New directions in child care research are compelling researchers to explore larger socialization ... more New directions in child care research are compelling researchers to explore larger socialization perspectives. In one of these, ethnic and cultural matches between caregiver and child are used to explain important psychological and developmental processes in children ). This paper discusses three recent child care studies that have used teacher-child ethnicity as a proxy for cultural continuity. The first study identified teacher and program practices in child care programs designed to serve low-income children and families of color and used a teacherchild ethnic match to ground its examination of associations among teacher-articulated practices, quality, and observed child behaviors. The second study also used a teacher-child ethnic match to ground its examination of associations among teacher-articulated beliefs and practices about families and observed teaching practices in child care programs that served low-income children and families of color. The third study explored young children's processes of forming attachments with caregivers in child care when the child and caregiver did and did not share an ethnic cultural community. The findings in all three studies suggested that teachers' perceptions and practices, and children's experiences in child care, are rooted within ethnic communities.
This paper presents a qualitative analysis concerning child care practices by six African America... more This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. . An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891Development, 67, -1914, which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.
New directions in child care research are compelling researchers to explore larger socialization ... more New directions in child care research are compelling researchers to explore larger socialization perspectives. In one of these, ethnic and cultural matches between caregiver and child are used to explain important psychological and developmental processes in children of color (Guerra & Jagers, 1998; McLoyd, 1998; Phinney & Landin, 1998). This paper discusses three recent child care studies that have used teacher-child ethnicity as a proxy for cultural continuity. The first study identified teacher and program practices in child care programs designed to serve low-income children and families of color and used a teacher-child ethnic match to ground its examination of associations among teacher-articulated practices, quality, and observed child behaviors. The second study also used a teacher-child ethnic match to ground its examination of associations among teacher-articulated beliefs and practices about families and observed teaching practices in child care programs that served low-income children and families of color. The third study explored young children's processes of forming attachments with caregivers in child care when the child and caregiver did and did not share an ethnic cultural community. The findings in all three studies suggested that teachers' perceptions and practices, and children's experiences in child care, are rooted within ethnic communities.
This short-term longitudinal study examined changes over time in social competence with peers as ... more This short-term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low-income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed them with their teachers and peers at entry and again six months later. Observers rated aggressive, anxious/withdrawn, and prosocial behavior with peers and observed complexity of peer play. Children who lacked peers with a shared ethnic heritage and children who spoke a different language at home than the language most often used in the classrooms appeared to be struggling with peer interaction six months after entry into the peer group. Children who had a peer who shared their ethnic heritage and entered the most ethnically diverse classrooms increased their complex peer play more than other children.
New directions in child care research are compelling researchers to explore larger socialization ... more New directions in child care research are compelling researchers to explore larger socialization perspectives. In one of these, ethnic and cultural matches between caregiver and child are used to explain important psychological and developmental processes in children ). This paper discusses three recent child care studies that have used teacher-child ethnicity as a proxy for cultural continuity. The first study identified teacher and program practices in child care programs designed to serve low-income children and families of color and used a teacherchild ethnic match to ground its examination of associations among teacher-articulated practices, quality, and observed child behaviors. The second study also used a teacher-child ethnic match to ground its examination of associations among teacher-articulated beliefs and practices about families and observed teaching practices in child care programs that served low-income children and families of color. The third study explored young children's processes of forming attachments with caregivers in child care when the child and caregiver did and did not share an ethnic cultural community. The findings in all three studies suggested that teachers' perceptions and practices, and children's experiences in child care, are rooted within ethnic communities.
This paper presents a qualitative analysis concerning child care practices by six African America... more This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. . An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891Development, 67, -1914, which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.
New directions in child care research are compelling researchers to explore larger socialization ... more New directions in child care research are compelling researchers to explore larger socialization perspectives. In one of these, ethnic and cultural matches between caregiver and child are used to explain important psychological and developmental processes in children of color (Guerra & Jagers, 1998; McLoyd, 1998; Phinney & Landin, 1998). This paper discusses three recent child care studies that have used teacher-child ethnicity as a proxy for cultural continuity. The first study identified teacher and program practices in child care programs designed to serve low-income children and families of color and used a teacher-child ethnic match to ground its examination of associations among teacher-articulated practices, quality, and observed child behaviors. The second study also used a teacher-child ethnic match to ground its examination of associations among teacher-articulated beliefs and practices about families and observed teaching practices in child care programs that served low-income children and families of color. The third study explored young children's processes of forming attachments with caregivers in child care when the child and caregiver did and did not share an ethnic cultural community. The findings in all three studies suggested that teachers' perceptions and practices, and children's experiences in child care, are rooted within ethnic communities.
This short-term longitudinal study examined changes over time in social competence with peers as ... more This short-term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low-income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed them with their teachers and peers at entry and again six months later. Observers rated aggressive, anxious/withdrawn, and prosocial behavior with peers and observed complexity of peer play. Children who lacked peers with a shared ethnic heritage and children who spoke a different language at home than the language most often used in the classrooms appeared to be struggling with peer interaction six months after entry into the peer group. Children who had a peer who shared their ethnic heritage and entered the most ethnically diverse classrooms increased their complex peer play more than other children.
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