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SCBC and TCBC upcoming PLG on State/Tribal collaboration

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SCBC and TCBC is collaborating to develop a trauma responsive care TFT for I/Ts to ensure it is culturally responsive to Tribes

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SCBC : The Relationship-Based Care Training for Trainers (TfT) highlights PITC’s Six Essential Program Practices of relationship-based care; two sessions focus specifically on Culturally Responsive Care and Inclusive Care of infants/toddlers.

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I loved that you included this in the updated Multicultural Principles, DTL! 🌟https://eclkc.ohs.acf.hhs.gov/culture-language/multicultural-principles-early-childhood-leaders/dual-language-instruction-supports-young-learners

o Allow children to code-switch or code mix. When children code-switch, they use all their languages to express themselves as fully as they can. Code-switching helps develop their communication and language skills and learn more. When adults correct code-switching, they send the message that children should only use part of their language knowledge. It also ignores the children’s ability to use translanguaging , or the process using multiple languages to make sense of their world.

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Siobhan/NCASE: We use a Product Development Planning Tool (PDPT) for conceptualizing all TA and Resources. This PDPT includes our definition of Equity and our Guiding Principles. Each proposal must include specific language around how EI&CLRP will be elevated. The NCASE EI&CLRP Committee reviews all PDPTs and provides feedback to the author. As Director of TA, I also review all materials to ensure that EI&CLRP is elevated. I was interested when Amittia raised the question of how we are evaluating this. Excited to discuss in a future workgroup meeting.

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Also encouraging folks to lean into a both/and mindset.

e.g. I have my own personal beliefs AND as an early childhood professional I can work to create welcoming environments for LGBTQIA2S+ parents, families, and staff.

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NCHBHS: In our center we have been creating and promoting resources and trainings that elevate health disparities families we serve may experience, due to structural racism and other forms of oppression. In that work there is attention to intersectionality, identities, power, privilege, disadvantages to the connections to access to resources, experiences in spaces, and health. Finding that as trainings who we are and how we are (our own identities, lived experiences and the way we talk, facilitate, hold space, are in space… as trainers) has felt relevant and important…

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I think at PFCE we try to make space for those challenging conversations in our TTA work.

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Cultural Humility is essential, as well as honoring the expertise and funds of knowledge within the room if you are providing T/TA.

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https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302-90-personnel-policies (iii) Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition;

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NCHBHS utilizes an internal equity workgroup to support the capacity building of our center, as well as the development of training and products around health equity.

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Helping ensure our TA is responsive specifically and intentionally to Tribal CCDF agencies. Being aware of considerations for Territory CCDF agencies (eg time of Webinars for Territories in a variety of time zones). Providing materials in English and Spanish. Using Human Centered Design to help center equity. DISCC

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Creating opportunitie for reflection about existing practices and providing strategies and tools to advance on equity. Every participant is at their own level of awareness and in their journey. It is a great responsibility for trainers and programs to be part of the change and to set a solid foundation for equitable practices for those communities, families and children that are at risk.

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All of our systems-level TA for State, Territory, and Tribal agency staff and their partners models a collaborative approach. We listen and learn to meet each person where they are and use a collaborative approach that honors what each person and cross-sector team (for our peer learning groups) brings. Modeling this approach can assist participants in using this approach to serving their constituents - Siobhan/NCASE (OCC NC)

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Click here to access the Padlet board and share how your team is advancing equity and inclusion through comprehensive technical assistance, highlighting the innovative strategies and successes you're implementing.

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Click here to access the Padlet board and share how your team is advancing equity and inclusion through comprehensive technical assistance, highlighting the innovative strategies and successes you're implementing.

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Link: https://padlet.com/LisaMWilson/elevating-every-child-otk4psbi4yp406uu

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Discussion Question: Based on your personal perspective and professional role, How are we advancing equity and inclusion for all children—regardless of culture, language, nationality, religion, ethnicity, class, housing status, geographic location, perspectives, abilities, etc.—through our technical assistance (TA) offerings in Head Start and Child Care, and how does this approach address the intersectionality of these various identities?