Culture, Language & Race in QRIS
Prenatal to Age 3: A Comprehensive, Racially Equitable Policy Plan for Universal Healthy Child Development
Prenatal to Age 3 highlights early childhood policies that confront racial equity. Focusing on Minnesota, the plan describes how to promote social, economic, health, and educational equity by broadening the state’s current early childhood public-policy focus on early education and service programs. Recommendations include funding efforts that promote positive early experiences; safe, stable, and nurturing relationships; economic security; and building upon assets and capacities of all families and communities. Prenatal to Age 3 is a plan for action.
Citing studies by Dr. Walter Gilliam and the federal government, Linda Smith and Shantel Meek examine how implicit bias disproportionately affects expulsion and suspension rates of young, Black school children. The authors challenge the early childhood workforce to confront this inequity while sharing corrective strategies of their own.
This report presents a rich and nuanced statistical portrait of America’s Latino children, drawn from the latest nationally-representative data. It is a complex picture. Some facets will be familiar, while others are less well known. All have important economic and social implications, particularly with respect to education as the pathway to fulfilling aspirations and to full participation in the life of the nation.
States early learning system building efforts must be responsive to the unique needs of each and every child and family. To that end, the Cultural and Linguistic Responsiveness portal on the Early Childhood Learning and Knowledge Center (ECLKC) offers resources to support work with dual language learners (DLLs), immigrant and refugee families, and other diverse populations.
Understanding & Measuring Providers’ Teachers’ Cultural Sensitivity with Families - Lesson Learned & Measurement Recommendations
This brief describes the process of measuring cultural sensitivity in the Family and Provider/Teacher Relationship Quality project. Researchers measuring cultural sensitivity in other fields may also find the information contained within this brief useful.
The article Quality in early childhood settings: universal values and cultural flexibility (page 78) within the June edition of Early Childhood Matters from the Bernard van Leer Foundation – A good start: advances in early childhood development – enables us see QRIS work in a worldwide context and explores the meaning of quality.
Quality Rating and Improvement System (QRIS) Standards for Cultural and Linguistic Competence in Early Care and Education Settings
After a recent BUILD-sponsored meeting on increasing the emphasis on cultural and linguistic diversity in QRIS, several participants drafted sample language for states to use in their efforts to be more explicit and intentional. While the document is still in draft form, it is available for states to use.
STARTING POINT: State Actions to Incorporate Issues of Race, Culture, and Language Into Quality Rating Scoring Systems
This paper is a starting point in three respects. First, states are at the starting point in developing and beginning to use different measures within their quality rating scoring systems to promote linguistic and cultural competence and equity, learning as they do so. Second, the paper is at best a partial reflection of what states are doing today, drawing from the most readily available resources and doubtless leaving out important state efforts.
Evidence-Based Approaches to Building Quality for Diverse Young Learners in State Quality Rating and Improvement Systems (QRIS) Learning Table Resources
These resources were developed to assist states, regions, and communities in bringing an intentional emphasis on diversity into their early childhood quality efforts.
Supporting Cultural Competence: Accreditation of Programs for Young Children Cross-Cutting Theme in Program Standards
Trend Briefs share data collected through the NAEYC Accreditation process and connect the findings to early childhood research trends. The analysis of this data tells the story of successful approaches used by high quality programs.