Patching the Pathway and Widening the Pipeline
Models for Developing a Diverse Early Childhood Workforce in Chicago
Bibliographic Data
| ID | 11053313 |
|---|---|
| Authors | Katherine M Zinsser (0000-0002-5946-020X, University of Illinois at Chicago Chicago IL USA, corresponding author), Catherine Main (University of Illinois at Chicago Chicago IL USA), Luz Torres (0000-0002-5117-994X, University of Illinois at Chicago Chicago IL USA), Kate Connor (0000-0001-5044-1240, Harry S. Truman College City Colleges of Chicago Chicago IL USA) |
| Year | 2019 |
| Volume | 63 |
| Issue | 3-4 |
| Pages | 459-471 |
| Publication date | 2019-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0091-0562 • E-ISSN: 1573-2770 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/ajcp.12310 |
| PMID | 30664235 |
| OpenAlex | W2911811782 |
| Language | EN |
| Citations received | 10 |
| References cited | 11 |
With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the “pipeline” through which new early childhood educators ( ECE s) enter the workforce and the “pathways” by which ECE s work toward and obtain the necessary education and credentials for different roles within the field. In line with the aims of this special issue, this paper leverages the first‐person account style to describe barriers to and creative solutions for the development of practitioners in low‐resourced communities in Chicago, with the goal of informing practice and policy. We describe three prior and ongoing partnership programs between community‐based organizations and institutions of higher education, each tailored to support a unique population in the ECE pipeline on the pathway for increased educational attainment and credentialing. Each program is grounded in a specific community of Chicago, a diverse city with a sizable population of children raised in non‐English speaking homes. Each program addresses specific needs of the communities they serve, especially around the recruitment, retention, and promotion of bilingual ECE s. Program administrators and community members describe each programs’ goals, development, and key components unique to their target population as well as key takeaways. We conclude with an overview of critical components that we identified across these programs in order to create pathways for change within the workforce and the communities they serve
Credentialing · Developmental psychology · Early childhood · Environmental health · Medical education · Mentorship · Pedagogy · Political science · Population · Public relations · Workforce · Workforce development · Early Childhood Education and Development · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology
Supporting Young Children Exposed to Potentially Traumatic Events
Reconceptualising and (re)forming early childhood professional identities
Family Experiences of Early Childhood Programs’ Reactions and Expulsion Decisions in Response to Children’s Unwanted Behavior
A Systematic Review of Early Childhood Exclusionary Discipline
Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico
Early Childhood Teacher Narratives on Constructivism
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New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities
Strengthening the Child‐ and Youth‐Serving Workforce
Shifting Dominant Narratives of Teacher Development
From Neurons to Neighborhoods
Educating culturally and linguistically diverse preschoolers
Raising teacher education levels in Head Start
Remaking white residential segregation
Parent involvement in elementary school and educational attainment
School-Family Relations In Context
Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start
The Influence of Ethnic Match on Latino School-Based Family Engagement
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |