52 54 57 F'TeRmw tecognizing Shortcomings of a Traditional Professional Knowledge Base Tonia R. Durden and Stephanie M. Curenton PART 2 Responsive Pedagogical Practices CHAPTER 6 Creating Caring Communities in Early Childhood Contexts Garnett S. Booker III CHAPTER 7 Focusing on What Really Counts How Noticing and Appreciating Simple, Ordinary Moments in Early Childhood Care and Education Can Enrich Human Relationships and Promote Professional Equity Junlei Li and Dana WintersCHAPTEF mans el Creating Caring Communities in Early Childhood Contexts Garnett S. Booker III Over the past decade, societal factors have shifted the structure of families in the United States. For example, in many cases both parents have pursued professional careers, or both parents are required to work for financial reasons. Subsequently, the concept of child care has adapted to fit the needs of working families. Due to the increased number of working parents, child care programs have witnessed a sharp increase in enrollment over the last decade. The number of hours children spend in such programs has increased as well. On average, children spend 33 hours per week in nonparental care programs (Snyder, de Brey, & Dillow 2019). During their time in such programs, children experience developmental milestones that are not only important to their families but also to their life trajectory. For example, children begin to develop social skills that pave the way for successful relationships when they are in child care programs. NAEYC’s “Advancing Equity in Early Childhood Education” position statement (2019) acknowledges the need for early childhood educators to create a caring community of learners that embraces and celebrates such milestones, Cre: Rel When I learner hierarc belong teache meani childr positi provi child posit unde myr teacl my i obs: and pro cla: