How Culture Influences Child Development? Figure Out Top Child Development Factors, Problems, Remedial Measures and Strategies!
Abstract:
Cultural background gives children a sense of who they are. The unique cultural influences children respond to from birth, including customs and beliefs around food, artistic expression, language, and religion, affect the way they develop emotionally, socially, physically, and linguistically.
Keywords:
culture children, customs beliefs around food, artistic expression, language, and religion, affect the way they develop emotionally, socially, physically, and linguistically
Learning Outcomes
After undergoing this article you will be able to understand the following
1. What's exactly a child development?
2. What are the influencing factors of child development?
3. What are different stages of child growth
4. What kind of problems occur in child in developing phase?
5. What are the remedial measures to be taken for proper upbringing of child?
6. How to make strategies for proper child development?
7. Conclusions
8. FAQs
References
1. What's exactly a child development?
Child development is a dynamic, interactive process. Every child is unique in interacting with the world around them, and what they invoke and receive from others and the environment also shapes how they think and behave. Children growing up in different cultures receive specific inputs from their environment. For that reason, there’s a vast array of cultural differences in children’s beliefs and behaviour.
2. What are the influencing factors of child development?
Childhood is truly a golden period because it is the age where care is taken by parents and at that age, they are provided with all basic supplements. Children's job is to eat sleep and play. That is why there is no tension to worry them and their minds are not polluted by any malpractices.
Each child's unique history, including their experiences and opportunities, is important as the starting point for supporting their development and learning. Many factors, such as low birth weight, child temperament, a recent move or their family being under stress, can also affect a child's development.
3. What are different stages of child growth?
There are FIVE STAGES OF CHILD DEVELOPMENT.
They are;
1. Newborn
During the first month of life, newborns exhibit automatic responses to external stimuli. In other words, a newborn will turn her head toward your hand when you stroke her cheek or grab your finger when you place it in her hand. A newborn is able to see close-up objects, recognize certain smells, smile or cry to indicate a need, and move her head from side to side. Newborns may show signs developmental disabilities, such as spina bifida, genetic disorders and fetal alcohol syndrome.2. Infant
Infants develop new abilities quickly in the first year of life. At three to six months, an infant can control his head movements and bring his hands together. By six to nine months old, an infant can sit without support, babble and respond to his name. Between nine and twelve months old, a baby can pick up objects, crawl and even stand with support. Slow development in infants may be signs of Down’s syndrome and other developmental disabilities.3. Toddler
As children reach the ages between one and three years, toddlers learn to walk without help, climb stairs and jump in place. They can hold a crayon, draw a circle, stack one block on top of another, use short sentences and even follow simple4. Preschool
Between the ages of three and five years, children refine their motor skills. They can throw a ball overhand, skip and hop, stand on one foot for ten seconds or longer, dress themselves, and draw a person with features. Signs of developmental disabilities, such as cerebral palsy, may appear during this stage of development.5. School Age
School age children are six to 12 years old. They are capable, confident, independent and responsible. Peer relationships, particularly relationships with friends of the same gender, are important to school age children. The older school age child begins to develop sexual characteristics. Signs of ADHD, such as trouble staying focused and being easily distracted, may appear in school age children.4. What kind of problems occur in child in developing phase?
Developmental disorders, sometimes referred to as childhood disorders, are physical or brain-based conditions that affect a child’s progress as they grow and develop necessary life skills.
These disorders may impact areas such as:
- mobility
- biological function
- cognition (learning)
- physical or emotional independence
- language
- the five senses and perception
- social skills
Many childhood developmental disorders are present before birth and last throughout life. They may also occur as the result of injury, trauma, or other medical factors during childhood.
5. What are the remedial measures to be taken for proper upbringing of child?
There are many parenting styles, most experts agree on some general guidelines for nurturing a child's emotional health and laying the ground work for an emotionally healthy adulthood.
- Be aware of stages in child development so you don't expect too much or too little from your child.
- Encourage your child to express his or her feelings; respect those feelings.
- Let your child know that everyone experiences pain, fear, anger, and anxiety. Try to learn the source of these feelings. Help your child express anger positively, without resorting to violence.
