Introduction

Introduction References

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1. Child Welfare Information Gateway. (2014). Protective factors approaches in child welfare. Washington, DC: U.S. Department of Health and Human Services. Retrieved from https://www.childwelfare.gov/pubs/issue_briefs/protective_factors.cfm (opens in a new tab)
2. Ministry of Education. (2017). Te Whāriki: Early childhood curriculum. New Zealand: Author.
3. Morell, Z., & Medellin, C. (2018). Core principles for supporting emergent multilingual learners (EMLLs). New York City Division of Early Childhood Education
4. Rabadi-Raol, A., & Souto-Manning, M. (2018). (Re)centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42, 203–225.
5. Reid, J. L., Kagan, S. L., & Scott-Little, C. (2017). New understandings of cultural diversity and the implications for early childhood policy, pedagogy, and practice. Early child development and care, 189(6), 976-989.
6. Shonkoff, J. P., et al. (2012, reaffirmed 2016). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), 232–246.
7. Shonkoff, J., & Phillips, D. K. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
8. York, S. (2003). Roots & wings: Affirming culture in early childhood programs. St Paul, MN: Redleaf Press.