Families across Minnesota are clear: early care and education (ECE) lays the foundation for children’s lifelong learning and well being. Yet for many, especially those raising children with diverse learning needs, finding child care that truly supports their child can feel like an uphill battle. Recent conversations hosted by Think Small highlight both the strengths families value and the gaps they want addressed in Minnesota’s early care and education system.
Children are not one-size-fits-all
One message was clear across rural and urban communities: children are not one size fits all, and early learning environments must reflect that reality. Families emphasized the need for child care options designed to support neurodivergent children, including those with autism, ADHD, and other developmental differences. With approximately 3% of four-year-olds diagnosed with autism and one in six children ages 3–17 diagnosed with a developmental disability, inclusive care is no longer a need of just a few families, it should be a core component of the early care and education system in Minnesota.
High-quality care in every zip code
Families repeatedly stressed that quality should be consistent no matter where a family lives. “Our children are not [brand name] bags or [generic] bags,” one parent shared. “It should be a standard of quality and that standard should be high for our children.” Families want reliable, high quality care across all zip codes, not a system where access and outcomes depend on geography.
Partnership and community with educators
Strong relationships emerged as another key component of quality. Families want ECE to feel like a partnership between them and educators. Many shared appreciation for programs that offer parenting education, daily communication through technology, and opportunities to build community with other families. “Something I really appreciate is the community aspect. They do a lot of parenting education, which I need.”
High quality connections between educators and children help create stable routines, intentional activities, and environments where children feel understood and supported. All came across as important for families.
Invest in skilled, supported educators
Families value educators who bring a wide range of skills and expertise, particularly when it comes to meeting varied developmental and learning needs. Clear documentation of children’s learning needs, and consistent follow up and evaluation were all identified as essential practices, particularly for children who need additional support. Investing in well trained, well supported educators is critical to meeting families’ needs.
Equity, access, and inclusion at the center
Finally, equity and access surfaced as central concerns throughout these conversations. Families called for an early care and education system that is intentionally inclusive, accessible, and designed with diverse needs in mind. “Having reliable, quality child care should be the standard and something that everyone has access to,” one parent shared.
Minnesota families are asking for a system that sees their children fully, values their differences, and provides opportunities for dependable, high quality care for all.
For more information about “What Families Want”, download our two-pager here!
Written by Dr. Nicole Smerillo, Think Small Director of Data, Policy, and Research
