supporting cultural responsiveness in diverse child care … · 2018-12-23 · participants will do...
TRANSCRIPT
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Supporting Cultural Responsiveness
in Diverse Child Care Settings
Serving Infants and Toddlers
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Welcome and Introductions
Lisa Ojibway
Infant/Toddler Specialist
State Capacity Building Center
State Capacity Building Center
Chandra Curtis
Infant/Toddler Specialist
State Capacity Building Center
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Please Select the Role That Fits You Best
State Capacity Building Center 3
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Session Overview
Defining cultural responsiveness
Why this topic is important for infants and toddlers
Research and best practices for implementation across
diverse child care settings
State-level strategies for supporting cultural
responsiveness
Strategies and supports for implementation within CCDF
Child Care, Early Head Start, and Family Child Care
Resources related to culturally and linguistically
responsive practices
State Capacity Building Center 4
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Objectives
Participants will do the following:
Increase their knowledge of cultural responsiveness and
positive outcomes for infants and toddlers
Explore strategies to support cultural responsiveness in
diverse child care settings
Identify strengths in culturally responsive care across
Early Head Start, child care centers, and family child
care settings
Become familiar with resources and best practices to
support the needs of diverse infant/toddler populations
State Capacity Building Center 5
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Word Cloud: Diverse Populations
State Capacity Building Center 6
What are some of the diverse populations reflected in child care?
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Cultural Responsiveness and Positive
Outcomes for Infants and Toddlers
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Program for Infant/Toddler Care (PITC)
Six Essential Program Practices
Individualized care
Inclusion of children with
special needs
Continuity of care
Primary care
Small group size
Culturally Sensitive
care
Relationship-based
care
State Capacity Building Center
Program for Infant/Toddler Care. (n.d.). PITC's six program policies [Web page]. Retrieved from
https://www.pitc.org/pub/pitc_docs/policies.html
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Why Is Culturally Responsive Care
Important for Infants and Toddlers?
Enhances the quality of care
Strengthens identity
development
Creates a feeling of belonging
Informs the infant’s sense of self
State Capacity Building Center 10
Virmani, E. A., & Mangione, P. L. (Eds.). (2013). Infant/toddler caregiving: A
guide to culturally sensitive care (2nd ed.). Sacramento: California Department
of Education.
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Why Is Culturally Responsive Care
Important for Infants and Toddlers?
Culture shapes the context for social
interactions that form the fundamental building
blocks of the various dimensions of identity.
State Capacity Building Center 11
Virmani, E. A., & Mangione, P. L. (Eds.).
(2013). Infant/toddler caregiving: A guide to
culturally sensitive care (2nd ed.).
Sacramento: California Department of
Education.
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A culturally responsive learning environment
promotes continuity between children’s home
environments and their early learning environments.
Dual-language learning fosters children’s sense of
belonging, social connectedness, and emotional
attachment.
12
U.S. Department of Health and Human Services & U.S. Department of Education. (2017). Policy
statement on supporting the development of children who are dual language learners in early
childhood programs (ODAS, ECD-ACF-PS2017-02). Retrieved from
https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
Culturally and Linguistically
Responsive Care
State Capacity Building Center
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Cognitive development advantages
of bilingualism include increased
cognitive control, enhanced problem
solving abilities, greater working
memory, and increased ability to
focus, ignore distracting information,
and apply known concepts to new
situations
State Capacity Building Center 13
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A
systematic review and meta-analysis of the cognitive correlates of
bilingualism. Review of Educational Research, 80(2), 207–245.
Culturally and Linguistically
Responsive Care
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State Capacity Building Center 14
Infants and toddlers who were exposed to two
languages before age 3 performed better in reading,
phonological awareness, and competence in both
languages.
Kovelman, I., Baker, S., & Pettito, L.
(2008). Age of first bilingual language
exposure as a new window into
bilingual reading development.
Bilingualism: Language and Cognition
11(2), 203–223.
