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Archive for the ‘English language learners’ Category

Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Here in Massachusetts, the Department of Early Education and Care (EEC) wants your opinion.

EEC is holding two public hearings on its adoption of the WIDA Early English Language Development Standards (E-ELD) for children who are 2.5 to 5.5 years old.

As EEC says on its website, the E-ELD Standards are designed to:

• “help guide lesson planning to ensure that the different linguistic needs of dual language learners [DLLs] are being met”

• support dual language learners as they reach their next level of English Language Development

• inform decisions about class composition, staffing, curriculum, and assessment in programs that serve dual language learners, and

• help programs that serve dual language learners to make better use of EEC’s Quality Rating and Improvement System (QRIS)

The E-ELD Standards are aligned with K-12 English Language Development Standards, and as WIDA explains:

“Specific consideration has been given to the nature of early language and cognitive development, family and community-based socio-cultural contexts for language learning, and the psycholinguistic nature of second language acquisition in preschoolers who are still developing the foundational structures and rules of language.”  (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

National data show that different groups of children enroll in preschool at different rates. For example, children who are Hispanic, immigrants or dual language learners (DLLs) are less likely to participate in center-based early education and care programs than white non-Hispanic children, according to NIEER (the National Institute for Early Education Research).

Because this difference can trigger achievement gaps, NIEER is also proposing ways to enroll more children in center-based care.

How important are formal preschool programs for children? A recent study from the University of California Center Sacramento found “a predominance of positive effects for children in immigrant families attending formal prekindergarten care on both academic and socioemotional school readiness measures.”

And as we’ve blogged before, early education programs can meet the needs of young dual language learners.

Immigrant and DLL Demographics

NIEER and CEELO (the Center on Enhancing Early Learning Outcomes) held a webinar on the needs of immigrant and DLL children late last year, and NIEER covered the issue last month in a Preschool Matters blog written by Milagros Nores, NIEER’s Associate Director of Research. (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

A new regional training series starts this month. It’s called “New Start: Supporting Multilingual Children and Immigrant & Refugee Families.”

Sponsored by the Massachusetts Office for Refugees and Immigrants and by the Department of Early Education and Care (EEC), the training series looks at “early learning for these children and meaningful engagement of their parents and communities…” according to an event flier.

The need is considerable. “More than 1 in 4 children in Massachusetts under age 6 live in households that speak a language other than English,” the flier notes.

Presented in partnership with the Massachusetts Immigrant and Refugee Advocacy Coalition (MIRA), the series “will equip providers, stakeholders, and other professionals with knowledge on immigration policy, cultural competency, and child development and educational principles in the context of multilingual homes and multicultural environments.”  (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

What do you think young children need to develop strong social/emotional and learning skills?

Let the Department of Early Education and Care (EEC) know.

EEC is holding three public hearings in Boston, Brockton, and Worcester to get public feedback on a draft of proposed social-emotional learning standards.

Called the “Pre-School and Kindergarten Standards in the domains of Social-Emotional Development and Approaches to Play and Learning,” the draft can be downloaded by clicking here.

The need for standards is clear. As the draft explains: “The preponderance of outcomes from both research and evidence-based practice clearly show the strong connection between social and emotional learning, academic learning, and success in life. In fact this synergistic development of social and emotional and academic skills promotes and facilitates higher order thinking.”  (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

This post was originally published on March 5, 2014. 

A new report published by the Society for Research in Child Development — “Multilingual Children: Beyond Myths and Toward Best Practices” — focuses on “the strength of being multilingual and its benefit for children’s later outcomes and well-being.”

Endorsed by the American Academy of Pediatrics, the report draws on more than 100 studies. “The qualitative review concludes that multilingualism is an advantage to be nurtured and maintained rather than a risk factor to be eradicated early in a child’s life,” Education Week explains in a recent review of the report.

In the Education Week piece, Allyssa McCabe, a lead author and a psychology professor at the University of Massachusetts Lowell, debunks two myths covered in the report. (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

How can preschool programs best serve children who are new to this country or whose first language is not English? A training session is providing answers.

The Massachusetts Department of Early Education and Care (EEC) and the Office of Refugees and Immigrants (ORI) are offering a session called “New Start: Supporting Multilingual Young Children and Immigrant and Refugee Families.”

The next one is this Friday, November 21, 2014, from 9 a.m. to 4 p.m. at Tufts University’s Cabot Asean Auditorium – Building M151 at 160 Packard Avenue in Medford. Click here to register.

The training session is run by MIRA and the Multilingual Action Council (MAC) at the Aspire Institute in Wheelock College.

The one-day session addresses a substantial need.

“In Massachusetts more than one in four children under the age of six live in a multi-lingual household, so focusing on meaningfully engaging these families in their children’s development will help to ensure the best outcomes for our young learners,” according to Jennifer Amaya-Thompson, the Head Start State Collaboration Office Director at EEC. (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

This post was originally published on November 25, 2013.

“The time is now to redesign this country’s approach to language and literacy instruction, and governors who choose to can lead the charge,” according to the National Governors Association (NGA) report, “A Governor’s Guide to Early Literacy: Getting all Students Reading by Third Grade.

Acknowledging the fact that only one-third of America’s fourth graders are reading proficiently, the report points out that America’s governors can help address this challenge. They can build a bridge between knowledge and action, connecting what researchers know to what policymakers do.

What the Research Says

To provide the research background on the literacy issue, the report points to three widely accepted research findings:

1. “Starting at kindergarten is too late.” Because literacy skills start developing at birth and because achievement gaps show up early, infants, toddlers and preschoolers need effective, high-quality early education and care programs that introduce early literacy concepts.
(more…)

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