Aʻo A Mālama Report: Child Care and Early Learning on Hawaiʻi Island

Child Care and Early Learning on Hawaiʻi Island

Introduction

Early childhood education and child care are pivotal components in the developmental journey of children, laying a foundation that significantly influences their future learning and success. On Hawaiʻi Island, the landscape of early learning and child care is as diverse and dynamic as the island itself, presenting unique opportunities and challenges for families, educators, and service providers alike

E lawe i ke aʻo a mālama, a e ʻoi mau ka naʻauao. “He who takes his teachings and applies them increases his knowledge.” – Mary Kawena Pukui, ʻŌlelo Noʻeau No. 328

In partnership with Vibrant Hawaiʻi's network of over 40 Resilience Hubs, the Vibrant Hawaiʻi Youth Ambassadors and UH Hilo's Ka Pouhana students connected with over 800 parents of of children ages 5 and below to learn more about their child care and early learning preferences, barriers, and experiences engaging with providers

This report provides the results of Phase I: the Aʻo A Mālama Early child care Survey disseminated between November 2022 - March 2023, and Phase II: individual parent interviews conducted between July and August 2023.

Our research aimed to:

● Identify preferences in child care and early learning by Hawaiʻi Island district,

● Identify barriers and challenges to accessing child care and early learning by district,

● Inform a strategic roadmap for child care and early learning and early learning providers on Hawaiʻi Island.

MĀLAMA

Child Care and Early Learning on Hawaiʻi Island

PHASE I: AʻO A MĀLAMA SURVEY

The survey was administered between November 12, 2022 and March 16, 2023 at community events held islandwide in partnership with Vibrant Hawaiʻi Resilience Hubs, and via the Vibrant Hawaiʻi newsletter. Participants received a $10 stipend upon completing the online survey, which they accessed via a QR code or hyperlink The data from 756 households with 1085 children are included in this report 77 33% of children identified as Native Hawaiian The dates and locations of survey distribution are listed below

● November 12, 2022 | Puna Makahiki

● November 19, 2022 | North Hawaiʻi

Resilience Fair

● December 3, 2022 | Hāmākua

Recreation Christmas Carnival

● December 12, 2022 | Hilo Makahiki

● December 13, 2023 | Merry Meaʻai

Food Distribution Sign Up

● January 21, 2023 | Kaʻū Makahiki

● January 28, 2023 | Laupāhoehoe

Resilience Fair

● February 4, 2023 | Revitalize Puna

● February 14, 2023 | Vibrant Hawaiʻi

Newsletter direct recruitment

Moku Communities

Hāmākua Honokaʻa, Kukuihaili, ʻOʻokala, Paʻauilo

North Hilo Ahualoa, Hakalau, Honomū, Laupāhoehoe, Pāpaʻikou, Pepeʻekeo

South Hilo Hilo, Kaʻūmana, Keaukaha, Panaʻewa, Waiākea

Puna Makai Ainaloa, Hawaiian Beaches, Hawaiian Paradise Park, Hawaiian Shores, Kaʻena Community, Kalapana, Keaʻau, Makuʻu Hawaiian Homestead, Nānāwale, Orchidland, Pāhoa

Puna Mauka Fern Acres, Hawaiian Acres, Kurtistown, Mt. View, Volcano

Kaʻū Hawaiian Ocean View Estates, Nāʻālehu, Pāhala

Kona Capt. Cook, Hōlualoa, Hōnaunau, Kailua-Kona, Kealakehe, Kealakekua, Keauhou, Laʻiʻōpua Village, Palisades, Puʻuanahulu

Waikoloa Kūkiʻo, Waikoloa

Kawaihae Kailapa

North Kohala North Kohala

Waimea Kamuela

Not Specified Hawaiʻi, Hawaiʻi Big Island, Hawaiʻi Community, Hawaiʻi County, Hawaiian Community

Table 1: Participating communities, by Moku

Child Care and Early Learning on Hawaiʻi Island

Most of the families who participated in the survey reported that they had one keiki (63.2%), with a mean number of 1.4 keiki ages 5 or below who were currently not yet attending kindergarten. (N=756 families, SD = 69)

*5 year-olds who are not yet in kindergarten

Keiki Age Represented in Survey

Age was broken down into three categories: Babies (<1 years old), Toddlers (1-2 years old), Preschool Aged (3-5 years old, where the 5 year-old is not yet in kindergarten). We were able to identify the exact age of 907 keiki, which were included in the age-category analysis. The table below shows the distribution by age-categories, and if they were identified as Native Hawaiian. Most of the keiki were preschool age (82.1%), followed by toddlers (80 1%) and babies (21 4%)

Table 2: Count and Percentage of Native Hawaiian and Non-Native Hawaiian keiki, by Moku

Table 3: Count and Percentage of Children 5* or under

Table 4: Keiki Age Groups by Native Hawaiian

Child Care and Early Learning on Hawaiʻi Island

Child Care and Early Learning

How are your primary child care needs met?

Count of how child care needs are met, by Moku N=1037

Table 6: Percentage of how child care needs are met, by ethnicity N=1046

Child Care and Early Learning Preferences

Those with children who were 5 years old, but in elementary school were excluded from the remainder of the questions, so the

Table 7: How are your primary child care needs met? By Ethnicity and Age Category: (N = 1046)

Child Care and Early Learning on Hawaiʻi Island

focus would be clearly related to early child care. Primary caregivers asked, “Is this your preferred type of child care and early learning or early learning?”

The vast majority (83%) of the 377 of this subgroup responded “yes” that the caretaking type they selected was their preferred choice

The 17% (N=64) who selected “no” were asked the additional question: If this is not your preferred type of child care, then what has prevented you from getting the kind of child care you prefer? (Select all that apply) Parents and caregivers indicated that cost and availability of services are the biggest challenges to their ability to access their preferred type of child care.

The respondents were then asked the following questions regarding their preferred type of child care and early learning:

Has your child care or early learning preference changed from pre-pandemic to now? 52 97% responded “Yes” (n=370)

Would your preferences change if you had access to paid family leave? 67 12% responded “Yes” (n=370)

Child Care Availability and Access

60.37% of the respondents whose primary child care needs are met at home by a parent or primary caregiver indicated that

Child Care and Early Learning on Hawaiʻi Island

the lack of child care or early learning affects their ability to participate in employment or school. If the respondent selected “kupuna/family/family friend OR licensed child care and early learning provider”, they were then asked: “Is this child care and early learning available 95% of the time that you need it?” 86% indicated that their provider is available when they need it However, a meaningful 14% of respondents indicated that it was not available 95% of the time that they needed it.

Financial Assistance or Child Care Subsidy

Do you receive financial assistance/subsidy for child care, early learning, or preschool?

The number of respondents who received financial assistance or a subsidy for their type of child care was split, with 53% indicating that they did receive some sort of financial support

Table 13: Do you receive financial assistance/subsidy for child care, early learning, or preschool? (N=230)

Those who indicated that they received financial aid or a subsidy to support child care were further asked: How much does the receipt of financial assistance/subsidy affect your preference/choice?

Table 11: Is this child care or early learning option available 95% of the time that you need it? (N=243)

Table 12: Is this child care or early learning option available 95% of the time that you need it? (N=233)

Child Care and Early Learning on Hawaiʻi Island

Within this sub-sample, over half of caretakers of preschool aged keiki (57.7%) and toddlers (50%) reported receiving a subsidy (57.7%). None of the caregivers of babies less than 1 years old reported receiving a subsidy to support their child care needs

Table 14: Do you receive financial assistance/subsidy for child care, early learning, or preschool? (By Age Group)

Commute Times

How long (in minutes) is your commute from your home to the child care or early learning provider?

How long (in minutes) is your commute from your child care or early learning provider to your work or school?

As expected, commute times varied greatly based on where respondents lived. Overall, the average total commute time for caregivers was 40 minutes with an average of 19 minutes from home to provider, and an average additional time of 21 minutes from their provider to work or school Breakdowns by Moku are below, in order from the average longest total commute to the lowest.

Summary

Cost was the largest consideration in terms of child care/early learning decisions. Examining subsidy and support structure for families can widen access for those families who would like child care/early learning opportunities for their keiki but cannot afford it

At the conclusion of the survey period, results were shared with a consortium of Hawaiʻi County and State providers and early learning advocates. Although most of the data confirmed known barriers and challenges faced by families on Hawaiʻi Island, the consortium partners were especially curious about preschool aged children and the steady decline in preschool enrollment since 2019 Phase II was designed to provide insight

Table 15: Average commute, by Moku (in minutes)*

Child Care and Early Learning on Hawaiʻi Island

into this observation. The research team conducted an engagement campaign to recruit Hawaiʻi Island parents and caregivers whose keiki are 3-4 years old and not currently enrolled in preschool to participate in a phone interview

PHASE II: INDIVIDUAL PARENT INTERVIEWS

Interviews with Parents and Caregivers

The research team contacted 96 individuals who either signed up to participate or were referred by other participants. Each person was contacted up to three times via telephone call or text to participate in the interviews. Of those, 67 met the qualification criteria (had keiki that were 3-4 years old and not currently enrolled in preschool) and completed the phone interviews

Participant Characteristics

Vibrant Hawaiʻi reached out to potential participants across Hawaiʻi Island The majority of those interviewed reside in Puna (32 8%), followed by Kona (19 4%) and Hilo (14 9%) More than half identified their keiki as Native Hawaiian (61.2%). There was a mix of working and stay-at-home caregivers, with 55.2% reporting that they were employed. Of those who held jobs, 62.2% worked full-time, and almost one-quarter (24.3%) worked two or three jobs.

