Not exact matches
Each July the Zero to Three Journal highlights the
often challenging and powerful work that
early childhood professionals are engaged in across various disciplines and settings and while working with a variety of family concerns.
Physicians reach families of infants and young children long before they enroll in school and are
often the only
professionals they interact with during infancy and
early childhood.
Our comparative, multivocal ethnographic study of teachers in five U.S. cities in a number of
early childhood settings suggests that immigrant teachers
often experience difficulty applying their cultural knowledge to the education and care of young children of immigrants because they face a dilemma between their pedagogical training and their cultural knowledge; between the expectations of their fellow teachers and of parents; and between the goals of being culturally responsive to children, families, and their community and being perceived as
professional by their fellow teachers and their superiors.
Health and community
professionals are
often part of this conversation when working with young children with autism and might want to pass some of this information onto schools and
early childhood services: https://spectrumnews.org/news/many-children-autism-get-significantly-smarter-time/
Yet, «General Comment 7» of the UN CRC, to which Canada is a signatory, reminds us that «
early childhood is a critical period for realizing children's rights» (2005: p. 3)... «survival, well - being and development are dependent on and built around close relationships... normally with a small number of key people, most
often parents, members of the extended family and peers, as well as caregivers and other
early childhood professionals» (2005: p. 4).