Culturally and Linguistically
Responsive Care
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National-Level Strategies to Support
Culturally Responsive Practices
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CCDF and Cultural Responsiveness
State Capacity Building Center 16
Section in Code of
Federal Regulations Related to cultural and linguistic responsiveness
§ 98.15(a)(9)(i) Culturally and linguistically appropriate early learning and
developmental guidelines
§ 98.33(b)(1)(iv) Best practices concerning children’s development and
meaningful parent and family engagement
§ 98.44(a)(6) Research and best practice, including culturally and
linguistically appropriate practices
§ 98.44(b)(1)(iii) Promoting child development across all major domains
§ 98.44(b)(2)(iv)(D) Ongoing accessible professional development appropriate for
diverse populations
§ 98.53(1)(i)(A) Culturally appropriate strategies to promote the social,
emotional, physical, and cognitive development of children
§ 98.53(1)(iv) Engaging parents and families in culturally and linguistically
appropriate ways
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Quality Rating and Improvement Systems
(QRISs) and Cultural Responsiveness
State Capacity Building Center 17
Source: QRIS profile report. Retrieved from https://qualitycompendium.org/view-state-profiles
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QRISs and Cultural Responsiveness
Colorado
Delaware
Florida
Georgia
Idaho
Illinois
Massachusetts
South Carolina
Texas
Virginia
Washington
Wisconsin
State Capacity Building Center 18
Michigan
Minnesota
Nebraska
Nevada
New Mexico
New York
Oregon
19 states have cultural and linguistic diversity
indicators within their QRIS standards
Source: QRIS profile report. Retrieved from https://qualitycompendium.org/view-state-profiles
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State-Level Strategies to Support
Culturally Responsive Practices
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Florida’s Approach to Cultural and
Linguistic Responsiveness
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Florida’s Approach to Cultural and
Linguistic Responsiveness
Erin Smeltzer, ManagerSchool Readiness Program
Florida Office of Early Learning
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Strengths
Statewide equity and cultural
competence work – The Lens
Translation options on OEL
and several coalition websites
Some parent forms and
resources available in other
languages
Vroom tips for families in
Spanish www.vroom.org
Bilingual and diverse coalition
staff and early educators
Inclusive and responsive in
trainings and resources for
providers and educators
Training and technical assistance for educators in Spanish
Development of Communities of Practice for ESL early educators
Development of guidelines for preventing expulsion, dismissal and suspension
Child screening results in Spanish
Training and technical assistance for educators in Spanish
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Challenges
Awareness
Persistent language
barriers in daily
communication with
families, program
materials, family
resources, training for
educators, etc.
Comprehensive
understanding that
cultural responsiveness is
more than just translation
Lack of data:
The impact of implicit
bias
Historical data on
expulsion/dismissal
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Lessons Learned
Awareness comes first
Equity in resources
Listen well
Invite your opposition
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Next Steps/Goals for the Future
Translation of
resources and
trainings
Awareness trainings
(implicit bias, cultural
responsiveness and
understanding of
norms)
Dual-language
learning specialization
to guide parent choice
Expulsion data
analysis
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Questions or reflections for Florida
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Minnesota’s Approach to Cultural and
Linguistic Responsiveness
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Minnesota’s Approach to Cultural and
Linguistic Responsiveness
Kathy Schwartz, Infant Toddler & Professional Development Specialist Minnesota Department of Human Service
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Strengths
Community Engagement Gathering community and stakeholder input
Creating recommendations
Feedback to communities prior to implementing changes
Recruitment and support of trainers, coaches and the workforce Trainer mentorship program
Cultural adaptations to state curricula
Professional Development Advisors
Locally Designed Supports Ojibwe and Dakota language supports for children in
child care
Learning communities paired with coaching
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Challenges
Data collection and data sharing across
systems
Improve workforce and child level data collection
Consistently collect data across agencies
Strengthening opportunities to share data
Recruiting and retaining quality child care
programs
Offer variety of supports- including business
planning
Exploring new partnership opportunities
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Lessons Learned
31
Equity and inclusion have to be a priority at
all levels in order to impact change.
Engagement isn’t “one and done”. Just as
continuous quality improvement is on-going,
so must stakeholder engagement be on-
going.
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Lessons Learned
Relationships matter. Those working together
will not always agree, but it is important to keep
the dialog going in order to build trust over time.
Process and outcomes are equally important,
especially when working on issues related to
equity and inclusion. Both must be strong.
Change cannot happen without trust, trust will
not happen without change.
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Next Steps / Goals for the Future
Strategic planning through an equity lens
Continue to learn more about human
centered design, and apply it in our policy
development work
Strengthen the evaluation of resource
investments
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Questions or reflections for Minnesota
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Share in the Chat
What strategies,
supports, and
resources for cultural
and linguistic
responsiveness would
you like to share?
