Exploring the Websites

I explored the position statement on the website for the Division of Early Childhood.  I found their position statement,   Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice. I found it interesting that they discussed this cultural responsiveness at an organizational level pertaining to the recruitment and development of staff that reflect the cultures of their clients.  It also discussed their commitment to also be culturally responsive to its members and to reflect their membership in their leadership.  The last way they were exploring cultural diversity was in their services to children. “For optimal development and learning of all children, individuals who work with children must respect, value, and support the culture, values, beliefs, and languages of each home and promote the meaningful, relevant, and active participation of all families. (DEC, 2010, p. 2)”

Looking at cultural responsiveness from all of these perspectives is reflected in their purpose statement. “DEC strongly believes in the use of respectful, responsive, and evidence‐based practices with children and families from culturally and linguistically diverse backgrounds. These practices are critical to assessment and intervention, including practices with young children who are dual language learners and those who speak various dialects of English. These practices ensure that children and families from culturally and linguistically diverse backgrounds have equal access to educational services and learning opportunities. Equally important is that access occurs without diversity being viewed from a deficit perspective. (DEC, 2010, p. 5)” I was impressed at the thoroughness of the statement.

“Responsiveness grows from interpersonal relationships that reflect a mutual respect and appreciation for an individual’s culture, values, and language. Responsiveness must be both personal and organizational for optimal outcomes of development and intervention services. (DEC, 2010, p. 2)  This statement really speaks to me, it lays down the challenge to other organizations to meet their layered perspective.  The mental health organization I am working at is also conducting a layered implementation of the Sanctuary Model of Trauma Informed Care. 

Division of Early Childhood. (2010). Responsiveness to all children, families, and professionals: integrating cultural and linguistic diversity into policy and practice. Missoula, MT: Author.

Transforming Education starts with Pre-K is a short 6 minute video that was done in 2011 as a result of almost a decade of work by the Pew Charitable trust fund to leverage the research that shows how providing Pre-K to the most needy of children as well as every other child is an investment that is critical to future generations.  The recommendations on the video, now some 5 years later have come to fruition through state funded in preschool in many states.  I am not sure that I agree with the message, however, that universal Pre-K for 4 years olds is going to have the impact they expect.  The gap is already formed by the time they are 4 years old.  For the greater impact to occur, children need access to quality early care and education from day one.  This should not be met by institutionalizing children birth -4 like they have for the Pre-k system.  Young children need to be in small group responsive care and education, where children build strong attachments to consistent responsive caregivers/teachers.

http://www.pewtrusts.org/en/multimedia/video/2011/pre-k-now-making-a-decade-of-prek-milestones

I have not heard back from my contact in the European affiliate yet, still waiting.