The Role of Licensing in Early Care and Education: Front-Line Licensing Staff

This study aims to advance understanding of the landscape of child care and early education licensing systems. State/territory child care and early education licensing agencies establish and monitor regulations that child care programs serving young children must meet to operate legally. These regulations and monitoring practices play a large role in the operations of child care programs but have received relatively little research attention. The field has limited information about features of state/territory licensing units; and no information directly from front-line licensing staff about their characteristics, experiences, training, and perceptions of licensing. Ultimately, TRLECE: Front-Line Licensing Staff findings can inform licensing policies, practices, and supports in the child care and early education field; guidance and technical assistance to state leaders; and future research.

The investigators will conduct a survey of front-line child care licensing staff, who are the individuals who routinely conduct inspections of licensed child care programs, for this descriptive study. The survey is designed to collect information about front-line staff members' roles, day-to-day responsibilities, demographic characteristics, career paths, professional development experiences, relationships with colleagues and providers, and burnout/work satisfaction, role in supporting quality and quality improvement, and perceptions of strengths and challenges of the licensing system. The investigators intend to invite all front-line staff from all 50 states and DC to participate (n=~3,000).

Inclusion criteria

• All front-line child care licensing staff in all U.S. states and DC

Exclusion criteria

• Individuals who are not front-line child care licensing staff in U.S. states and DC