35State Capacity Building Center
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Diverse Child Care Settings:
Strategies, Supports, and Resources
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NAEYC Pathways to Cultural Competence
Concept 1: Children are nested in families
Concept 2: Identify shared goals among families and staff
Concept 3: Authentically incorporate cultural traditions in the classroom
Concept 4: Acknowledge child development as a culturally-driven, ongoing process that should be supported across contexts in a child’s life (e.g., school and home)
State Capacity Building Center 37
Source: Pathways to Cultural Competence from NAEYC and the Build Initiative
http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/281/Pathways-to-
Cultural-Competence.aspx
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NAEYC Pathways to Cultural Competence
Concept 5: Individuals and institutions’ practices are embedded in culture
Concept 6: Ensure decisions and policies embrace home languages
Concept 7: Ensure policies and practices embrace and respect families cultural values, attitudes, and beliefs toward learning
Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching
State Capacity Building Center 38
Source: Pathways to Cultural Competence from NAEYC and the Build Initiative
http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/281/Pathways-to-
Cultural-Competence.aspx
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Culturally Responsive versus Culturally
Insensitive
Culturally Responsive
Practices
Culturally Insensitive Practices
Positiv
eN
egativ
e
State Capacity Building Center 39
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PITC Strategies
Create collaborative and reciprocal relationships with culturally and linguistically diverse families
Establish clear two-way communication with families
Express interest in children’s home language
Include children with special needs in diverse child care settings
Inquire about parents’ goals for their children’s learning and development
Collaborate with families to support children’s bicultural and bilingual development
Ask, acknowledge, and adapt
State Capacity Building Center 40
Virmani, E. A., & Mangione, P. L. (Eds.). (2013). Infant/toddler caregiving: A guide to
culturally sensitive care (2nd ed.). Sacramento: California Department of Education.
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Sensory experiences
Creative arts & expression
Dramatic play area
Nature & science
Fine motor skills &
manipulative
Language & literacy
Block area
Music & movement
State Capacity Building Center 41
Family and Community Engagement
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Developing Culturally Responsive
Caregiving Practices
Ensure ongoing, dynamic, and mutually respectful interactions.
Use problem-solving strategies to create collaborative
solutions that reflect both staff and family ideas and practices.
State Capacity Building Center 42
Virmani, E. A., & Mangione, P. L. (Eds.). (2013). Infant/toddler caregiving: A guide to
culturally sensitive care (2nd ed.). Sacramento: California Department of Education.
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Environments: Infusing Culture and Language
into the Early Childhood Classroom
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Music & movement
Art
Fine motor & manipulatives
Block area
Dramatic play
Language & Literacy
Sensory activities
Gross motor
Nature & Science
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Strategies for Culturally and Linguistically
Responsive Practices
Self-assessment checklists
Program assessment checklists
Demographics and community data
Family involvement in the planning process
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Supporting workforce diversity that reflects the race, ethnicity, languages, and cultural backgrounds of children
Supporting dual and multilingual learning
Including all children with differing abilities
Identifying and developing resources
Assessing the environment and building support
Determining staff development needs and interests
State Capacity Building Center 45
Strategies for Culturally and Linguistically
Responsive Practices
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Using intentional learning to build on cultural backgrounds for curriculum implementation
Setting goals and outlining action steps
Implementing culturally and linguistically responsive practices
Using evaluation data and parent satisfaction feedback
Practicing continuous quality improvement
State Capacity Building Center 46
Strategies for Culturally and Linguistically
Responsive Practices
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Training and Supports for Implementation
Infant/toddler specialist networks
Child care resource and
referral (CCR&R) agencies
Quality rating and
improvement
systems
Others: state-
level, regional,
and local
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Toolkits and Resources
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Resource Guide: Developing Culturally
Responsive Approaches to Serving Diverse
Populations
State Capacity Building Center 49
National Research Center on Hispanic Children and
Families, http://www.hispanicresearchcenter.org/wp-
content/uploads/2017/03/Cultural-Competence-Guide.pdf
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Resource: Building Culturally and Linguistically
Competent Services to Support Young Children,
Their Families, and School Readiness
State Capacity Building Center 50
Annie E. Casey
Foundation. Building
Culturally and
Linguistically
Competent Services to
Support Young
Children, Their
Families, and School
Readiness
https://files.eric.ed.gov/
fulltext/ED485881.pdf
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Resource: Multicultural Principles
State Capacity Building Center 51
Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five retrieved
from https://eclkc.ohs.acf.hhs.gov/culture-language/article/multicultural-principles-early-
childhood-leaders
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Resource: Family Engagement and Cultural
Perspectives: Applying Strength-based
Attitudes
State Capacity Building Center 52
National Center on
Parent, Family and
Community Engagement,
Family Engagement and
Cultural Perspectives:
Applying Strengths-based
Attitudes
https://childcareta.acf.hhs.
