Culturally
responsive child care settings offer developmentally and culturally appropriate strategies to ensure that learning experiences are meaningful, relevant, and respectful of children and their families and whenever possible, adapt practices and routines to assure continuity of care and culture between home and the early care setting (Chang & Pulido, 1994; Early Head Start National Resource Center @ ZERO TO THREE, 2010; NAEYC, 2009).
Observations of
child -
care settings and pre-K, kindergarten, and 1st - grade classrooms show that some
children spend most of their time engaged in productive instructional activities with
caring and
responsive adults who consistently provide feedback, challenges to think, and social supports.
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.
Studies of
Child Care Settings Mothers who are responsive and sensitive — that is, who respond consistently and appropriately to their child's social bids and initiate interactions geared to the child's capacities, intentions, moods, goals, and developmental level — are most likely to have children with secure maternal attachments (Belsky, Rovine, and Taylor, 1
Child Care Settings Mothers who are
responsive and sensitive — that is, who respond consistently and appropriately to their
child's social bids and initiate interactions geared to the child's capacities, intentions, moods, goals, and developmental level — are most likely to have children with secure maternal attachments (Belsky, Rovine, and Taylor, 1
child's social bids and initiate interactions geared to the
child's capacities, intentions, moods, goals, and developmental level — are most likely to have children with secure maternal attachments (Belsky, Rovine, and Taylor, 1
child's capacities, intentions, moods, goals, and developmental level — are most likely to have
children with secure maternal attachments (Belsky, Rovine, and Taylor, 1984).
As might be expected, caregivers who work in high quality
child care settings can be more
responsive and sensitive to the infants in their
care than caregivers with less desirable conditions.