Phase II Research Design

The research team used a mixed-methods design in developing the findings from our interviews drawing from both quantitative and qualitative data. We ran descriptive statistics (frequencies and averages) to gain a sense of the prevailing responses and identify patterns. It is important to note that small sample sizes have the potential to misrepresent the strength of a finding; therefore, we disaggregated findings by district and by Native Hawaiian identity only when the sample size was large enough to make comparisons Their responses were transcribed, and we conducted qualitative analyses to deepen our understanding of the experiences being shared by the caregivers who gave their time to complete the interviews. We started by coding the responses from the ground up (inductive coding) rather than having predetermined codes that we searched so that we were not making assumptions about what caregivers shared After identifying our initial codes, we grouped them into themes to extract meaning.

Table 16 Parent and Caregiver Interviews, Participation by Moku (n=67)

Child Care and Early Learning on Hawaiʻi Island

Findings

The protocol was divided into four parts

Part I. Focused on the extent to which respondents were aware and familiar with the preschool options in their communities and how they became aware of these options. If respondents were aware of their options, they were asked additional questions in the second part of the protocol,

Part II. Past experience (if any) applying and enrolling their keiki in preschool.

Part III. Other early learning options available to them in their communities.

Part IV Examined the extent to which they were satisfied with the preschool options in their communities and how important they thought preschool was for their keiki. This section also included two open-ended questions to gain a better sense of what caregivers were looking for in a preschool and anything else they wanted us to know, which allowed us to capture perceptions that we had not thought of asking them

See the full protocol in the appendix of this report to review the interview questions.

Part I: Awareness of Preschool Options

What preschool options (if any) are you aware of in your community?

88.1% (59 out of 67) respondents were aware of at least one preschool in their community. Notably, almost one-quarter of Puna respondents (23%) were unaware of any preschool options available to them.

Just over two-thirds of the respondents named a preschool that is a federally or state-funded, public or charter school program. This includes pre-kindergarten programs in elementary schools, Head Start programs, and Hawaiian immersion charter schools (see a full list in the Appendix of all schools and programs named) Six respondents referred to public school preschool programs that are specifically for students with special needs and expressed frustration that these schools were not an option for their keiki

Table 17 Percentage of respondents aware of at least one preschool in their community

Table 18. Types of preschools named by respondents aware of preschools in their communities

Child Care and Early Learning on Hawaiʻi Island

How did you hear about these preschools?

The most common sources that promote preschool awareness were through marketing or direct internet searches (33.9%), then through first-hand experience (33.9%), where either the respondent attended the preschool when they were young or their older keiki attended the school. Just under one in five heard about the preschools from their social network of friends, family, and other parents (17 0%) Interestingly, a few mentioned hearing of the schools from early childhood specialists in their social networks or the child care organizations where their keiki had been cared for.

Caregivers who were aware of at least one preschool option, were further asked if they were familiar with the application process and when enrollment periods opened 79 6% of the 59 respondents who reported that they were aware of at least one preschool option indicated that they knew the process of application. However, less than two-thirds (61.0%) shared that they knew when the enrollment period opened. This may be attributed to the wide variation of open enrollment periods (year round, spring, winter, summer), long wait lists throughout Hawaiʻi Island, knowledge of which programs require interviews and which do not, and varying application procedures. Some participants shared that some schools have paper applications, while others have online applications which can be difficult to navigate. As one caregiver stated:

There’s not a lot of free-flowing information because space is so limited in schools and it doesn’t feel like “oh this is going to be an easy process or stress free” It’s all very chaotic especially when it’s coming to the age when you can enroll them, we just don’t have that many schools… . it’s been a lot of back and forth and there’s a lot of requirements he needs to meet or not meet and it doesn't feel like an easy process.

Part II. Past experience (if any) applying and enrolling their keiki in preschool.

Have you ever applied to enroll (name of child) for preschool?

While none of the participants interviewed had keiki who were enrolled in preschool during the interview period, we asked if they had ever applied to enroll their children in preschool Among the 28 respondents to report that they had applied to enroll their keiki in preschool, all but one completed the application process. Most were from Puna (41.7%), followed by those living in Kona (28.6%). Caregivers who identified their keiki as Native Hawaiian were more likely to have applied for preschool (43.9%) compared to caregivers of non-Native Hawaiian keiki (36 0%) On average, respondents applied to two schools (Mean = 1 9; SD = 1 3)

Table 19. Sources of preschool awareness

Child Care and Early Learning on Hawaiʻi Island

Nearly half of the 28 respondents who did apply for preschool cited affordability as a major reason, and for some, it was the only reason for not enrolling their keiki as indicative of this caretaker’s response, “If preschool was free or more affordable, I would enroll ”

Another caregiver’s response exemplifies how some families can be caught in the financial predicament of having too much income for Headstart, but having little cash flow:

I have tried [applying] for Headstart but we do not fit into the eligibility bracket, and we tried to do Child Care Connections to help pay for preschools and we don’t qualify because of my husband’s income and I work a part-time job. We don’t qualify, which is why my son is doing Tūtū & Me because it is a free program

Similarly, another caregiver shared: “I wasn't able to afford the payment plans that they were asking because I was already working part-time so pretty much my paycheck- the whole thing would just go towards his school tuition.”