gov/resource/family-
engagement-and-cultural-
perspectives-applying-
strengths-based-attitudes
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Resource: Race Equity and Inclusion Action
Guide
Annie E. Casey
Foundation. Race,
Equity and Inclusion
Action Guide: 7 Steps
to Advance and
Embed Race, Equity
and Inclusion within
your Organization
retrieved from
https://www.aecf.org/r
esources/race-equity-
and-inclusion-action-
guide/
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Reflections
54
Questions
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Break to Evaluate
State Capacity Building Center 55
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How likely are you to use one of the
strategies or resources that you heard
about today?
56State Capacity Building Center
Poll Question 2
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How much has your understanding
improved regarding cultural responsiveness
with infants and toddlers?
57State Capacity Building Center
Poll Question 3
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What other webinar topics would be useful
to you?
58State Capacity Building Center
Poll Question 4
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Thank you!!
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Featured Resources
Resource Source Image
Building Culturally and
Linguistically Competent
Services to Support Young
Children, Their Families, and
School Readiness
Annie E. Casey Foundation,
retrieved from
https://files.eric.ed.gov/fulltext/E
D485881.pdf
Culture and Language Early Childhood Learning and
Knowledge Center (ECLKC),
https://eclkc.ohs.acf.hhs.gov/cult
ure-language
Developing Culturally
Responsive Approaches to
Serving Diverse Populations: A
Resource Guide
National Research Center on
Hispanic Children and Families,
http://www.hispanicresearchcent
er.org/wp-
content/uploads/2017/03/Cultur
al-Competence-Guide.pdf
State Capacity Building Center 60
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Resource Source Image
Enhancing Practice with
Infants and Toddlers from
Diverse Language and
Cultural Backgrounds
NAEYC, retrieved from
https://eric.ed.gov/?id=EJ992
259
Family Engagement and
Cultural Perspectives:
Applying Strengths-based
Attitudes
National Center on Parent,
Family and Community
Engagement,
https://childcareta.acf.hhs.gov
/resource/family-engagement-
and-cultural-perspectives-
applying-strengths-based-
attitudes
State Capacity Building Center 61
Featured Resources
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Resource Source Image
Making It Work: Implementing
Cultural Learning Experiences
in American Indian and Alaska
Native Early Learning
Settings for Children Ages
Birth to 5
National Center on Early
Childhood Development,
Teaching and Learning,
https://eclkc.ohs.acf.hhs.gov/c
ulture-
language/article/making-it-
work-implementing-cultural-
learning-experiences-
american-indian
Revisiting and Updating the
Multicultural Principles
for Head Start Programs
Serving Children Ages Birth to
Five
Office of Head Start and Early
Head Start National Resource
Center,
https://eclkc.ohs.acf.hhs.gov/c
ulture-
language/article/multicultural-
principles-early-childhood-
leaders
State Capacity Building Center 62
Featured Resources
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Resources
Building Culturally and Linguistically Competent Services to Support Young
Children, Their Families, and School Readiness retrieved from The Annie E.
