Addressing the needs of Latino children: A national survey of state administrators of early childhood programs

Making the implicit explicit: Supporting teachers to bridge cultures

“…They will also need administrative support to build programs that welcome newcomer families, who often require active outreach (Buysse et al, 2005;Hernandez et al, 2008). Ultimately, we need more research on adult learning about cultures, along with systematic research about children living in immigrant families, and a closer look at the differences between immigrant children that do or do not attend preschool.…”

“…Trying out new strategies that build on children's and families' cultural strengths acquired at the pre-service or in-service level may be impossible if administrators lack cultural understanding. In a national study of state administrators of early childhood programs, Buysse, Castro, West, and Skinner (2005) found that "early childhood professionals may lack knowledge of the cultural beliefs and values that Latino families from diverse background find important, and may lack understanding of the strengths and adaptations of a child-rearing system different from their own" (p. 147). Program directors or principals must value and support teaching staff -often from a wide range of cultural backgrounds themselves-in learning about cultural values in a non-threatening manner.…”

“…Program directors or principals must value and support teaching staff -often from a wide range of cultural backgrounds themselves-in learning about cultural values in a non-threatening manner. According to Buysse et al (2005) professional development would need to include knowledge and skills with culture, including language and learning activities along with an understanding of "child-rearing perspectives among families from diverse backgrounds" (p. 159).…”

Supportive Classroom Contexts for Upper Elementary English Language Learners

“…ELLs experience dual academic demands as they simultaneously learn academic content and develop their English proficiency, often in classrooms in which teachers do not speak their home language (Buysse at al., 2005). Second, Latino ELLs may experience stigma, isolation, anxiety, and anti-immigration sentiment within their classrooms Yoon, 2008).…”

“…However, ELLs regularly experience teachers with limited knowledge on how to help ELLs make academic gains (Buysse, Castro, West, & Skinner, 2005;Rusakoff, 2011;Zeichner, 2003).…”