Some caregivers spoke to the timing of funding given the long waitlists:

They have a waitlist to even look at your application and then when you come up, they send a letter where you have to put down a deposit by a certain time and our challenge was that we couldn’t afford it and if we couldn't afford to put down the deposit we may not be matched without knowing if we could source other funds.

The long distance to and from preschool or a lack of reliable transportation were other reasons caregivers did not apply to preschool One responded, “I do not drive so [I] could not take her, my husband drives but he works and so it’s gonna be during his work hours so he can not take her.” For others, living in remote areas combined with costs made applying for preschool prohibitive. As one respondent put it, “We have really bad roads so transportation is an issue and cost is an issue.” Another shared:

The one I looked into, something like $700 a month, I was like oh! It's the closest I kinda live in the boonies too and I assumed they do not have a bus. I was looking for something close, because last year I was driving 40 miles a day to get the older two to school and that was a real hardship.

Table 20. Percentage of respondents who have ever applied (their keiki aged 3-4) for preschool enrollment.

Puna Waikoloa

Challenges in the Application Process

If the caregiver shared that they had tried applying to preschool, they were asked: What, if any, challenges did you experience during the application process? Of the 28 caregivers who had applied to preschool, all but one listed at least one challenge they encountered in the application process. Table 21 below describes the most common types of challenges mentioned during the application process.

Table 21 Most Common Challenges During the Application Process

Overwhelmingly, the respondents described numerous challenges they encountered with lengthy and complicated application processes. As one caretaker stated, “It was a long process to apply on their website, and there was a lot you have to turn in ” Another caretaker was challenged by the variety of deadlines:

I saw the banner [on the gate of private preschool] and started [application], but they do not advertise their enrollment and scholarship deadlines, so I missed it actually… I applied to three schools, and like I said, they all have different deadlines, and if you miss it, there’s nothing you can do about it ”

Respondents also cited the limited number of available spots in many preschools as a serious challenge. Some described lengthy waitlists with no updates or communication from the schools. One caregiver of a three-year-old shared: “I know you have to be on a waiting list prior to the birth of your child. I didn't get on any waiting list for my child yet, but when I did make some phone calls to the [religious preschool], they had spots available.” She expressed deep doubts that this same spot would be available when her keiki became eligible for enrollment.

Medical requirements added another layer of complication for some of the respondents Given that healthcare access can be limited, it can take some time to secure appointments As one caregiver explained:

When I finally decided to just go ahead and apply, then we had to make a doctor appointment, and they couldn't get her in for a couple of weeks for the health screening Then I went to both of the preschools, and they were already full They said to finish the application in case a spot came open One of the things for the application is a dental exam and a TB clearance, and I haven't done either of those things. So that could be an issue if I do get a spot.

When capacity is limited at preschools, by the time the screenings are complete, the schools that some of the caregivers applied to no longer had openings Once on the waitlist, several caregivers shared that communication became a challenge:

Child Care and Early Learning on Hawaiʻi Island

There’s not a lot of communication about when you find out or if you get in and then when they do, they have a waitlist to even look at your application and then when you come up, they send a letter where you have to put down a deposit by a certain time and our challenge was that we couldn't afford it and if we couldn't afford to put down the deposit we may not be matched without knowing if we could source other funds.

Given the lengthy application process and timeline, some caregivers noted that meeting the required developmental milestones for enrollment (e.g. toilet training or birthdates) were a challenge for them. “Just so happened, we were in the process of potty training,” one caregiver shared, “We got kind of lucky. She was not potty trained when we started looking into [private school], and we were prepared to apply for [another religious preschool] if necessary But by the time we did the walk-through at [private preschool], she was potty trained ”

Some caregivers found the application process highly invasive. One explained:

I did go through most of the process of enrolling {their keiki} in [preschool] It just turned out that they wanted our tax information and we werenʻt interested in sharing it. I felt like the application for the PreK program was actually pretty involved for being a public school.

Guardian respondents reported facing unique challenges in the application process because of the additional guardianship and other legal paperwork they were required to submit One guardian respondent shared that they found the process “so frustrating - not [a] smooth application process because [the application] wasnʻt signed and completely filled out by a social worker, so we were denied {enrollment} to [the private preschool] ”

Below is an example of how many of the complications noted above can converge to keep keiki from accessing two preschools.

For [private school] that one was hard, because at the time when I applied for him [keiki], I was still his foster Mom and not his Guardian. So they needed, I filled out all the papers but they needed the child's worker to fill out all the papers. So my application was basically rejected, sent back to me. I gave it to the worker assumed they did it, then they contacted me again, they didn’t do it and this time, it was like "okay the school year is starting" so that’s, that what happened with that one

With the [Headstart] one. . .I submitted everything that they asked for and I never heard back. I called them, they told me "do it online". I did it. And that was it. I never heard back.

And then recently when I went to the doctor because she really pushes preschool as well, and I told her "You know I tried". And she's like, "Its beneficial, try again.” So, she gave me a little paper with I wanna say

Child Care and Early Learning on Hawaiʻi Island

PATCH, I scanned it. it said, "You've already applied, call us," which I haven't done yet because this just happened. So, I gotta actually try put in a call to them and see if (I don't know because this school year started) how that's gonna go but I am still trying I almost feel like it’s too late, but the doctors encouraged me to keep trying, so I am

Acceptance and Enrollment

A little over half of the 27 caregivers who completed the application process reported that their keiki were accepted (51.8%). Of the 14 who were accepted, all but two initially enrolled their keiki in preschool.

The primary reason cited for the decision to enroll was the perceived benefits of early childhood education, especially for the social skills their keiki would gain As one caretaker shared, “I believe that it was necessary to enroll her in preschool because it allows her to develop early social skills and early communication skills ” Another emphasized school readiness:

We decided to send him to Tūtū & Me, though it’s not an everyday preschool, it's at least twice a week just to expose him to a school setting and help prepare him for when we do eventually get him to preschool…Tūtū & Me is to slowly introduce him to the classroom setting. They also do monthly field trips, and offer new opportunities to socialize with kids his age.

For some caregivers, the enrollment options were so limited that they chose to initially enroll their keiki in particular preschools because it was their only option They shared, “We were on the waiting list for YWCA for a year and a half and were finally recently enrolled. We chose this school because it was the only one we could get into.”

On the other hand, two caregivers ultimately chose not to enroll their keiki One determined they could not afford tuition. The other decided not to enroll because the school could not provide the speech or other specialized services her keiki with special needs required.

Part III. Awareness of Other Early Learning Options

What other child care or early learning options outside of preschool are available to you?

[There are] none. Not even babysitters available in the community. There is an aunty across the street who sometimes can babysit, but only occasionally We don’t have any extended family on the island to help babysit either

Beyond preschool, caregivers were asked about other early learning opportunities available in their community. Over one-quarter of the respondents stated that there were no other early learning options available to them Relatedly, just under one-quarter (23 2%) named daycares as other options and 16 1% stated they were unsure of any other options.

Because there were no other options, some caregivers shared that they adjusted their work schedules to spend time teaching their keiki at home, “We bought some workbooks, doing some curriculum at home It's been hard. [The guardian] is also caretaking an infant, but trying their best.”

One caregiver shared there were no other early learning options available:

The pediatrician and developmental pediatrician provided a list of services; however, the information on the list was outdated. Some of the services were either not servicing at the moment or full. [Parent conducted] further extensive research on their own from the information provided on the lists and found a few resources

Part IV. Satisfaction with Available Early Learning Options

How satisfied are you with the child care or early learning options available to you?

Given all that was shared by the caregivers who completed our interviews, it was no surprise that most were unsatisfied with the early learning options available for their 3-4-year-old keiki. The average rating was 2.5 (SD = 1.5), hovering between “not satisfied” and “neutral”. Over half (59.2%) of the 49 who responded to this question reported being very unsatisfied (44.9%). That said, a meaningful number, about one-third, reported that they were satisfied or very satisfied (32 7%) suggesting a broad view of perceptions

Overwhelmingly, unsatisfied caregivers reported the limited number of options available as their reason. One stated, “I wish there was more options. . . and it’s hard to find work without the proper school or daycares available ” Another shared that the lack of opportunities in their area meant they had to keep their keiki at their current daycare, “I mean I am grateful and happy with our daycare provider now, but the island could use more of a variety, and more options [for preschool].” Even though some were satisfied with their option, they still worried about the limited schools available to them, “I am pretty satisfied with [current homeschool option], but I’m nervous that when he does become of age there won't be many options left ”

The limited options made it particularly difficult for those who were also worried about costs. For example, one dissatisfied caregiver stated, “ . . . there's only one [preschool] and I don’t know how much it costs. I was

Table 22. Most Common “Other Options” provided by respondents

Table 23: Level of Satisfaction with available child care or early learning options.

Child Care and Early Learning on Hawaiʻi Island

looking for something that would be available for her cost-free, like [public school site], but they don't accept kids unless they have special needs.”

These limited options could be particularly difficult for working parents As one caregiver, who had previously enrolled their keiki part-time in a preschool explained, “As a working parent, there is not really a good affordable daycare, [preschool) is great only because I chose not to work for a little bit so I could take her.”

Caregivers exploring the preschool process for the first time expressed concern about the limited number of spots available, “I’m not satisfied because it seems like it's a small window of opportunity and it seems to be a small amount that they accept, and it seems like there’s a huge amount that apply.”

Interestingly, those who reported higher levels of satisfaction tended to be caregivers who had previous experience with the preschool process than those who were navigating the process for the first time. caregivers who navigated the preschool process with older children were more likely to express that they were “very satisfied” with the options available to them, perhaps because they were more familiar with the process As one experienced caretaker shared, “Quality-wise, I am happy Our older two children attended the [public school site], and we were satisfied with how they prepared my children for Kindergarten.”

