Closing the Gap: Culture and the Promotion of Inclusion in Child Care

Autor/inn/en	Bradley, Jennifer; Kibera, Peris
Titel	Closing the Gap: Culture and the Promotion of Inclusion in Child Care
Quelle	In: Young Children, 61 (2006) 1, S.34-40 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Preschool Children; Early Childhood Education; Cultural Influences; Inclusive Schools; Child Care; Cultural Background; Behavior Problems; Childrens Rights; Disabilities; Student Behavior; Cultural Awareness; Teacher Attitudes; Privacy + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cultural influence; Kultureinfluss; Inclusive school; Integrative Schule; Kinderfürsorge; Kinderbetreuung; 'Children''s rights'; Kindesrecht; Handicap; Behinderung; Student behaviour; Schülerverhalten; Cultural identity; Kulturelle Identität; Lehrerverhalten; Privatsphäre
Abstract	Using real-world examples drawn from the Models of Inclusion in Child Care project (Brennan et al. 2003), this article examines the interface between attention to families' cultural backgrounds and the ability of early childhood programs to be successful in providing inclusive care for children with disabilities and challenging behaviors. Nine child care centers across the United States participated in this research. These programs provide care for children with different types of disabilities and children with emotional and behavioral challenges alongside children without such challenges or delays. The ages of children enrolled in the programs ranged from birth to 13 years, though most children were younger than six years. Some families reported that their children had been excluded previously from one or more child care programs due to disruptive behavior. The research findings from the Models of Inclusion in Child Care project indicate that attention to families' cultures is essential for the successful inclusion of children with challenging behaviors. Based on the analysis of more than 90 interviews with directors, staff, and parents, this article discusses how professionals' understanding of families' cultural backgrounds supports the centers' success in providing inclusive care for diverse children with disabilities or challenging behaviors. It concludes with five recommendations for early childhood professionals. (ERIC).
Anmerkungen	National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. Tel: 202-232-8777; Fax: 202-234-6415; Web site: http://www.journal.naeyc.org; e-mail: editorial@naeyc.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10