Casey Foundation. https://files.eric.ed.gov/fulltext/ED485881.pdf
Core Qualities for Successful ECE Programs: Self-Assessment Tool from the
BUILD Initiative and the National Council of La Raza
http://www.buildinitiative.org/Portals/0/Uploads/Documents/Core%20Qualities%
20For%20Successful%20ECE%20Programs%20Self-Assessment.pdf
Culture and Language https://eclkc.ohs.acf.hhs.gov/culture-language
Developing Culturally Responsive Approaches to Serving Diverse Populations: A
Resource Guide for Community-Based Organizations
http://www.hispanicresearchcenter.org/publications/developing-culturally-
responsive-approaches-to-serving-diverse-populations-a-resource-guide-for-
community-based-organizations/
Enhancing Practice with Infants and Toddlers from Diverse Language and
Cultural Backgrounds https://eric.ed.gov/?id=EJ992259
State Capacity Building Center 63
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Family Engagement and Cultural Perspectives: Applying Strengths-based Attitudes
retrieved from the National Center on Parent Family and Community Engagement
(NCPFCE) https://childcareta.acf.hhs.gov/resource/family-engagement-and-cultural-
perspectives-applying-strengths-based-attitudes
Making It Work: Implementing Cultural Learning Experiences in American Indian and
Alaska Native (AI/AN) Early Learning Settings https://eclkc.ohs.acf.hhs.gov/culture-
language/article/making-it-work-implementing-cultural-learning-experiences-
american-indian
Multicultural Principles for Early Childhood Leaders
https://eclkc.ohs.acf.hhs.gov/culture-language/article/multicultural-principles-early-
childhood-leaders
Pathways to Cultural Competence from NAEYC and the Build Initiative
http://www.buildinitiative.org/WhatsNew/ViewArticle/tabid/96/ArticleId/281/Pathways-
to-Cultural-Competence.aspx
Planned Language Approach: Research-based Language and Literacy Approaches
https://eclkc.ohs.acf.hhs.gov/culture-language/article/planned-language-approach-
pla-research-based-literacy-language-practices
State Capacity Building Center 64
Resources
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Program for Infant and Toddler Care (PITC) Six Essential Program Practices for
Relationship-based Care: Culturally Sensitive Care
https://childcareta.acf.hhs.gov/resource/program-infanttoddler-care-pitc-six-essential-
program-practices-relationship-based-care-1
Promoting Cultural Competence Self-Assessment Checklist from the National Center
on Cultural Competence https://nccc.georgetown.edu/assessments/
Quality for Whom? Supporting Diverse Children and Workers in Early Childhood
Quality Rating and Improvement Systems
https://www.migrationpolicy.org/research/supporting-culturally-and-linguistically-
diverse-children-and-workers
Selecting and Using Culturally Responsive Children’s Books
https://eclkc.ohs.acf.hhs.gov/publication/selecting-using-culturally-responsive-
childrens-books
Selecting Culturally Appropriate Children’s Books in Languages Other Than English
https://eclkc.ohs.acf.hhs.gov/publication/selecting-culturally-appropriate-childrens-
books-languages-other-english
State Capacity Building Center 65
Resources
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Supporting the School Readiness and Success of Young African American Boys
Project: Reflections on a Culturally Responsive Strength-Based Approach
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/young-african-american-boys-
project-guide.pdf
Tip Sheet: Creating Environments That Include Children’s Home Languages and
Cultures https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/dll-creating-
environments.pdf
Tip Sheet: Including Children’s Home Languages and Cultures
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/dll-childrens-home-
languages.pdf
U.S. Department of Health and Human Services & U.S. Department of
Education. (2017). Policy statement on supporting the development of children
who are dual language learners in early childhood programs (ODAS, ECD-ACF-
PS2017-02). Retrieved from
https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
State Capacity Building Center 66
Resources
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References
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C.. (2010). A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 80(2), 207–245.
Hook, J.N. (2013). Cultural Humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology
Howes, C., & Spieker, S. (2008). Attachment relationships in the context of multiple caregivers. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical application (2nd ed., pp. 317–332). New York, NY: Guilford Press
Lally, J. R. (1995). The impact of child care policies and practices on infant/toddler identity formation. Young Children, 51(1), 58–67.
Lopez Morgan, C. Cultural sensitivity is... [Handout from Module IV, Responding to Families in Culturally Sensitive Ways training session]. Unpublished document. Sausalito, CA: The Program for Infant/Toddler Care
National Research Council & Institute of Medicine (2000). From neurons to neighborhoods: The science of early childhood development. J. Shonkoff & D. Phillips (Eds.). Washington, DC: National Academies Press
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References (continued)
Rajagopal (2011). Create Success! Culturally Responsive Instruction. ACSD Alexandria, VA
Raikes, H., & Edwards, C. (2009). Extending the dance in infant and toddler caregiving. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.
Ray, A. (2015, April). Culture as the lens through which children learn best: Implications for policies to improve teaching. Workshop presented at the 2015 BUILD Initiative & Center on Enhancing Early Learning Outcomes Conference Learning Table on State Policy to Improve Teaching and Children’s Learning, Chicago, IL.
U.S. Department of Health and Human Services & U.S. Department of Education. (2017). Policy statement on supporting the development of children who are dual language learners in early childhood programs (ODAS, ECD-ACF-PS2017-02). Retrieved from https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
Virmani, E. A., & Mangione, P. L. (Eds.). (2013). Infant/toddler caregiving: A guide to culturally sensitive care (2nd ed.). Sacramento: California Department of Education.
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State Capacity Building Center,
A Service of the Office of Child Care
9300 Lee Highway
Fairfax, VA 22031
Phone: 877-296-2401
Email: [email protected]
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