Importance of Education

In the final section, respondents were asked: On a scale of 0-10, with 0 being not important at all and 10 being very important, in your opinion, how important do you think it is to enroll young children in preschool? The ratings ranged from 4 to 10, with a vast majority of the respondents rating the importance of enrolling young children in preschool as very important ( 8.7). The average rating for respondents of Native Hawaiian-identified keiki was slightly higher with a mean of 9 1 These strong findings affirm broader research that consistently finds that parents believe that education, including preschool/Pre-Kindergarten, is very important for their keiki, even if their keiki are not currently enrolled in preschool. This finding further highlights the challenges they face along the entire pathway from preschool awareness availability, the application process, acceptance, and in a few cases, enrollment once accepted.

The most commonly mentioned reason why preschool was important were the opportunities preschool provided their keiki to gain important social skills, including socializing with other children and adults, essential communication skills, and social-emotional skills (70 6%) As one caretaker explained, “It [Preschool] helps my son to learn how to talk better, learn faster. To gain experience with other kids his age

Table 24. Mean rating of importance of education

Child Care and Early Learning on Hawaiʻi Island

and make new friends. He learns how to socialize at an early age, learn manners like saying sorry and please.”

Another focused on social skills as critical for school readiness, especially for “pandemic babies” who may have been more isolated in their first years of life:

[Preschool is] critical for kids to get readiness skills for actual school in terms of handling conflict and sharing It is important to learn with peers [my child] is a pandemic baby so there’s a layer of isolation Preschool would be the environment for children to make friends.

Even parents who rated the importance of preschool “7” or less still cited the importance of socialization for school readiness For example, one caregiver shared, “It is important for them to develop social skills, but I am not very concerned about the academic skills They will end up learning [those skills] in Kindergarten ” Another caregiver took it step further, claiming that there wasn’t necessarily a relationship between socializing and academic success, explaining, “My children never went to preschool, but they are excelling well in school If you as a parent are teaching them the basics, then preschool is more for social communication with peers their age or you just need someone to watch your kid [while you work] ”

To gain a sense of what the caregivers envisioned as the ideal situation for their keiki, we asked, If you could create the ideal early learning or preschool environment for {name of child}, what would it be? These responses were very similar to what they shared about why preschool was important, as most participants emphasized learning environments that promoted socialization, but they provided a little more detail on what a socializing environment could look like.

When describing an ideal preschool setting, many emphasized gaining these social skills by participating in hands-on activities with their classmates. As one caregiver explained, an ideal preschool would be a place where they would “learn their colors, basic skills, and how to work together with other children, sharing, social skills ” Similarly, another caregiver shared that an ideal preschool classroom would be an “educated, fun classroom environment to have fun and learn, make new friends To have a very good first experience getting into school so less afraid when transitioning into Kindergarten.” Affordability and flexibility were other themes that emerged in the responses as succinctly explained by one caregiver, “It [Preschool] would have hands-on activities, be affordable, and have a flexible schedule ”

Table 25. Most common reasons cited on the importance of preschool

A MĀLAMA

Child Care and Early Learning on Hawaiʻi Island

Another caregiver summed up the variety of sentiments shared about the ideal preschool setting:

[I would like] More exposure to other girls with smaller classroom sizes about 10 students, good teacher-child ratio, something child-led, not so much structure, and teacher-directed, but still learning the basics foundations, like reading, writing, and math, but in a way that works for each individual learning styles.. My daughter has big feelings, so I would love to see a preschool that allows children to feel their feelings instead of telling them they can’t cry or to go into the corner. I would love for a school to help her manage her emotions, like we do at home

Conclusion

It is evident that the provision of accessible and affordable child care and early learning options for parents on Hawaiʻi island is a pressing issue that requires collaboration between the public and private sector The challenges parents face, including challenging application processes, high costs, and limited availability, underscore the significant implications for both parents and keiki.

Addressing these challenges necessitates a multifaceted approach First and foremost, simplifying the application processes for child care and early learning programs can alleviate a significant burden for parents, allowing them to access these services more easily. Streamlining the administrative requirements and providing user-friendly guidance can make a substantial difference.

Furthermore, tackling the issue of cost is paramount Subsidies, financial aid programs, or sliding scale fees based on income can make quality child care and early learning more affordable for families of all socio-economic backgrounds. Investing in these programs is an investment in the future of Hawaiʻi Island, as early childhood education is proven to have far-reaching benefits, not only for our keiki but for society as a whole

Lastly, addressing the challenge of availability demands a concerted effort to expand and diversify child care and early learning options across the island. Public and private sectors can collaborate to create more facilities, recruit and retain qualified educators, and encourage the establishment of culturally sensitive and community-based programs This will not only enhance the availability but also contribute to the overall quality of education.

