Moving towards Cross-Cultural Competence in Lifelong Personnel Development: A Review of the Literature. Technical Report. [Report No.: CLAS-R-3

Autor/inn/en	Hains, Ann H.; Lynch, Eleanor W.; Winton, Pamela J.
Institution	Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services.
Titel	Moving towards Cross-Cultural Competence in Lifelong Personnel Development: A Review of the Literature. Technical Report. [Report No.: CLAS-R-3
Quelle	(2000), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; At Risk Persons; Cultural Awareness; Cultural Influences; Disabilities; Diversity; Early Childhood Education; Early Intervention; Higher Education; Inservice Education; Language Role; Minority Groups; Personnel; Program Development; Staff Development; Standards + Suchen Sie Ihr Suchwort? Risikogruppe; Cultural identity; Kulturelle Identität; Cultural influence; Kultureinfluss; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsbegleitende Ausbildung; Ethnische Minderheit; Programmplanung; Personnel development; Personalentwicklung; Standard
Abstract	This paper discusses the preparation of a diverse early childhood workforce, including the child care community, Head Start, and paraprofessionals who serve families through community-based programs that should reflect the background, race, and ethnicity of the children and families served (NAEYC, 1996), as well as the many fields that are part of the early childhood and early intervention systems (individuals from the 12 key disciplines (audiology, family therapy, nursing, nutrition, medicine, occupational therapy, orientation and mobility, physical therapy, psychology, social work, special education, speech and language pathology)) who deliver services. This paper suggests that these early interventionists do not reflect the cultural and linguistic diversity of the population they serve (Christensen, 1992). For example, professional organizations such as the Division for Early Childhood (DEC), the American Occupational Therapy Association (AOTA), and the American Speech and Hearing Association (ASHA) show that their members are primarily white and female (DEC, 1997a; AOTA, 1996; ASHA, 1995a, 1995b). This paper (1) describes the current status of cultural and linguistic diversity in the early intervention workforce; (2) discusses the issues of preparing a diverse workforce from an individual, program, and systems level; and (3) recommends practices and strategies. It includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG)
Anmerkungen	CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01