Take a look inside the January 2020 issue of the ZERO TO THREE Journal.
Released bi-monthly, each issue of the ZERO TO THREE Journal focused on a critical topic within the early childhood development field. Journal articles were carefully composed to present current knowledge, latest research, and practical advice to help early childhood professionals do their best work in support of infants and toddlers.
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Editor’s Notes | This Issue and Why it Matters
For many of those who have long inhabited the early childhood professional world, with its systems and standards, terms like “program quality” and “professional competence” may have an impersonal, administrative flavor. When the jargon is stripped away, however, what is left is the need and desire to become better… better at serving, supporting, and advocating for young children and their families and better at working together as professionals.
As we at ZERO TO THREE are fond of saying, relationships matter. The articles in this issue highlight that a critical key to becoming better—whether as an individual, a team, or an entire field—is relationships. Rarely, if ever, do humans learn and change in a vacuum. The insights, provocations, and encouragements of a caring other provide rich soil for growth.
Each article looks at a different facet of improvement and growth in the early childhood field of practice, from the micro-level of one-on-one reflective supervision to the program level, as family service agencies strive to fill gaps in serving vulnerable populations, to the macro-level of early childhood systems and policies. Within all, however, readers will find the “secret sauce” of relationships as professionals work with families and one another—reflecting, discussing, exploring, wondering, negotiating, and even arguing at times—in order to do better together.
As we begin this new year together, we at ZERO TO THREE renew our commitment to strengthen relationships with you as we work together to do better for young children, families, and our professional community.
Table of Contents
Defining Competencies for the Early Childhood Workforce
An Evolving Vision for Designing Professional Learning: Inspiration from Aotearoa New Zealand
Kathy Reschke and Donna Ruhland
National Workforce Registry Allicance Dataset Sheds Light on Infant-Toddler Educator Characteristics
Nikki Darling-Kuria, Kelly Smith, Jill M. Soto, and Joellyn Whitehead
What Happens When Young Children Do Not Meet Criteria for IDEA Part B/C?: Early Discover for Mild Delays
Ruby A. Natale, Ellen Kolomeyer, Kristyna Pena, Ana Robleto, Joselyn Nicole Crooks, Diana Beltre, Rachel Spector, and Zafreen Jaffery
Closing the Gap Through Enhanced, Family-Centered Approaches to Care Navigation: Increasing Successful Referrals for Developmental Delays With Colorado Project LAUNCH
Lorraine F. Kubicek, Lisa Jansen Thompson, Antonio Luna, Stephanie Henderson, and Rachel Hubbard
Deconstructing a Reflective Supervision Conversation: Voices From the Field
Faith Eidson and Deborah J. Weatherston
Reflective Consultation With Groups via Virtual Technology: What Is Best Practice?
Ashley McCormick, Faith Eidson and Mary E. Harrison
Reflective Consultation in Child Care for Medically Fragile Young Children
Melissa Buchholz, Verenea Serrano, Sara Hills, and Catherine Wolcott
FREE Featured Article
Take a deeper look inside this issue with this month’s featured article, “Power to the Profession Task Force: Foundational to Early Childhood Education,” by Sarah LeMoine.
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