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Nursery schools became popular in the 1920s as more American parents began to believe that families needed the guidance of child psychologists and child development experts to promote healthy child development. However, these nursery schools mostly benefitted families who were well-off since social workers of the time convinced many poorer families that they needed to stick to the then "mainstream of American life", which meant fathers worked outside the home and mothers of young children remained home to care for them (Cahan, p. 21). In the late 1920s, nursery schools became a place for helping mothers prepare for parenthood (p. 23).

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In 1933, President Franklin Roosevelt took office. He then worked with Congress to have about half a billion dollars to be distributed through FERA (Federal Emergency Relief Administration) for teachers, nurses, service workers, and preschool aged children from underprivileged homes during the Depression. Harry Hopkins, who led FERA at the time, then authorized the launch of emergency nursery schools--under the control of the public school systems--for unemployed teachers, custodians, nutritionists, cooks, and nurses, among others (Cahan, p. 23).

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In 1941, the Lanham Act passed in Congress, establishing a limited nursery school program for working mothers during World War II. The nursery schools served just over 65,000 children and at the height of the act's effectiveness, nearly 130,000 children attended the nursery programs until the end of World War II (Cahan, p. 29).

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In 1954, Congress implemented the child care tax deduction which reimbursed a percentage of the expenses families paid for child care. Additionally, 1954 saw the ruling on Brown v. The Board of Education integrating schools and providing equal opportunities for the care of children of color (Morrison, p. 131).

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In 1975, Congress passed the Education of All Handicapped Children Act. This legislation mandated that in order to receive federal funding, states must develop and implement policies to ensure free and appropriate education and care for children with disabilities (Morrison, p. 125). This milestone made children with disabilities visible and made it possible for them to receive education and care with their peers.

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The Individuals with Disabilities Act was a renaming and reauthorization of the Education of All Handicapped Children Act. This piece of legislation provided inclusion in all areas, requiring accessibility to buildings, support for learning and behavioral needs, and diversity in classrooms (Morrison, p. 125).

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One of the hallmarks of the Bush Administration was the No Child Left Behind Act. Signed by President George W. Bush, the No Child Left Behind Act was a reauthorization of the Elementary Secondary Education Act. This legislation helped to provide guidance and funding for quality care and education programs in the U.S. (Morrison, p. 126).

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The Every Student Succeeds Act is the current reauthorization of the Elementary Secondary Education Act. When President Barack Obama signed this legislation, it included funding to support and/or enhance high-quality preschool education for all children, especially those in low and moderate-income families (Morrison, p 128).

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In 2020, as COVID-19 escalated into a pandemic, schools and childcare centers saw a reduction in enrollment, and actually closed for a period of time due to worldwide lockdowns and stay-at-home orders. In May and July 2020, Congress passed two bills, The HEROES Act (Health and Economic Recovery Omnibus Emergency Solutions) and Child Care Is Essential Act respectively. Both bills provided 7B (HEROES) and 50B (Child Care Is Essential) to stabilize and expand access to child care during the pandemic for working parents (ChildCare Aware).