Cultural Support Workers and Long Day Care Services

Autor/inn/en	Miller, Melinda G.; Knowles, Meg; Grieshaber, Susan
Titel	Cultural Support Workers and Long Day Care Services
Quelle	In: Australian Educational Researcher, 38 (2011) 3, S.275-291 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-011-0032-x
Schlagwörter	Foreign Countries; Child Care; Student Diversity; Staff Development; Child Caregivers; Cultural Pluralism; Interviews; Stakeholders; Transitional Programs; Culturally Relevant Education; Preschool Children; Family Programs; Multicultural Education; Educational Policy; Policy Analysis; Program Implementation; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Personnel development; Personalentwicklung; Caregiver; Caregivers; Carer; Child; Children; Kulturpluralismus; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Family program; Familienprogramm; Multikulturelle Erziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Australien
Abstract	In Australia, eligible long day care services may apply for support at the state level to assist with the transition of children from culturally or linguistically diverse backgrounds into childcare settings. For staff in childcare services, this support comes in the form of a cultural support worker (CSW). The primary role of a CSW is to build capacity in childcare staff to support children and families as they enter the childcare program. This paper draws on interview data and documentation from multiple sources to report the perspectives of key stakeholders affiliated with a cultural support program in an Australian childcare setting. It concludes that a more flexible approach to policy that directs the work of CSWs is needed, as well as further research into ways to build capacity for cultural competence for both CSWs and childcare staff who work collaboratively to support young children as they transition to childcare. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10