CHILD CARE PROVIDER APPRECIATION DAY SPOTLIGHT: LOIS A. MARTIN, MA
Lois A. Martin, MA is the Director of Community Day Center for Children in Seattle’s Central District, one of the oldest early learning centers in the city. She is also a powerful advocate for children, families, and child care providers. To celebrate Child Care Provider Appreciation Day, we spoke to Lois about how she started working in the field, what brings her joy, and the challenges that child care providers face.
How did you get started working in child care?
Lois (pictured left): My mother founded Community Day Center for Children in 1963, so I grew up in the field. I initially had no interest in working in child care and began working for IBM right after graduating from college at their corporate headquarters in New York. After my son was born, that changed my trajectory. I started helping more with the center, and the early learning bug bit me. I returned to college to receive initial certification via the community college system. I now have an MA in human development from Pacific Oaks College and a certificate in early education leadership from Harvard. I’ve now been working in child care for over 32 years.
Can you share a moment or a memory that brought you joy as a provider and solidified why you do the work you do?
Lois: Seeing the children that came through the program become active in the community. At an event over this last weekend, I saw a past student involved in anti-displacement work for legacy homeowners in the Central District. The roots of caring about community started here; teachers always have conversations with our students about helping others and encouraging empathy.
What role does racial equity have in the child care and early learning space? How do you incorporate it into your work in particular?
Lois: Our center is in a formerly redlined area of Seattle. I grew up in the Central District and am a legacy Black home and business holder. The micro-colonization/gentrification in the area changed the students in attendance, but what hasn't changed is our focus on social justice and racial equity. We ensure we can encourage our parents to join those conversations, whether through books we may read or programs in the community that we share out. The key is involvement in where we live to work toward a world we feel good leaving for the next generation.
We share books that parents may be interested in reading for their own parenting skills and books about children of various ethnicities. Some examples are Ibram Kendi's Antiracist Baby; we make sure we have that in school for the teachers to read. Other books include A is for Activist and Counting on Community. We use books with affirmations that support self-esteem too. We make sure that we support families in raising the next generation of antiracist children whom we hope will become proactive adults against systemic racism.
What would you say to those who say that kids in the early learning space are too young for these kinds of topics?
Lois: Look at the various studies that say children detect skin color at a young age. They notice differences. It’s up to us to support them in learning that our skin color may be different, but we're all deserving of respect, love, and being able to have our basic needs met. If you think about how early we begin introducing kids to vocabulary and the difference between colors, red, green, brown, black, etc. How can they not notice that our skin colors are different?
Race and racism is a paradigm that we in society have created, along with all the injustice that comes with it. It's not something children are born with, it's something they learn and are taught. Even small things like walking with grandma and she sees a young Black man and walks across the street. Those microaggressions make children take notice and think, "If grandma is afraid, then I should be afraid." It’s not innate, but it’s taught.
In your view, what are the biggest issues currently facing providers?
Lois: The biggest issue is being able to hire staff and offer them a thriving wage.
Another top concern is that we may lose folks in the field because of new regulations and requirements placed on child care workers. Many educators are now expected to obtain certain qualifications and trainings that were not required when they entered the field. And although they may be able to have the cost of classes covered, they’re not being paid for their time. There’s no grant for parents to pay babysitters while they’re in school. Those are the type of things not funded. I know that many passionate and experienced educators will be forced to leave the field as an unintentional consequence of these unfunded mandates.
Can you tell us about the difference between a thriving wage and a living wage?
Lois: With a living wage a person can only pay for necessities. Food, shelter, utilities, bus pass, gas. The things it takes for you to be able to make it every day. A thriving wage not only provides for necessities but gives one the ability to save and have some extra income for the things you may simply want to do.
How can advocates best support child care providers?
Lois: The key is respect and honoring providers in a way that they desire, as opposed to what another person thinks is best. Simply honoring our voice, respecting our knowledge, and supporting our efforts.
What would you say to teachers and educators on provider appreciation day?
Lois: I would thank them for providing children with environments that are free of criticism. This helps them become self-assured.
I would thank them for being tolerant of the little spills and accidents that happen throughout the day. In doing so, they model patience.
I would thank them for the way they encourage. That instills confidence.
I would thank them for teaching children how to share. In doing so, that teaches children how to be fair and how to support justice.
I would thank them for helping children to be secure, because it then allows them to be adventurous.
Finally, I would thank them for teaching children how to make mistakes. In turn, that helps them to learn how to be resilient.