Decades in the Making: Cities Supporting Early Learning and the Child Care Economy

NLC’s Early Childhood Success Initiative

The National League of Cities’ (NLC) Early Childhood Success team has launched a two-year initiative to highlight how local governments are strengthening the capacity of municipal leaders to promote the well-being of young children, families, and the early childhood workforce. This initiative, in collaboration with the cities of Boston, MA; Hartford, CT; Jacksonville, FL; and Seattle, WA, aims to showcase city priorities in early childhood development, share lessons learned, and explore the components of an effective system that addresses the needs of children, families, and the early childhood workforce.

Importance of Early Childhood Opportunities

Access to high-quality early childhood opportunities is crucial for the success of families and the development of children. This begins with a well-trained and supported early childhood workforce. Local governments play a vital role in supporting the child care economy and creating pathways for young children, their families, and the early childhood workforce to access educational and economic prospects. Investing in the early childhood workforce not only improves the quality of care but also stimulates economic growth. Strong support for the child care economy enables parents to fully participate in the workforce, enhancing productivity and economic stability at both the individual and community levels.

Decades in the Making Profiles

Supported by the Foundation for Child Development, the ‘Decades in the Making’ profiles will serve as a roadmap for any city, regardless of size or political structure, to understand how they can prioritize early learning and the child care economy within their local government. These profiles will provide insights from Boston, Hartford, Jacksonville, and Seattle, sharing best practices and strategies. Through publications and webinars, NLC’s Early Childhood Success team will empower communities nationwide with the necessary tools and resources to implement effective strategies for advancing early childhood success.

City Themes for Early Childhood Success

For more information about the Decades in the Making initiative, please contact ecteam@nlc.org.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 11: Sustainable Cities and Communities

The article discusses the importance of early childhood education and the role of local governments in supporting the child care economy. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The article also mentions the economic benefits of investing in the early childhood workforce, which relates to SDG 8’s target of promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Additionally, the article emphasizes the need to address the needs of children, families, and the early childhood workforce, which aligns with SDG 5’s target of achieving gender equality and empowering all women and girls. The focus on city priorities and collaboration reflects SDG 11’s target of making cities and human settlements inclusive, safe, resilient, and sustainable. Lastly, the article highlights the importance of ensuring access to high-quality early childhood opportunities for all families, which relates to SDG 10’s target of reducing inequalities within and among countries.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
• SDG 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
• SDG 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
• SDG 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated, and sustainable human settlement planning and management in all countries.

Based on the article’s content, the specific targets under the identified SDGs include ensuring access to quality early childhood development and pre-primary education (SDG 4.2), promoting sustainable development through education (SDG 4.7), ensuring women’s participation and equal opportunities in decision-making (SDG 5.5), achieving full and productive employment for all (SDG 8.5), promoting social and economic inclusion (SDG 10.2), and enhancing sustainable urbanization and participatory planning (SDG 11.3).

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions several indicators that can be used to measure progress towards the identified targets. These include:

• Access to quality early childhood development, care, and pre-primary education for all girls and boys
• Acquisition of knowledge and skills needed for sustainable development
• Women’s participation and leadership in political, economic, and public life
• Full and productive employment and decent work for all
• Social, economic, and political inclusion of all individuals
• Inclusive and sustainable urbanization and human settlement planning

These indicators can be used to track progress in terms of access to early childhood education, gender equality in leadership positions, employment rates, social inclusion measures, and urban development planning.

Table: SDGs, Targets, and Indicators

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Fuente: nlc.org

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