
Child care advocates have come a long way. Local news and opinion
about child care rarely focuses on the “warehousing” or babysitting
mentality; instead news has included many stories about the eco-
n
omic impact of child care, the need for new facilities, the educa-
tional value of high-quality early care, and the value to employers of
s
upporting their workers’ need for reliable child care services.
Progress has been made in many locales around the country. The
remaining challenge is to raise the volume, emphasize values, and
hammer away at the action you want your target to take.
Raise the Volume
We know from our studies of the news that substantive stories
about earl
y care and education aren’t as plentiful as they could be.
This absence should be considered an opportunity. It is always eas-
ier to frame than reframe, so if there is little news on early care and
education in your region, you have an opportunity to fill the gap with
stories that articulate the problem as you see it and highlight your
solutions. Make news.
Emphasize Values
Work from the top of the values hierarchy, emphasizing the
“Youngest Citizens” and “Can-do Spirit” frames at every opportunity.
Activate your core supporters with the message that means the
most to them; remind them that you are seeking their support for
the particular policy of the moment because how we care for chil-
dren influences our very democracy. The better beginning we pro-
vide for children now, the greater our chance for a society that
reflects trust, respect, health, and comfort.
Name the Action
Your message on early care and education should include not just
what you want people to know, but what you want them to do. The
precise action will vary depending on your policy goal and your audi-
ence, of course, so take that into account. But always name the
action, even if it seems obvious. Naming it reaffirms it to those who
know and informs those who don’t, because not everyone will know
what the next logical step is. Tell them.
Our immersion in the field of early care and education, and the many dedicated souls we’ve
met along the way, confirm for us that child care is on an unstoppable trajectory. While the
successes may not come as fast as we’d like, they are coming. We hope you will use this
book to accelerate and amplify those successes. Refine your strategies, celebrate your victo-
ries, and echo your colleagues across the country as they move from one policy front to the
next creating the world we all want to live in: one where all children are cared for, nurtured,
and prepared to take their place creating our society for the next generation.
147
Conclusion
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Making the Case for Early Care and Education: A Message Development Guide for Advocates
149
Appendix
Related Berkeley Media Studies Group Publications
• Issue 7 - Child Care Coverage in U.S. Newspapers, May 1999.
Published by BMSG and available for download at www.bmsg.org
• Issue 11 - Silent Revolution: How US Newspapers Portray Child
Care, January 2002. Published by BMSG and available for down-
load at www.bmsg.org
• Issue 12 - American Values and the News about Children’s
Health, August 2002. Published by BMSG and available for
download at www.bmsg.org
• Issue 14 - Making the Case for Paid Family Leave: How
California’s Landmark Law was Framed in the News, November
2003. Published b
y BMSG and a
v
ailable f
or download at
www.bmsg.org
• Wallack, L, Woodruff, K, Dorfman, L, and Diaz, I,
News for a
Change: An Advocate’s Guide to Working with the Media
.
Thousand Oaks, CA: Sage Publications, 1999.
• Wallack, L, Dorfman, L, Jernigan, D, and Themba, M, Media
Advocacy and Public Health: Power for Prevention. Newbury
P
ark, C
A: Sage Publications, 1999.
News for a Change and Media Advocacy and Public Health may be
ordered by contacting the publisher directly at 800-818-7243 or
via www.sagepub.org.
Timeline Mapping Public Opinion on Child Care, 1970–2000.
P
ublished by BMSG and available for download at www.bmsg.org
150
Making the Case for Early Care and Education: A Message Development Guide for Advocates
inside back cover [blank]
© 2004 Berkeley Media Studies Group
A project of the Public Health Institute
2140 Shattuck Avenue, Suite 804
Berkeley, CA 94704
510.204.9700
www.bmsg.org
