Howes (2010) verbalized that in the field of early childhood edification that there is an prospect that children’s development fortified by quality early edification be framed for
“poor children as well as affluent; children of color as well as White children; and children who verbalize English as a first, second, or third language” (p. 1). Howes (2010) argues that there are “two sets of prospects, of both exemplary and culturally adaptive standards of care” where a macrocosmic view of development is pellucidly problematic. Not only is it “difficult for edifiers and programs to conceptualize and to implement” (p. 1) these macrocosmic programs, but edifiers withal need support in cerebrating about, and interpreting the range of culturally
“poor children as well as affluent; children of color as well as White children; and children who verbalize English as a first, second, or third language” (p. 1). Howes (2010) argues that there are “two sets of prospects, of both exemplary and culturally adaptive standards of care” where a macrocosmic view of development is pellucidly problematic. Not only is it “difficult for edifiers and programs to conceptualize and to implement” (p. 1) these macrocosmic programs, but edifiers withal need support in cerebrating about, and interpreting the range of culturally