We all agree that educational programs need to adhere to standards. Because state standards are so diverse across the United States, the early childhood field is moving towards developing state-specific rating systems. These systems, known as quality rating and improvement systems (QRIS) will monitor quality across all the early education programs. Currently, few states focus on the cultural competence within their QRIS framework. In this discussion, you will explore how you can support culturally competent policies and equitable practices in your own educational setting.
Read Building the System for EquityLinks to an external site..
Explore QRIS for the state that you work in at State InformationLinks to an external site..
In your initial post,
Identify if the state (Texas) you currently or plan to work in participates in the QRIS system.
Share any culturally competent policies that currently exist in your workplace or state.
Explain three key components of anti-bias/multicultural/culturally competent care and education that you think must be incorporated into all QRIS systems. Explain using research to support your thinking.
Describe how you can “speak up” for culturally diverse children and families that may not have a strong voice within your workplace/state.
Full Answer Section
- Include Diverse Materials: We actively incorporate books, toys, and learning materials that reflect diverse cultures and family structures.
- Acknowledge Cultural Holidays: We acknowledge and celebrate various cultural holidays throughout the year, promoting awareness and respect.
- Parent Communication in Multiple Languages: We attempt to communicate with parents in their preferred language, using translation tools or bilingual staff when possible.
- Ongoing Staff Training: We have had some staff training on diversity and inclusion, although it is not as comprehensive as we would like.
Three Key Components of Culturally Competent Care for QRIS:
- Explicit Anti-Bias Curriculum:
- QRIS must require programs to implement an explicit anti-bias curriculum that addresses issues of race, ethnicity, gender, ability, and socioeconomic status.
- This curriculum should go beyond surface-level celebrations of diversity and delve into critical thinking about prejudice and discrimination.
- Research Support: Derman-Sparks and Edwards (2019) emphasize the importance of anti-bias education in early childhood, stating that it helps children develop a positive sense of identity and learn to challenge inequality. Children begin to form ideas about race and difference very early in life, so early intervention is important.
- Culturally Responsive Teaching Practices:
- QRIS should assess and promote culturally responsive teaching practices that acknowledge and value children's cultural backgrounds.
- This includes using children's home languages, incorporating culturally relevant content into learning activities, and building strong relationships with families.
- Research Support: Gay (2010) highlights the importance of culturally responsive teaching in improving student engagement and academic outcomes. When children see their cultures reflected in the classroom, they feel valued and respected.
- Family Engagement and Partnership:
- QRIS must require programs to establish strong partnerships with families from diverse backgrounds.
- This includes actively seeking family input, providing opportunities for family involvement, and respecting family values and beliefs.
- Research Support: Epstein (2011) emphasizes the importance of family involvement in children's education, stating that it leads to improved student achievement and behavior. Family involvement should be a two way street, where the school values the families input.
Speaking Up for Culturally Diverse Children and Families:
- Advocate for Policy Changes:
- I can advocate for the inclusion of stronger cultural competence standards in Texas Rising Star by contacting state legislators and education officials.
- I can also join advocacy groups that are working to promote equity in early childhood education.
- Provide Professional Development:
- I can organize and facilitate professional development workshops for staff members on culturally responsive teaching practices and anti-bias education.
- I can share resources and research on cultural competence with colleagues.
- Build Relationships with Families:
- I can make a conscious effort to build strong relationships with families from diverse backgrounds, listening to their concerns and valuing their perspectives.
- I can create opportunities for families to share their cultures and traditions with the classroom.
- Challenge Biased Practices:
- I can speak up when I observe biased practices or comments in the workplace, even if it is uncomfortable.
- I can use data and research to support my arguments and advocate for change.
- Support diverse hiring practices:
- Advocate for the hiring of teachers and staff that reflect the diversity of the children being served.
Sample Answer
QRIS Participation in Texas:
Texas participates in a quality rating and improvement system known as Texas Rising Star (TRS). TRS is a voluntary program that assesses and improves the quality of early childhood programs that serve children receiving subsidies through the Texas Workforce Commission. It focuses on several quality indicators, including teacher-child interactions, staff qualifications, and learning environments.
Culturally Competent Policies in Texas/Workplace:
Currently, while Texas Rising Star emphasizes inclusivity, specific, comprehensive culturally competent policies within the framework are still developing. In my (hypothetical, for this example) workplace, a small private preschool, we strive to: