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Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.

Displaying records 1 through 1 (1 total).

Sareen H, Vicensio D, Russ S, Halfon N. 2005. The role of state early childhood comprehensive systems in promoting cultural competence and effective cross-cultural communication. Los Angeles, CA: National Center for Infant and Early Childhood Health Policy, 28 pp. (Building state early childhood comprehensive systems; no. 8)

Annotation: This report explores what it means for services to be culturally competent and how State Early Childhood Comprehensive Systems (SECCS) grantees can work toward enhanced levels of competence to improve the quality of services not just for children who are members of ethnic minority groups, but for all of America's children. Topics include a definition of culture, cultural competence and proficiency; the relevance of culture to SECCS initiative planning with examples from childrearing goals, parent attitudes and practices, and developmental milestones. Also discussed are the effect of early childhood experiences on the life course, persistent racial and ethnic disparities in health and education, cultural awareness and early childhood systems, and implications of cultural competence for early childhood policy. References conclude the report. [Funded by the Maternal and Child Health Bureau]

Keywords: Childrearing, Cultural beliefs, Cultural competence, Culturally competent services, Early childhood development, Ethnic factors, Parent child relations, Parenting, Program planning, Racial factors, Service delivery systems, Young children
   

The MCH Digital Library is one of six special collections at Geogetown University, the nation's oldest Jesuit institution of higher education. It is supported in part by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under award number U02MC31613, MCH Advanced Education Policy with an award of $700,000/year. The library is also supported through foundation and univerity funding. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.