Editor's Note: Over two years ago, Marcy Whitebook wrote this blog on the SEQUAL, a classroom and program assessment tool to provide teachers and administrators, the people who spend large parts of their lives caring and teaching young children, with data on the quality of their work environments. At Teachstone, we recognize school and classroom environments must be healthy, positive places where adults can thrive in order to unlock their own potential to provide the best teaching to children of all ages.
Today, we continue to be inspired by Dr. Whitebook and her colleagues who shine the spotlight on ECE work environments, and ECE compensation, in particular, a critical facet of work environments measured by the SEQUAL. Dr. Whitebook is a featured speaker in this recent story on the PBS Newshour about the issue.
We are thrilled to have Marcy Whitebook, PhD, guest blog for us today on the subject of adult learning environments.Marcy began her career as a teacher of young children in the 1970s. Over the last four decades, she has been engaged in research, public education, policy development, training, and advocacy efforts focused on the early care and education workforce. She now directs the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley.
In last month’s blog post in our family child care (FCC) series, we looked at the challenge of coding consistently in inconsistent settings. This month we’re going to take a look at yet another challenge for observers in family child care settings—maintaining objectivity.
In last month's blog post in our family child care (FCC) series, we looked at the first challenge of coding across multiple age levels in family child care homes. This month, we'll explore the second challenge observers often face in FCC settings: what to do when you arrive at a family child care home and there are only a couple of children there.
We’re heading down an unfamiliar sidewalk with a multitude of other pedestrians. Never having been in this part of the city, we reach the four-way intersection with some trepidation. The tangle of roadway, traffic lights, and swift-moving vehicles is intimidating. Should we even cross? It doesn’t seem to be the best idea to put our heads down and blindly dodge and dart across the roadway as we see others attempting. And then, voilà, a crosswalk! A place of authority for those on foot. Now with a clear sense of direction and purpose, we look left, right, left and then step out onto the street. Like magic, cars stop and wait while we make our way across, able to now move rapidly toward our destination.
My last blog post kicked off a series of posts about how to use the CLASS™ measure in family child care (FCC) settings. Ginny Vitiello, Research and Evaluation Director at Teachstone, recently published a white paper on this very subject. From research, discussion with, and observations of FCC providers, we’ve identified four basic challenges to observers who are more familiar with center-based care.
As I read our latest white paper on family child care and the CLASS system, I found myself humming Sister Sledge’s hit song, "We are Family." Even though family child care (FCC) settings may differ from other child-care arrangements (and from one another), we truly are a family when it comes to the business of providing care and supporting children and families through early childhood. And the bond that ties our family together? Interactions!