- Promote mutual respect and trust. Keep your voice level down — even when you don't agree. Keep communication channels open.
- Listen to your child. Use words and examples your child can understand. Encourage questions. Provide comfort and assurance.
- Be honest.
- Focus on the positives.
- Express your willingness to talk about any subject.
- Look at your own problem-solving and coping skills. Are you setting a good example?
- Seek help if you are overwhelmed by your child's feelings or behaviors, or if you are unable to control your own frustration or anger.
- Encourage your child's talents and accept limitations.
- Set goals based on the child's abilities and interests — not someone else's expectations. Celebrate accomplishments.
- Don't compare your child's abilities to those of other children; appreciate the uniqueness of your child. Spend time regularly with your child.
- Foster your child's independence and self-worth.
- Help your child deal with life's ups and downs. Show confidence in your child's ability to handle problems and tackle new experiences.
- Discipline constructively, fairly, and consistently. Use discipline as a form of teaching, not physical punishment.
- All children and families are different; learn what is effective for your child. Show approval for positive behaviors.
- Help your child learn from his or her mistakes.
- Love unconditionally.
- Teach the value of apologies, cooperation, patience, forgiveness, and consideration for others.
- Do not expect to be perfect; parenting is a difficult job.
6. How to make strategies for proper child development?
Healthy Development can take place on doing the following strategies
- Adopt appropriate language
- Responding to children in a predictable way.
- Showing warmth and sensitivity.
- Having routines and household rules.
- Sharing books and talking with children.
- Supporting health and safety.
- Using appropriate discipline without harshness.
- Avoid quarrelling in family
- Keep vigil on the child and suitably make understand what's good or bad.
- Maintain daily routine
- Respect equally
- Try to keep balanced life
- Adequate nutrients to be followed
- Safety of child must be ensured
- Opportunities for early learning is to be facilitated
7. Conclusions
Early childhood development is a period of great opportunity, but also one of great vulnerability. Many children cannot realise their full potential because of adverse conditions in their environment.
Commitment to early childhood development can be the catalyst to enable children to thrive, and thereby transform health and human potential” – World Health Organisation: Survive, Thrive, Transform
8. FAQs
Q. How to Recognize Cultural Influences on Child Development?
Ans.
Culture influences development from the moment we’re born, making an impact on us as we grow. For instance, culture can affect how children build values, language, belief systems, and an understanding of themselves as individuals and as members of society.
Children can receive these cultural influences in different ways, such as through their parents, their environment, and the media. How society shows an understanding of diverse cultures can impact a child’s development in many ways, such as how confident in themselves or how comfortable interacting with others they become as adults.
References
ACF (Administration for Children and Families). 2006. Head Start performance measures center. Family and Child Experiences Survey (FACES 2000). Technical report. HHS-105-96-1912. Washington, DC: U.S. Department of Health and Human Services.
Austin, L. J. E., M. Whitebook, M. Connors, and R. Darrah. 2011. Staff preparation, reward, and support: Are quality rating and improvement systems addressing all of the key ingredients necessary for change? Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Badanes, L., M. Mendoza, and S. Watamura. 2011 (unpublished). Differential susceptibility to stress reactivity at child care for behaviorally inhibited children. Paper presented at the 2011 Society for Research in Child Development biennial meeting, Montréal, Québec, Canada. University of Denver.
Barbarin, O. A., J. Downer, E. Odom, and D. Head. 2010. Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children’s kindergarten readiness. Early Childhood Research Quarterly 25(3):358-372.
Barnett, W. S. 2011. Preparing highly effective pre-K teachers. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Barnett, W. S., D. J. Yarosz, J. Thomas, K. Jung, and D. Blanco. 2007. Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly 22(3):277-293.
Bellm, D., and M. Whitebook. 2006. Roots of decline: How government policy has de-educated teachers of young children. Berkeley, CA: Center for the Study of Child Care Employment.
Blau, D. M. 1992. The child care labor market. Journal of Human Resources 27(1):9-39.
Blau, D. M. 1993. The supply of child care labor. Journal of Labor Economics 11(2):324-347.
Blau, D. M. 1997. The production of quality in child care centers. Journal of Human Resources 32(2):354-387.
