Culturally Responsive Pyramid Model Practices

Allen, Rosemarie; Steed, Elizabeth A.

doi:10.1177/0271121416651164

Cited by 23 publications

(7 citation statements)

References 48 publications

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“…To reduce burnout and address the limited number of multilingual coaches, Child Care Aware and DCYF have been working with the legislature to secure additional funding in order to hire more coaches, including multilingual coaches, and thereby reduce coach caseloads. In part to increase retention and prevent burnout, Child Care Aware has also been pursuing funding for mental health professional development supports for coaches, including anti-bias training and trauma-informed care using the Pyramid Model 201 and the Facilitating Attuned Interactions 202 model. In addition to building capacity for coaches and early educators to support children's mental health, training on these approaches includes strategies coaches can use to be attuned to their own mental health and well-being, such as how to practice mindful self-regulation.…”

Section: Ratio: 1 Coach For 29 Sitesmentioning

confidence: 99%

Coaching at scale: A strategy for strengthening the early learning workforce

Schachner,

Yun,

Melnick

et al. 2024

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This report examines five early childhood coaching systems—two state systems (Alabama and Washington) and three California county systems (El Dorado, Fresno, and San Diego)—that have developed systemic coaching approaches. We studied these coaching systems to understand the different ways that comprehensive coaching systems can be implemented at scale, the types of coaching approaches used, and the supports offered. Although there is no singular strategy to scale effective coaching, this research provides insights for policymakers and program administrators seeking to incorporate coaching into their efforts to improve the quality of early childhood education.

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Section: Ratio: 1 Coach For 29 Sitesmentioning

confidence: 99%

Coaching at scale: A strategy for strengthening the early learning workforce

Schachner,

Yun,

Melnick

et al. 2024

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“…While examples of culturally relevant pedagogy exist in early childhood settings (e.g. Allen and Steed, 2016; Chen et al, 2009; Davis et al, 2017), they often “fail to challenge colonialism or highlight forms of resistance explicitly” (Valdez, 2017: 582). Materials (e.g.…”

Section: Ethnic Studiesmentioning

confidence: 99%

Abolition and ethnic studies in early care and education

Yeh

Agarwal-Rangnath

Moses

2023

Contemporary Issues in Early Childhood

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The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a collective—of early childhood educators, motherscholars, and community workers—realizing that there is more expertise and possibilities for change from the collective than any one person alone. This article shares how ethnic studies and abolition gave the authors the language and concepts to put their dreams of humanizing learning experiences for young children into action. They describe key concepts and examples of how abolition and ethnic studies can serve as methodological frameworks to attend to the survivance of young children and communities of color.

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“…Inclusion moves beyond these initial steps. A more inclusive approach involves the recognition and understanding of one's own biases, privileges, oppressions, and potential experiences with marginalization (Allen & Steed, 2016). As such, this approach encourages one to take inclusion furtherto view clients as experts of their own lives and needs.…”

Section: Implications For Practicementioning

confidence: 99%