Early Childhood Education Amid COVID-19: Rebuilding Better for Black and Latinx Children. Joint Statement and Policy Recommendations from the National Black Child Development Institute (NBCDI) & UnidosUS

Institution	UnidosUS; National Black Child Development Institute (NBCDI)
Titel	Early Childhood Education Amid COVID-19: Rebuilding Better for Black and Latinx Children. Joint Statement and Policy Recommendations from the National Black Child Development Institute (NBCDI) & UnidosUS
Quelle	(2020), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	African American Teachers; Hispanic Americans; Minority Group Teachers; Early Childhood Teachers; Early Childhood Education; Early Intervention; Child Care Centers; Diversity (Faculty); COVID-19; Pandemics; African Americans; Racial Differences; Disproportionate Representation; Child Development; Preschool Education; Access to Education; Financial Support; Policy Formation; Cultural Relevance; Educational Practices; Classroom Environment; Educational Policy; Equal Education; Faculty Development; Compensation (Remuneration); California (Los Angeles); California (Stockton); Washington; Wisconsin; Pennsylvania (Philadelphia); North Carolina (Raleigh); Florida; Missouri (Kansas City); Tennessee (Nashville); Illinois (Chicago); Texas (Houston); Georgia; District of Columbia; Nebraska (Omaha); Michigan; New York (New York) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Education; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Rassenunterschied; Kindesentwicklung; Pre-school education; Vorschulerziehung; Access; Bildung; Zugang; Bildungszugang; Finanzielle Förderung; Politische Betätigung; Bildungspraxis; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Abfindung; Kompensation; Lohnausgleich
Abstract	Black and Latinx educators make up a critical portion of the early child education (ECE) field; 31% of the center-based workforce and about half of those employed in Head Start. These diverse educators are from communities where the impacts of the pandemic have been the most detrimental -- according to the Centers for Disease Control and Prevention (CDC) data, Latinos and African-Americans in the United States have been three times as likely to become infected with COVID-19 as their White neighbors, and nearly twice as likely to die from the virus. Research shows that early childhood is a critical time for brain development and stable connections with caregivers are extremely important. For those families who have provided care and education at home, the disruption in ECE will impact their children's development and learning. The effect of trauma and social isolation for countless children during this time heightens the need to support a diverse and well-qualified ECE workforce. The following brief contains joint policy recommendations developed and disseminated by NBCDI and UnidosUS, based on recent qualitative research efforts. In 2018, UnidosUS conducted 10 focus groups with ECE teachers among their Affiliate organizations operating preschool programs. The focus groups involved 94 participants from state pre-K and federally funded ECE programs in Los Angeles, CA; Stockton, CA (two groups); Sunnyside, WA; Red Granite, WI; Philadelphia, PA; Raleigh, NC; Avon Park, FL; Kansas City, MO; and Nashville, TN. In 2018 and 2019, NBCDI engaged with Black educators in eight focus groups and community and stakeholder engagement meetings in Chicago, IL; Houston, TX; Augusta, GA; Washington, DC; Omaha, NE; Grand Rapids, MI; New York City, NY; and Compton, CA. (ERIC).
Anmerkungen	UnidosUS. 1126 16th Street NW Suite 600, Washington, DC 20036. Tel: 202-785-1670; e-mail: info@unidosus.org; Web site: http://www.UnidosUS.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01