Table 3 Themes, categories, and definitions
Themes | Categories | Category definitions |
|---|---|---|
Requirements | QRIS requirements | Recommendations for requirements including trainings, cultural competence plans, professional development plans, family engagement, despite concerns related to monitoring and avoiding checkoffs |
System alignment | Recommendations for alignment at the ECE system level such as: specialized training and resources for T/TA community; system-wide definitions of/commitment to cultural competence; prioritizing resources and coordinating across system partners to meet needs; and viewing cultural competence as foundational to ECE quality | |
Supports | ECE program administrator training | Recommendations for specialized ECE program administrator training and support that acknowledge the nature of the administrator’s role in setting the tone and focus of the program and provide support for their work as institutional/instructional leaders generally, and for cultural competence development and implementation of program-wide culturally competent practices in specific |
ECE teacher training/technical assistance | Recommendations for specialized training and technical assistance for the ECE workforce that accommodate varying levels of education and experience to support cultural competence development and higher-level implementation of culturally competent practices |