Blau, D. M. 2000. The production of quality in child-care centers: Another look. Applied Developmental Science 4(3):136-148.
Blau, D. M. 2001. The child care problem: An economic analysis. New York: Russell Sage.
Blau, D. M. 2011. The economics of early childhood care and education: Implications for the child care workforce. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Blau, D. M., and A. P. Hagy. 1998. The demand for quality in child care. Journal of Political Economy 106(1):104-146.
Blau, D. M., and H. N. Mocan. 2002. The supply of quality in child care centers. Review of Economics and Statistics 84(3):483-496.
Brandon, R. N. 2010. Early care and education workforce logic model developed for the national study of early care and education. Chicago, IL: National Opinion Research Center, University of Chicago.
Brandon, R. N. 2011. Counting and characterizing the ECCE workforce. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Brandon, R. N., and I. Martinez-Beck. 2006. Estimating the size and characteristics of the U.S. early care and education workforce. In Critical issues in early childhood professional development and training, edited by M. Zaslow and I. Martinez-Beck. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Brandon, R. N., T. J. Stutman, and M. Maroto. 2011. The economic value of the U.S. early childhood sector. In Weiss, E. and R. Brandon, 2011, Economic analysis: The early childhood sector. Washington, DC: Partnership for America’s Economic Success.
Burchinal, M. R., and D. Cryer. 2003. Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly 18:401-426.
Burchinal, M. R., J. E. Roberts, J. R. Riggins, S. A. Zeisel, E. Neebe, and D. Bryant. 2000. Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development 71(2):339-357.
Buysse, V., P. J. Winton, and B. Rous. 2009. Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education 28(4):235-243.
Camilli, G., S. Vargas, S. Ryan, and W. S. Barnett. 2010. Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record 112(3):579-620.
Campbell, F. A., and C. T. Ramey. 1995. Cognitive and school outcomes for high risk African American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal 32(4):743-772.
Campbell, N. D., J. C. Appelbaum, K. Martinson, and E. Martin. 2000. Be all that we can be: Lessons from the military for improving our nation’s child care system. Washington, DC: National Women’s Law Center.
Clements, D. H., and J. Sarama. 2007. Effects of a preschool mathematics curriculum: Summative research on the building blocks project. Journal for Research in Mathematics Education 38(2):136-163.
Dickinson, D. K., and L. Caswell. 2007. Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly 22(2):243-260.
Dower, C., E. H. O’Neil, and H. J. Hough. 2001. Profiling the professions: A model for evaluating emerging health professions. San Francisco, CA: Center for the Health Professions, University of California, San Francisco.
Durán, L. K., C. J. Roseth, and P. Hoffman. 2010. An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly 25(2):207-217.
Early, D. M., K. L. Maxwell, M. Burchinal, S. Alva, R. H. Bender, D. Bryant, K. Cai, R. M. Clifford, C. Ebanks, J. A. Griffin, G. T. Henry, C. Howes, J. Iriondo-Perez, H.-J. Jeon, A. J. Mashburn, E. Peisner-Feinberg, R. C. Pianta, N. Vandergrift, and N. Zill. 2007. Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development 78(2):558-580.
Farver, J. A. M., C. J. Lonigan, and S. Eppe. 2009. Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development 80(3):703-719.
Federal Interagency Forum on Child and Family Statistics. 2011. America’s children: Key national indicators of well-being, 2011. Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/pdf/ac2011/ac_11.pdf (accessed February 16, 2012).
Fowler, S., P. J. Bloom, T. N. Talan, S. Beneke, and R. Kelton. 2008. Who’s caring for the kids? The status of the early childhood workforce in Illinois—2008. Wheeling, IL: McCormick Tribune Center for Early Childhood Leadership, National-Louis University.
Frede, E. 2011. Key workforce issues around diversity. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Frede, E., K. Jung, W. S. Barnett, and A. Figueras. 2009. The apples blossom: Abbott Preschool Program Longitudinal Effects Study (APPLES), preliminary results through 2nd grade. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
Freedson, M. 2010. Educating preschool teachers to support English language learners. In Young English language learners: Current research and emerging directions for practice and policy, edited by E. E. GarcÃa and E. C. Frede. New York: Teachers College Press. Pp. 165-183.
