Tools and Strategies for Building Systems

That Support Young Children Who Are Culturally, Linguistically &

Ability Diverse

A Presentation at NAEYC 2013 Professional Development Institute

Camille CatlettFPG Child Development

Institute (NC)

Debi MathiasQRIS National Learning

Network (PA)

Eva Marie ShiversIndigo Cultural Center

(AZ)

Who’s here?

What perspective(s) do you bring to our conversation?• PD provider (training, technical assistance,

higher education)

• Administrator

• Direct service provider

• Family member

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In Past Years PDI Has Emphasized Many Dimensions of Quality

The Real Early Learning Challenge:Meeting the Needs of Each & Every Child and Family

A recent study revealed that only 2 states include measures of cultural or linguistic competency of child care programs in their QRIS and these measures sometimes only apply to programs at the highest quality rating. 1

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Before entering kindergarten, the average cognitive scores of preschool-age children in the highest socio-economic group are 60% above the average scores of children in the lowest socioeconomic group.2

Disparities in child outcomes between poor, at-risk, and more advantaged children are evident in cognitive, social, behavioral, and health outcomes as early as 9 months and grow larger by 24 months of age.3

Nearly seven out of every 1,000 pre-kindergarteners are expelled each year—an

estimated 5,117 preschoolers in all. The rate is 3.2 times higher

than the national expulsion rate for children in grades K-12.4

Boys are expelled 4.5 times more than girls; and African-Americans are

twice as likely to be expelled as Latino and Caucasian kids and

more than five times as likely asAsian-American kids.4

Dual language learners are heavily overrepresented among low-achieving students (within the bottom 5% – 25% of the achievement distribution) and severely underrepresented among high achievers (within the top 5% - 25% of the achievement distribution).5

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Children form academic trajectories early in their school careers that tend to be stable and difficult

to change over the course of their schooling 6

Children’s negative perceptions of competence and attitudes become stronger and harder to reverse as children progress through school 7

Research suggests that both preservice and inservice EC teacher preparation have failed to prepare educators who can effectively teach children for whom English is a new language or second dialect, children of color, children of diverse abilities, and children from economically marginalized communities 12

Examine Professional Development

)

Louise Stoney’s analysis of trends & challenges related to QRIS priorities addressed in the 35 state applications for RTT-ELC (2012) noted the “need for greater cultural competence and workforce diversity” as well as PD and supports in multiple languages.

Only one state was cited for focused attention to children with disabilities. 9

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Perspectives on PD from Round 1 RTT-ELC applications

“Grassroots” Perspectives on QRIS & Inclusion

A survey of child care directors (n=48) in 8 states about benefits and challenges of participating in QRIS indicated appropriately addressing program quality for children with disabilities was a concern 1

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All Each & Every

BUILD Diversity Learning Table

March – August 2012

Sample Diversity Learning

Table Session

Questions for Examining

the Intentionality

of Your Approaches

Do your policies reflect

your intentionality?

What messages do your words

convey?

• Family as a broader term

• Person first language (child with a disability instead of disabled child)

New NAEYC Standards for Professional Preparation Programs 10

Significant Changes in the 2009 StandardsThe language all children is revised to read each child or every child to strengthen the integration of inclusion and diversity as threads across all standards. In some cases, the phrase “each child” has been added to a key element of a standard.

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What values do your policies

convey?

Example: LA County QRIS – Families of children with special needs are welcomed to the program; inclusive program philosophyQuestion: How do you measure this?

Have you established

policies related to cultural and

linguistic diversity?

We believe that . . .Learning about and respecting differences among people are promoted when children have many opportunities to play and interact with classmates of different racial and cultural backgrounds and varying abilities.

Have you established policies related to inclusion?

Specialists work closely and collaboratively with classroom staff using an integrated model of service delivery (working primarily in the classroom rather than in a separate “therapy room” or other segregated environment).

Resources from

Early Childhood Inclusion: A Joint

Position Statement of

DEC and NAEYC

Definition

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Resources for Building Policies That Support Each Young Child

Cultural/LinguisticResponsiveness

Programs are responsible for creating a welcoming environment that respects diversity, support children’s ties to their families and communities, and promote both second language and preservation of children’s home languages and cultural identities. Linguistic and cultural diversity is an asset, not a deficit, for young children.

NAEYC, 2009

Ask yourself...

Do your efforts have an explicit and intentional emphasis

on young children who are culturally diverse (includes racial,

ethnic, socio-economic, and other aspects of diversity)?

Do your efforts have an explicit and intentional emphasis

on young children who are dual language learners?

Do your efforts have an explicit and intentional emphasis

on young children with disabilities and inclusion?

Do you have agreed upon definitions of key terms to use in

your work (e.g., cultural competence, inclusion)?

Do you have guiding principles to underscore your shared

commitment to families in all aspects of your work?

Have they been developed collaboratively with families?

Do your family engagement efforts reflect your intentionality?

• Higher preschool performance and promotion to next grade 11,12

• More positive engagement with peers, adults, and learning13

• Buffers negative impact of poverty on academic and behavioral outcomes14

Engage Families to Help Children Succeed

Traditional Models of

Parent Education or

Family Involvement

• Have not been tremendously effective

at engaging families, especially those

who are culturally, linguistically, and

ability diverse

• Often convey the attitude that the

professionals have all the answers

• Often disregard the knowledge-base

and strengths of the family 15

Effective Models of

Family Engagement

Emphasize a reciprocal relationship (not one-

sided)

Take a partnership approach to children’s

learning, in which both programs and families

collaborate

Emphasize respect for families and a value for

their expertise

Promote two-way communication and co-

planning

Biases, even unconscious biases, by teachers and administrators can harm the partnerships between programs and families and discourage families from participating.

Recent research has found changes in teachers’ negative beliefs about Latino and other immigrant families after having direct contact and experiences with these families in their communities. 15

Resources for Supporting Engagement of Each and Every Family

CONNECTThe Center to Mobilize Early Childhood Knowledge

http://connect.fpg.unc.edu/ 38

Anti-bias Education for Young Children and Ourselves

Louise Derman-Sparks and Julie Olson Edwards

Chapter 9: Family Structures

Supporting New Immigrant Families and Children

Supporting Multiracial, Multiethnic, and Mixed Heritage Children and Their Families

Supporting Children in Lesbian/Gay-Headed Families

Resources for Supporting Engagement for Each and Every Family

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