The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.

该研究的目的是调查对儿童保育计划进行评级和许可的幼儿系统，即质量评估和改进系统（QRIS），如何将与文化能力有关的要求纳入该系统，包括激励措施，支持和支持。奖励计划旨在培养早期护理和教育（ECE）员工的文化能力。该研究采用了焦点小组设计，从关键信息提供者（例如教练和其他系统员工）的角度考虑研究问题，这些人定期支持ECE计划以满足系统要求并从事质量改进工作。召集了三个焦点小组，总共N个 = 28名参与者。使用恒定的比较方法对会议进行录音，转录和分析。指出了新出现的主题，并将其分为四类：QRIS要求；系统对齐；欧洲经委会程序管理员培训；以及欧洲经委会的教师培训和技术援助。焦点小组成员主张将与文化能力有关的系统级要求与计划支持相结合，以确保ECE提供者可以成功满足新要求。讨论了支持欧洲经委会工作人员文化能力发展以及将文化能力纳入欧洲经委会体系的政策建议。