The primary objective of the study was to listen to the needs and concerns of non-English-speaking Family Child Care Providers and identify how their linguistic and cultural assets contribute to their work. Ten coaches who worked with similar providers were interviewed about the FCCHs’ assets, challenges, and potential solutions to support them. Four general questions were posed in this effort: What assets and contributions do non-English-speaking Family Child Care Providers bring to their work? What challenges and barriers do non-English-speaking Family Child Care Providers face in navigating the early learning system? Who are the trusted messengers non-English-speaking Family Child Care Providers turn to for information and support? What are some potential professional development approaches that are appropriate to support non-English-speaking FCCHs? (author abstract)
Listening to Chinese, Filipino, and Latinx family child care providers during the pandemic: Implications for serving dual language learners and their families
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Reports & Papers
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United States
State(s)/Territories/Tribal Nation(s):
California
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