In conclusion, ensuring accessible, affordable, and high-quality child care and early learning options on Hawaiʻi Island is not only a matter of practicality for parents but a fundamental step in promoting the well-being and future prosperity of the entire community By addressing the challenges of the application processes, cost, and availability through comprehensive strategies, we can foster an environment where parents have the support they need, and keiki have the opportunity to thrive and develop to their full potential. It is our collective responsibility to prioritize these initiatives and invest in the future of Hawaiʻi Island’s children

Appendix

Aʻo A Mālama Survey Codebook

Question Field Name Value

Q1 What is the name of the community and district that you currently reside in?

community name

Q2 Age of child age, age2, age3, age4

Q3 Is this child Native Hawaiian? nh, nh2, nh3, nh4 1=Yes

0=No

1 = at home with parent or primary caregivers

2= kupuna/family/family friend

Q4 How are your primary child care needs met?

Q5 If Q4=1, then: Does the lack of child care or early learning affect you ability to participate in employment or school?

Q6 If Q4 = 1, 2, 3, or 4, then: Is this your preferred type of child care?

Q7 If Q6=0, then: What has prevented you from getting the kind of care you prefer? Select All

primary, primary2, primary3, primary 4

affect emp sch, affect emp sch2, affect emp sch3, affect emp sch4

preferred, preferred1, preferred2, preferred3, preferred4

cost, cost2,cost3,cost4 distance, distance2,distance3,distance4 no opening, no opening2, no opening3, no opening4 hours, hours2, hours3, hours4, other, other2, other3, other4 other text, other text2, other text3, other text4

3=licensed child care and early learning provider

4=preschool

5=elementary school

1=Yes

0=No

If Q4= 3 or Q4=4, then:

Q8

Q9

Q10

Q11

Q12

Is this child care and early learning available 95% of the time that you need it?

If Q4=3 or Q4=4, then:

Do you receive financial assistance/subsidy for child care, early learning, or preschool?

If Q9 = 1, then: How much does the receipt of financia assistance/subsidy affect your preference/choice?

If Q4 =1, 2, 3, or 4, then: Has your child care or early learning preference changed from pre-pandemic to now?

available, available2, available3 1=Yes 0=No

subsidy, subsidy2, subsidy3, subsidy4 1=Yes 0=No

subsidy affect choice, subsidy affect choice2 subsidy affecct choice3 subsidy affect choice4

pandemic change, pandemic change2, pandemic change3, pandemic change4

1=None 2= Very Little 3= A Lot

1=Yes 0=No

If Q4 = 1, 2, 3, or 4, then: Would your preferences change if you had access to paid family leave? paid leave, paid leave2, paid leave3, paid leave4 1=Yes 0=No

Q13

Q14

A

O A MĀLAMA

Child Care and Early Learning on Hawaiʻi Island

If Q4 = 1, 2, 3, or 4, How long (in minutes) is your commute from your home to the child care or early learning provider?

If Q13 > 0, then: How long (in minutes) is your commute from your child care or early learning provider to your work or school?

h2p mins, h2p mins2, h2p mins3, h2p mins4

p2w mins, p2w mins2, p2w mins3, p2w mins4 Aʻ

O A MĀLAMA PHONE INTERVIEW PROTOCOL

Before the interview, complete the following questions:

ID#: Facilitator:

Date: Time Start: Time End:

To access qualtrics form: QR Code: Link : https://bit.ly/3Qzw2E4

Note to Interviewer: If recording, check to see if tape works before you begin. If you are not recording, there should be a second person with you there taking notes. Be sure to explain the recorder’s role.

Introduction:

Thank you for coming today. My name is (say your name) and I am a (your position--e.g. student researcher, Vibrant Hawaiʻi Ambassador, Research Associate) on the Aʻo A Mālama Project led by Vibrant Hawaiʻi. Mahalo for taking the time to talk with me today

The purpose of this interview is to gain a better understanding of your experiences, expectations and goals for your child’s early childcare and education needs. The information you provide will help Vibrant Hawaiʻi and other organizations to advocate for greater childcare and early childhood education on Hawaiʻi Island.

Format: Today we’ll be discussing your experiences with early childhood education and preschool for your child We will ask you a question, and we will discuss each question. We might spend more time on one question over another. That’s fine. I’ll keep an eye on the time to keep us moving along. We will talk for around 10 minutes. We

Child Care and Early Learning on Hawaiʻi Island

will be recording this session so that we can focus on our conversation, but we will be the only ones who will have access to this recording.

Confidentiality: Your name will not appear anywhere We will ask you to record your name at the beginning of the discussion for our transcriber, just so they can keep track of the flow. We will also ask you the name of your child so our conversation can have a natural flow. But we will not include any names when we type the transcript and conduct the analyses.

Risks: You may say something that contains sensitive information. If during the discussion you say something that you wish you had not said, let us know and the statement will be erased and won’t be transcribed. And we can skip any question you do not feel comfortable responding to. The chance that you may say something sensitive is a risk of this project

Benefits: A benefit of participation is that your responses will provide important evidence and critical information needed to create better childcare and preschool options for young children on Hawaiʻi Island.

