Credentialing Early Childhood Paraprofessionals in the United States: The Child Development Associate and other frameworks

1998 ◽  
Vol 6 (1) ◽  
pp. 87-103 ◽  
Author(s):  
Blythe F. Hinitz
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
The United States ◽  
Child Development Associate

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

scholarly journals Applications of Silver Diamine Fluoride in Dentistry

2021 ◽  
pp. 163-170
Author(s):  
Sayali Deshpande ◽  
Amit Reche ◽  
Priyanka Paul Madhu ◽  
Kumar Gaurav Chhabra ◽  
Sunaina Mutyalwar
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Caries ◽  
Dental Treatment ◽  
Silver Ions ◽  
The United States ◽  
Control Agent ◽  
Silver Diamine Fluoride ◽  
Patient Cooperation ◽  
Childhood Caries

Various studies published in the literature around the world indicate a significant prevalence of early childhood caries (ECC). Treatment of early childhood caries (ECC) using silver diamine fluoride (SDF) has become a viable alternative, particularly for young and anxious children, because traditional restorative treatments is unlikely to combat this prevalent condition. Arrested caries is identified by the hardening of teeth and it changes its color from dark brown to black. More restorative treatments can be performed if necessary. Traditional ECC restorative treatments are not always inexpensive or feasible, as they involve patient cooperation to achieve a satisfactory result. Japan was the first country to promote silver diamine fluoride in 1960. SDF has been used to prevent the spread of caries in various Asian nations, including Japan and China. It was enacted as a fluoride to treat sensitive teeth in the United States by Food and Drug Administration ( FDA). For young children or individuals with specific needs, it is painless and simple to use .The fluoride in SDF stimulates remineralization while the silver ions act as an antimicrobial agent when applied to carious lesions and stop cariogenic biofilms from growing. SDF also prevents future degradation of the dentin's collagen. With a 38 percent use rate, SDF has been utilized in a number of nations. According to a review, SDF is a harmless, economical caries control agent with a wide utilisation in dentistry, and it may meet the WHO Millennium Development Goal (MDG) as well as the United States Institute of Medicine's criteria. The applications of SDF in dental treatment are discussed in this article.

scholarly journals Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UK

2017 ◽  
Vol 674 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Margot I. Jackson ◽  
Kathleen Kiernan ◽  
Sara McLanahan
Keyword(s):  
United States ◽  
Early Childhood ◽  
Cognitive Development ◽  
Maternal Education ◽  
Latent Class ◽  
Educational Inequality ◽  
Good Deal ◽  
Well Being ◽  
The United States ◽  
National Analysis

Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants

2012 ◽  
Vol 114 (12) ◽  
pp. 1-37
Author(s):  
Jennifer K. Adair ◽  
Joseph Tobin ◽  
Angela E. Arzubiaga
Keyword(s):  
United States ◽  
Early Childhood ◽  
Focus Group ◽  
Research Method ◽  
The United States ◽  
Focus Group Interviews ◽  
Recent Immigrants ◽  
Immigrant Teachers ◽  
Education And Care ◽  
Group Interviews

Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.

How We Fail Our Children Part I—The Caretaking Young Children Need

2020 ◽  
pp. 92-118
Author(s):  
Maxine Eichner
Keyword(s):  
United States ◽  
Early Childhood ◽  
Young Children ◽  
Family Policy ◽  
Early Childhood Development ◽  
Free Market ◽  
The United States ◽  
Work Hours ◽  
Childhood Development ◽  
High Quality

A question for any thriving society is how to ensure that children have the things they need to do their best. Two different approaches, pro-family policy and free-market family policy, claim to satisfy children’s needs well. Countries with pro-family policy go out of their way to make it easy for parents to spend time with their children when kids most need it, as well as to provide them high-quality caretaking while parents work, and generous material support. In contrast, under free-market family policy, the United States expects parents to negotiate these conditions on their own, privately arranging for time off from work, reasonable work hours, caregiving while they work, and enough cash to support their kids. This chapter uses recent research on early childhood development to construct a list of the caretaking conditions that help young children thrive. It then considers the extent to which children receive these conditions under free-market family policy versus pro-family policy. Ultimately, it turns out that by far the biggest casualties of free-market family policy are our children.

Insights on the Child Development Movement in the United States

1976 ◽  
Vol 56 (8) ◽  
pp. 970-971
Author(s):  
Gretchen Meyer
Keyword(s):  
United States ◽  
Child Development ◽  
The United States ◽  
Development Movement
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