Patching the Pathway and Widening the Pipeline: Models for Developing a Diverse Early Childhood Workforce in Chicago

Zinsser, Katherine M.; Main, Catherine; Torres, Luz; Connor, Kate

doi:10.1002/ajcp.12310

Cited by 13 publications

(7 citation statements)

References 10 publications

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“…Many researchers have adopted the school-based language of “suspension” and “expulsion,” but ECCE practitioners themselves rarely use these terms. Instead, one may hear discussions of a child not being a “good fit” with the program or being counseled out (Zinsser, Main, et al, 2019; Zinsser, Silver, et al, 2019). Families can also be pushed out of care through a process deemed “soft expulsion.” In these instances, rather than telling a family not to return, programs will engage in practices to make the care arrangement untenable, leaving the family with little choice but to withdraw their child.…”

Section: Defining Exclusionmentioning

confidence: 99%

“…Many researchers have adopted the school-based language of "suspension" and "expulsion," but ECCE practitioners themselves rarely use these terms. Instead, one may hear discussions of a child not being a "good fit" with the program or being counseled out (Zinsser, Main, et al, 2019;Zinsser, Silver, et al, 2019). Families can also be pushed out of care through a process deemed "soft expulsion."…”

Section: Defining Exclusionmentioning

confidence: 99%

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A Systematic Review of Early Childhood Exclusionary Discipline

Zinsser

Silver

Shenberger

et al. 2022

Review of Educational Research

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Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood exclusion is defined and assessed in the academic literature. Studies measuring early childhood suspension or expulsion were systematically gathered and coded for study characteristics, definitions, and measures of exclusionary discipline and disparity, and factors associated with exclusion rates. Results (n = 20) show an accelerating pace of inquiry that attends to multiple levels of the ecological system (children, teachers, and programs) across diverse settings (home-, center-, and school-based care). Additional research that draws on data spanning multiple types of early care and education settings is needed to inform legislation and intervention funding decisions.

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Section: Defining Exclusionmentioning

confidence: 99%

Section: Defining Exclusionmentioning

confidence: 99%

A Systematic Review of Early Childhood Exclusionary Discipline

Zinsser

Silver

Shenberger

et al. 2022

Review of Educational Research

Self Cite

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“…A signature design of this program is that it situates coursework and learning experiences within the context of the communities where teachers live and serve (Garcia & Sklar, 2020). Zinsser et al (2019) described three different GYO programs designed specifically to recruit culturally and linguistically diverse early childhood educators (i.e., degreed and nondegreed paraeducators, parents, and community members) by offering courses and field-based placement in the local community—in effect, placing the community at the center of their program designs. In sum, these types of culturally responsive, sustaining, and place-based pedagogies in GYO programs work to ensure that BIPOC are prepared with meaningful learning that assist them in becoming effective teachers.…”

Section: Valuing Culturally Responsive and Place-based Pedagogiesmentioning

confidence: 99%

Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs

Gist

2021

Educational Researcher

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Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment.

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“…In one study (Saft & Pianta, 2001), teachers rated their relationship with children more positively when they were ethnically similar. Models for improving ECE workforce diversity involve using a community-based approach (e.g., recruiting and retaining educators from the communities they serve), creating access to multiple forms of degree/ credentialing programs, and providing individualized academic and career advising to support students (Gardner et al, 2019;Zinsser et al, 2019). Local, state, and federal policymakers should consider how to use these best-practice models to ensure diverse representation among the ECE workforce.…”

Section: Ece Workforce Diversitymentioning

confidence: 99%

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

Martin

Russo

Goldenthal

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

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Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.

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Patching the Pathway and Widening the Pipeline: Models for Developing a Diverse Early Childhood Workforce in Chicago

Cited by 13 publications

References 10 publications

A Systematic Review of Early Childhood Exclusionary Discipline

A Systematic Review of Early Childhood Exclusionary Discipline

Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

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