Fukkink, R. G., and A. Lont. 2007. Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly 22(3):294-311.
GarcÃa, E., and E. Frede. 2010. Young English language learners: Current research and emerging directions for practice and policy. New York: Teacher College Press.
Gebhard, B., S. Ochshorn, and L. Jones. 2010. Toward a bright future for our youngest children: Building a strong infant-toddler workforce. Washington, DC: Zero to Three Policy Center.
Gilliam, W. S., and C. M. Marchesseault. 2005. From capitols to classrooms. Policies to practice: State-funded prekindergarten at the classroom level. Part 1: Who’s teaching our youngest students? New Haven, CT: Yale Child Study Center.
Goe, L., and J. Coggshall. 2007. The teacher preparation-teacher practices-student outcomes relationship in special education: Missing links and new connections. Washington, DC: National Comprehensive Center for Teacher Quality.
Goffin, S. G. 2009. Field-wide leadership: Insights from five fields of practice. Washington, DC: Goffin Strategy Group.
Gormley, W. T., Jr. 2007. Early childhood care and education: Lessons and puzzles. Journal of Policy Analysis and Management 26(3):633-671.
Gunnar, M. R. 2008. Social regulation of stress in early child development. In Blackwell handbook of early childhood development, edited by K. McCartney and D. Phillips. Malden, MA: Blackwell Publishing Ltd. Pp. 106-125.
Gunnar, M. R., E. Kryzer, M. J. Van Ryzin, and D. A. Phillips. 2011. The import of the cortisol rise in child care differs as a function of behavioral inhibition. Developmental Psychology 47(3):792-803.
Hamre, B. K., and R. C. Pianta. 2005. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development 76(5):949-967.
Hanushek, E. A. 2011. The economic value of higher teacher quality. Economics of Education Review 30(3):466-479.
Hanushek, E. A., and S. G. Rivkin. 2007. Pay, working conditions, and teacher quality. The Future of Children 17(1):69-86.
Heath, S. B. 1989. Oral and literate traditions among black Americans living in poverty. American Psychologist 44(2):367-373.
Helburn, S. 1995. Cost, quality, and child outcomes in child care centers: Technical report. Denver, CO: Department of Economics, Center for Research in Economic and Social Policy, University of Colorado at Denver.
Herzenberg, S., M. Price, and D. Bradley. 2005. Losing ground in early childhood education: Declining workforce qualifications in an expanding industry, 1979-2004. Washington, DC: Economic Policy Institute.
Hock, H., and D. Furtado. 2009. Female work and fertility in the United States: Effects of low-skilled immigrant labor, working paper 2009-10. Storrs, CT: University of Connecticut.
Hyson, M., H. B. Tomlinson, and C. A. S. Morris. 2008. Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research & Practice 11(1). http://ecrp.uiuc.edu/v11n1/hyson.html (accessed August 19, 2011).
Hyson, M., D. Horm, and P. Winton. In press. Higher education for early childhood educators and outcomes for young children: Pathways toward greater effectiveness. In Handbook of early intervention, edited by R. Pianta, L. Justice, S. Barnett and S. Sheridan. New York: Guilford Press.
IOM (Institute of Medicine). 1999. To err is human: Building a safer health system. Washington, DC: National Academy Press.
Iruka, I. U., and P. R. Carver. 2006. Initial results from the 2005 NHES Early Childhood Program Participation Survey (NCES 2006-075). U.S. Department of Education. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubs2006/2006075.pdf (accessed February 16, 2012).
Kagan, S. L., K. Kauerz, and K. Tarrant. 2008. The early care and education teaching workforce at the fulcrum: An agenda for reform. New York: Teachers College Press.
Karoly, L. A. 2011a. Toward standardization of benefit-cost analyses of early childhood interventions. Santa Monica, CA: RAND Corporation.
Karoly, L. A. 2011b. Using benefit-cost analysis to inform early childhood care and education policy. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Karoly, L. A., M. R. Kilburn, and J. S. Cannon. 2005. Early childhood interventions: Proven results, future promise. Santa Monica, CA: RAND Corporation.
