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The purpose of this chapter is to suggest ways for early childhood teachers to teach science content knowledge, vocabulary, respect, and an appreciation for nature while children engage in meaningful outdoor nature activities. Science concepts such as nature, life cycle, observation, and experimentation can be woven into outdoor activities as children pretend to be nature scientists. Intentional planning provides teachers with the opportunity to integrate science content knowledge and vocabulary learning during the nature study. The careful selection of content vocabulary related to the scientific process and science content knowledge helps children learn new words in meaningful and developmentally appropriate ways. This chapter provides several examples of outdoor nature activities with science content knowledge and vocabulary embedded into each activity.

Family engagement is a central tenet of high-quality early education practice. However, the ways in which programs interact with families have varied significantly over time and in relationship to program type. This chapter extends traditional notions of family involvement by emphasizing the potential of early care and education programs to effectively support parents and other primary caregivers in enhancing daily interactions with their children. Specifically, home visits are described as an important mechanism to influence parent-child interaction particularly when intentional, evidence-based curricula are employed. In recent years, there has been an increasing focus on developing and implementing such home visiting models. In this chapter, we describe a specific example of the integration of the Promoting First Relationships (PFR) parent-child interaction curriculum (Kelly, Zuckerman, Sandoval, & Buehlman, 2008) into home visits in both home and center-based Early Head Start practice. Implementation aspects for enhancing existing family engagement strategies with an intentional home visiting curriculum are discussed with recommendations for future programming and research.

Nowadays children from immigrant families are the fastest growing group of youth in the United States. Despite the fact that emerging research has highlighted the significance of strong partnerships between families and high-quality early childcare/education programs, many immigrant families face numerous barriers in accessing high-quality childcare/early education as well as establishing strong partnerships with centers. The purpose of this chapter is to explore the emerging challenges that immigrant families face in navigating the U.S. early childhood education system. This chapter first briefly reviews the literature on the role of family involvement in early childhood education within the general U.S. population. This is followed by a review of the unique funds of knowledge that immigrant parents engage in while interacting with their children at home. Then this chapter explores the barriers of immigrant families in developing strong partnerships with early childcare/education programs such as, communication, limited parental English proficiency, lack of public funding, acculturation, education, and cultural perceptions of involvement. Furthermore, this is followed by a focus on two distinct rising immigrant populations within the United States, Hispanic (specifically non-refugee) and refugee populations, and their unique sets of obstacles. Lastly, recommendations are provided for future practitioners and policymakers to support the establishment of stronger immigrant family and professional partnerships within early education and childcare settings.

The purpose of this paper is to examine the concept of perishable food supply chain quality (PFSCQ) and to suggest a structural model that counts the influence of PFSCQ practices on organizational sustainable performance.

On the basis of comprehensive literature review, PFSCQ highly significant practices were examined and designated. These practices were classified into four dimensions: upstream quality (supplier quality), downstream quality (customer focus), internal quality (process and logistics quality) and support practices (top management leadership and commitment to quality, quality of human resource, quality of information and supply chain integration). The measurement instrument of organizational sustainable performance was also build on, containing three aspects: economic, environmental and social performance.

An inventive conceptual model that specifies a comprehensive image cover up core dimensions of PFSCQ and various aspects of organizational sustainable performance was suggested. This conceptual model can be used as “a directive” for theory developing and measurement instrument development of PFSCQ practices and organizational sustainable performance. More prominently, on the road to achieving additional insight, an extensive structural model that makes out direct and indirect relationships between PFSCQ practices and organizational sustainable performance was also developed. Practitioners can apply this model as “a path plan” for implementing PFSCQ practices to improve organizational sustainable performance.

The integration of quality and supply chain even now remains inadequate in the literature. Consequently, it is required to have a more focused approach in assessing quality issues inside the upstream, internal and downstream of the supply chain. This study concentrates on the practices which make better quality aspects of the supply chain, known as PFSCQ practices. Suggested research models in this paper contribute to conceptual frameworks for theory building in PFSCQ and sustainable organizational performance. It is also expected that this research can suggest a useful direction for determining and implementing PFSCQ practices as well as make possible further studies in this arena.