Culturally Responsive Early Childhood Consultation

Autor/inn/en	Steed, Elizabeth A.; Kranski, Tessa A.
Titel	Culturally Responsive Early Childhood Consultation
Quelle	In: Journal of Educational and Psychological Consultation, 32 (2022) 3, S.244-265 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2021.1969523
Schlagwörter	Culturally Relevant Education; Consultation Programs; Preschool Children; Suspension; Expulsion; Prevention; Preschool Teachers; Cultural Awareness; Competence; Cultural Differences; Barriers; Racial Differences; Educational Strategies; School Psychologists; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Fachberatung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausschluss; Schulausschluss; Relegation; Prävention; Vorbeugung; Erzieher; Erzieherin; Kindergärtnerin; Cultural identity; Kulturelle Identität; Kompetenz; Kultureller Unterschied; Rassenunterschied; Lehrstrategie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Racially disproportionate discipline compromises children's rights and perpetuates racial inequalities that begin in preschool. This paper describes the use of culturally responsive early childhood consultation that may be used to reduce preschool suspension and expulsion, focusing on increasing early childhood teachers' cultural competence and use of instructional strategies to counter the racist educational practices inherent in early childhood educational systems. School psychologists are poised to engage in culturally responsive early childhood consultation given their training in cultural diversity and their expanding role to indirectly and proactively support early educators. Specific competencies are presented for school psychologists to target during culturally responsive consultation with early childhood teachers. While complex and difficult, culturally responsive early childhood consultation has the potential to support early educators to reflect on their own cultural identity, shift their perspectives about Black and Brown children and families, and decrease the likelihood that they will use harsh discipline practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01