Kelley, P., and G. Camilli. 2007. The impact of teacher education on outcomes in center-based early childhood education programs: A meta-analysis. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
Kersten, K., E. Frey, and A. Hähnert. 2009. ELIAS: Early Language and Intercultural Acquisition Studies. Magdeburg, Germany: EU Education, Audiovisual and Culture Executive Agency.
Kilburn, M. R., and L. A. Karoly. 2008. The economics of early childhood policy: What the dismal science has to say about investing in children. Santa Monica, CA: RAND Corporation.
Lambert, R. G., A. Sibley, and R. Lawrence. 2010. Choosing content. In Preparing teachers for the early childhood classroom: Proven models and key principles, edited by S. B. Neuman and M. L. Kamil. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Lonigan, C., and G. J. Whitehurst. 1998. Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly 13(2):263-290.
Malerba, C. A. 2005 (unpublished). The determinants of children’s and adults’ behavioral processes in home and center based child care. University of Texas at Austin.
Martin, J. N., and N. A. Fox. 2008. Temperament. In Blackwell handbook of early childhood development, edited by K. McCartney and D. Phillips. Malden, MA: Blackwell Publishing Ltd. Pp. 126-146.
Maxwell, K. L., C. C. Feild, and R. M. Clifford. 2006. Defining and measuring professional development in early childhood research. In Critical issues in early childhood professional development, edited by M. J. Zaslow and I. Martinez-Beck. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. Pp. 21-48.
NAEYC (National Association for the Education of Young Children). 2009. NAEYC standards for early childhood professional preparation programs. Washington, DC: NAEYC.
NCATE (National Council for Accreditation of Teacher Education). 2010. Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: NCATE.
NICHD (National Institute for Child Health and Human Development). 1999. Child outcomes when child care center classes meet recommended standards for quality. NICHD Early Child Care Research Network. American Journal of Public Health 89(7):1072-1077.
NICHD. 2002. Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal 39(1):133-164.
NPDCI (National Professional Development Center on Inclusion). 2008. What do we mean by professional development in the early childhood field? Chapel Hill, NC: University of North Carolina at Chapel Hill, FPG Child Development Institute, Author.
NRC (National Research Council). 1990. Who cares for America’s children?: Child care policy for the 1990s. Washington, DC: National Academy Press.
NRC. 2001. Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
NRC and IOM (National Research Council and Institute of Medicine). 2000. From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
NRC and IOM. 2009. Strengthening benefit-cost analysis for early childhood interventions: Workshop summary. Washington, DC: The National Academies Press.
NSCDC (National Scientific Council on the Developing Child). 2005. Excessive stress disrupts the architecture of the developing brain: Working paper #3. Cambridge, MA: Center on the Developing Child, Harvard University.
OECD (Organisation for Economic Co-operation and Development). 2006. Starting strong II: early childhood education and care. OECD Publishing. doi: 10.1787/9789264035461-en.
OMB (Office of Management and Budget). 2007. North American Industry Classification System: United States. Washington, DC: U.S. Government Printing Office.
OMB. 2010. Standard occupational classification manual, 2010. Washington, DC: U.S. Government Printing Office.
Peisner-Feinberg, E. S., M. R. Burchinal, R. M. Clifford, M. L. Culkin, C. Howes, S. L. Kagan, and N. Yazejian. 2001. The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development 72(5):1534-1553.
Phillips, D. A., N. A. Fox, and M. R. Gunnar. 2011. Same place, different experiences: Bringing individual differences to research in child care. Child Development Perspectives 5(1):44-49.
Pianta, R. C., and M. W. Stuhlman. 2004. Teacher-child relationships and children’s success in the first years of school. School Psychology Review 33(3):444-458.
Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2005 (unpublished). Classroom assessment scoring system (class). University of Virginia.
Pianta, R. C., A. J. Mashburn, J. T. Downer, B. K. Hamre, and L. Justice. 2008. Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly 23(4):431-451.
Pianta, R. C., W. S. Barnett, M. Burchinal, and K. R. Thornburg. 2009. The effects of preschool education. Psychological Science in the Public Interest 10(2):49-88.
