ERIC Number: EJ1236438
Record Type: Journal
Publication Date: 2019
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1976-5681
EISSN: N/A
Policy Levers to Promote Cultural Competence in Early Childhood Programs in the USA: Recommendations from System Specialists
Porterfield, Mary L.; Scott-Little, Catherine
International Journal of Child Care and Education Policy, v13 Article 10 2019
The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE program administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.
Descriptors: Cultural Awareness, Early Childhood Education, Child Care, Educational Quality, Faculty Development, Administrators, Training, Technical Assistance, Quality Control, Incentives, Rewards, Educational Policy
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A