We will now begin recording {Turn on recording}

For purposes of transcription can you please confirm your name (or fake name of your choice)?

1. How did you find out about this interview?

a Direct email

b Referred by a parent? If yes, what is the first and last name of the parent that referred you?

c. Other:

2. Do you have a child that is 3 or 4 years old?

3. What is their name?

4. In what district of Hawaiʻi Island do you currently reside?

5. What is the name of your community?

6. What is your zip code?

We would now like to ask you some questions about preschool

7. What preschool options (if any) are you aware of in your community?

{If they ARE AWARE or name any options, go to sub questions 7.a,7.b,7.c below}

7 a How did you hear about these preschools?

7 b Do you know when their enrollment period opens?

7.c. Do you know how to apply for (the preschool)?

CONTINUE TO QUESTION 8.

{If they are NOT AWARE and cannot name any options, go to question 8}

Child Care and Early Learning on Hawai

8. Have you ever applied to enroll (name of child) for preschool?

{If YES, go to sub question 8.a} {If NO, go to sub question 8.d}

8 a How many preschools did you apply to?

8 b What, if any, challenges did you experience during the application process?

8.c. Were you accepted?

{If YES, ask sub questions go to 8.c.1} {If NO, go to sub question 8.c.2}

8.c.1. Did you enroll (name of child)?

8 c 2 What were your reasons for this decision?

8.d. What other childcare or early learning options outside of preschool are available to you?

8.e. How did you find out about these options? {Probe for each one}

8.f. How satisfied are you with the childcare or early learning options available to you?

9. On a scale of 0-10, with 0 being not important at all and 10 being very important, in your opinion, how important do you think it is to enroll young children in preschool?

9.a. Why {repeat the number they stated}?

10. If you could create the ideal early learning or preschool environment for {name of child}, what would it be?

Finally, we just need to collect some additional background information. Again, this is just for general information and none of what you provide will be shared in ways that can be directly connected to you They are designed for comparison purposes only

11. Are you currently employed?

{If YES go to sub question 11 a} {If NO, go to question 12}

11 a Do you work part-time or full-time?

11.b. Do you work multiple jobs?

{If YES go to sub question 11.b.1}

11.b.1. How many jobs do you have currently?

12. Is {name of child} 3 or 4 years old?

13. Does {name of child} identify as Native Hawaiian?

Those are all of our questions. Mahalo nui for sharing with us. Before we end:

14. Is there anything else you would like for us to know?

Thank you so much for taking the time to meet with me/us.

We will let Vibrant Hawaiʻi know that you have completed your interview

A MĀLAMA

Child Care and Early Learning on Hawaiʻi Island

We are offering an additional $10 incentive for every parent you personally refer to us that resides on Hawaiʻi island, meets all the requirements, and completes a phone interview. To ensure you get the additional $10 incentive, be sure to have the parents you refer share with us your name All incentives will be totaled and sent to you via email at the END of the month

For your gift card incentive, which would you prefer? Walmart? Or Amazon?

If you have any questions or want to talk further, you can contact us at pbsed@hawaii edu

{Turn off recording}

Child Care and Early Learning on Hawaiʻi Island

Complete List of Schools Named*

State or Federally-Funded Public, Charter, or Headstart Programs

ʻAha Pūnana Leo

Ernest Bowen deSilva Elementary School

Hōnaunau Elementary School (5)

Ka ʻUmeke Kāʻeo Public Charter School

Keaʻau Elementary School

Keaukaha Elementary School

Keonepoko Elementary School SPED program (4)

Kohala Elementary School

Konawaena Elementary School

Kua O Ka Lā Public Charter School

Nāʻālehu Elementary School (5)

Pāhoa Elementary School (4)

Parents and Children Working Together Head Start (PACT) (13)

Waikoloa Elementary School SPED program

Private Schools

ABC Fun Preschool

Alakaʻi Academy Child Development Center

Creative Day Preschool Inc.

Home Daycare Kalapana

Joyland Preschool

Ka Hale O Nā Keiki Preschool

Kamehameha School Preschool (17)

Mālamalama Waldorf School Kinderhale

Pāhala Preschool

Small World Preschool

Child Care and Early Learning on Hawaiʻi Island

Sonshine Preschool & Kindergarten

Schools in Religious Institutions

Christian Liberty Academy

E Makaʻala Preschool Program

Haili Christian School

Hale Aloha Nazarene School

Hilo Hongwanji Preschool

Kaʻūmana Baptist Keikiland Preschool

Mauna Loa Preschool

St Joseph Montessori-Based Preschool

Waikoloa Baptist Keikiland Preschool

Non-Profit Schools

Tūtū and Me Traveling Preschool

Young Women's Christian Association (YWCA) (4)

Home School

ʻOhana Homeschool Cooperative

* Bolded Schools indicated at least 4 respondents named the school with (# of respondents)