Powell, D. R., K. E. Diamond, M. R. Burchinal, and M. J. Koehler. 2010. Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology 102(2):299-312.
Richardson, G., and E. Marx. 1989. A welcome for every child—how France achieves quality in child care: Practical ideas for the United States. The report of the child care study panel of the French-American Foundation. New York: French-American Foundation.
Rothbart, M. K., M. I. Posner, and J. Kieras. 2006. Temperament, attention, and the development of self-regulation. In Blackwell handbook of early childhood development, edited by K. McCartney and D. Phillips. Malden, MA: Blackwell Publishing Ltd. Pp. 338-357.
Ruopp, R., and N. Irwin. 1979. Children at the center: Summary findings and their implications. Cambridge, MA: Abt Books.
Schweinhart, L. J., H. V. Barnes, and D. P. Weikart. 1993. Significant benefits: The High/Scope Perry Preschool Study through age 27. Monograph. Ypsilanti, MI: High/Scope Educational Research Foundation.
Silvern, S. B. 1988. Continuity/discontinuity between home and early childhood education environments. The Elementary School Journal 89(2):147-159.
Sommers, D. 2011. Federal statistical system. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Suárez-Orozco, C., and M. M. Suárez-Orozco. 2001. Children of immigration. Boston, MA: Harvard University Press.
Wasik, B. A. 2010. What teachers can do to promote preschoolers’ vocabulary development: Strategies from an effective language and literacy professional development coaching model. The Reading Teacher 63(8):621-633.
Wei, R. C., L. Darling-Hammond, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Technical report. Oxford, OH: National Staff Development Council.
West, J. 2011. Learning from NCES and K–12 data systems. Paper presented at The Early Childhood Care and Education Workforce: A Workshop, Washington, DC, February 28 and March 1.
Whitebook, M. 2003. Early education quality: Higher teacher qualifications for better learning environments—a review of the literature. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Whitebook, M., and S. Ryan. 2011. Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.
Whitebook, M., C. Howes, and D. Phillips. 1990. Who cares? Child care teachers and the quality of care in America. Final report: National Child Care Staffing Study. Oakland, CA: Child Care Employee Project.
Whitebook, M., L. Sakai, E. Gerber, and C. Howes. 2001. Then & now: Changes in child care staffing, 1994-2000. Technical report. Washington, DC: Center for the Child Care Workforce.
Whitebook, M., D. Phillips, J. Jo, N. Crowell, S. Brooks, and E. Gerber. 2003. Change and stability among publicly subsidized license-exempt child care providers. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Whitebook, M., D. Phillips, D. Bellm, N. Crowell, M. Almaraz, and J. Y. Jo. 2004. Two years in early care and education: A community portrait of quality and workforce stability, Alameda County, California. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Whitebook, M., L. Sakai, F. Kipnis, Y. Lee, D. Bellm, M. Almaraz, and P. Tran. 2006. California early care and education workforce study: Licensed child care centers and family child care providers statewide highlights, July 2006. Berkeley, CA & San Francisco, CA: Center for the Study of Child Care Employment, University of California, Berkeley, and California Child Care Resource and Referral Network.
Whitebook, M., L. Sakai, and F. Kipnis. 2010. Beyond homes and centers: The workforce in three California early childhood infrastructure organizations. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Whitebook, M., L. Sakai, F. Kipnis, M. Almarez, E. Suarez, and D. Bellm. 2011. Learning together: A study of six B.A. completion programs in early care and education—Year 1 report. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
Winton, P. J., J. A. McCollumn, and C. Catlett. 2008. Practical approaches to early childhood professional development: Evidence, strategies, and resources. Washington, DC: Zero to Three Policy Center
National Academies of Sciences, Engineering, and Medicine. 2012. The Early Childhood Care and Education Workforce: Challenges and Opportunities: A Workshop Report. Washington, DC: The National Academies Press. https://doi.org/10.17226/13238.
Comments
Post a Comment
"Thank you for seeking advice on your career journey! Our team is dedicated to providing personalized guidance on education and success. Please share your specific questions or concerns, and we'll assist you in navigating the path to a fulfilling and successful career."