Download or read book Head Start Or Public Pre K The Association Between Preschool Type and School Readiness for Dual Language Leaners written by Anne Partika and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language learners (DLLs) – young children whose families speak a language other than English at home – are a growing demographic who make up nearly a third of the U.S. public preschool population, yet the system remains primarily focused on monolingual, English-speaking children. Although preschool participation has been found to be at least as supportive of school readiness for DLLs as for their English-only peers, a gap remains between these two groups in terms of English language and literacy at kindergarten entry. Further, preschool programs vary widely, and little is known about which type of preschool best supports DLLs’ school readiness. This paper examines differences in school readiness between DLLs who participated in two types of publicly funded preschool – Head Start and public school-based pre-K – among Spanish-speaking DLLs from predominantly low-income families in Tulsa, Oklahoma. The results of a difference-in-differences analysis show that students who attended public school-based pre-K experienced greater gains in both quantitative reasoning and English literacy than their peers who attended Head Start. These findings suggest that public pre-K may be more effective than Head Start at supporting DLLs’ academic school readiness.
Download or read book Teacher child Interactions and School Readiness Among Dual Language Learning and Monolingual English speaking Children in Early Childhood Settings written by Linghui Chu and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has documented that school readiness is a critical factor that influences children's development over the life-course. However, there is limited research examining school readiness development, and the relationships between teacher-child interactions and school readiness among monolingual English-speaking and dual language learning children in preschool settings. The dissertation was conducted as part of a larger project in which I participated. It is comprised of three stand-alone studies that examined the development of preschool children's executive function, as well as how teacher-child interactions affected school readiness, defined as receptive language, literacy, math, and executive function development, among monolingual English-speaking and dual language learning children. Using two measures of executive function, the Peg Tapping task (PT; Diamond & Taylor, 1996) and the Dimensional Change Card Sort Task (DCCS; Zelazo, 2006), the first study examined the general trajectory and heterogeneity in the growth of executive function among children. Findings showed there was linear growth on children's executive function across monolingual English-speaking and dual language learning children. Both populations varied significantly in their executive function skills at the beginning of the data collection period and in their growth rate of executive function over time. In addition, findings indicated that monolingual English-speaking children tended to have a higher initial level of executive function and a slower rate of growth in their executive function measured by the Peg Tapping task than dual language learning children. However, there was no significant difference between monolingual English-speaking children and dual language learning children in their growth of executive function measured by the DCCS during the data collection period. Utilizing the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta et al., 2008), the second study tested the association between teacher-child interactions and children's receptive language, math, and literacy achievement. The results showed that CLASS Emotional Support predicted children's literacy and Math skills, Classroom Organization predicted children's receptive language and math skills, and Instructional Support predicted children's receptive language, literacy and math skills. In addition, monolingual English-speaking and dual language learning children tended to have higher math skills as the quality of Classroom Organization and Instructional Support increased. Furthermore, dual language learning children's math skills were higher compared to monolingual English-speaking children when they were in classrooms with higher Classroom Organization or Instructional Support. Finally, the third study examined threshold effects to understand whether associations between each CLASS domain were stronger at higher quality levels of teacher-child interactions, and whether the threshold effects differed between monolingual English-speaking and dual language learning children. Results from the piecewise regression showed that higher-quality-Classroom Organization was more strongly correlated with children's literacy and math skills compared to lower-quality classrooms. Similarly, the association between Instructional Support and math skills was stronger when in higher-quality classrooms. With regard to executive function, findings indicated that the relationship between Classroom Organization and DCCS, as well as Instructional Support and DCCS differed between monolingual English-speaking and dual language learning children. Findings from these three studies provide further evidence regarding the growth of executive function during the preschool period as well as the variability in children's executive function development among monolingual English-speaking children and dual language learners. Study findings further highlight the importance of high quality teacher-child interactions in promoting children's school readiness.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Spotlight on Young Children written by Meghan Dombrink-Green and published by Spotlight on Young Children. This book was released on 2015 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers practical ways to support young dual language learners and their families. Addresses communicating, using technology, pairing children, and more.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Head Start Impact written by Michael J. Puma and published by Nova Novinka. This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Download or read book Handbook of Child Psychology and Developmental Science Ecological Settings and Processes written by and published by John Wiley & Sons. This book was released on 2015-03-31 with total page 944 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essential reference for human development theory, updatedand reconceptualized The Handbook of Child Psychology and DevelopmentalScience, a four-volume reference, is the field-defining work towhich all others are compared. First published in 1946, and now inits Seventh Edition, the Handbook has long been consideredthe definitive guide to the field of developmental science. Volume 4: Ecological Settings and Processes in DevelopmentalSystems is centrally concerned with the people, conditions, andevents outside individuals that affect children and theirdevelopment. To understand children's development it is bothnecessary and desirable to embrace all of these social and physicalcontexts. Guided by the relational developmental systemsmetatheory, the chapters in the volume are ordered them in a mannerthat begins with the near proximal contexts in which children findthemselves and moving through to distal contexts that influencechildren in equally compelling, if less immediately manifest, ways.The volume emphasizes that the child's environment is complex,multi-dimensional, and structurally organized into interlinkedcontexts; children actively contribute to their development; thechild and the environment are inextricably linked, andcontributions of both child and environment are essential toexplain or understand development. Understand the role of parents, other family members, peers,and other adults (teachers, coaches, mentors) in a child'sdevelopment Discover the key neighborhood/community and institutionalsettings of human development Examine the role of activities, work, and media in child andadolescent development Learn about the role of medicine, law, government, war anddisaster, culture, and history in contributing to the processes ofhuman development The scholarship within this volume and, as well, across the fourvolumes of this edition, illustrate that developmental science isin the midst of a very exciting period. There is a paradigm shiftthat involves increasingly greater understanding of how todescribe, explain, and optimize the course of human life fordiverse individuals living within diverse contexts. ThisHandbook is the definitive reference for educators,policy-makers, researchers, students, and practitioners in humandevelopment, psychology, sociology, anthropology, andneuroscience.
Download or read book Early Language Learning Policy in the 21st Century written by Subhan Zein and published by Springer Nature. This book was released on 2021-09-22 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.
Download or read book Supportive Language Strategies for Preschool Dual Language Learners written by Keisey G. Fumero and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to better understand the language environments of early childhood education (ECE) classrooms with varying proportions of dual language learners (DLLs), we examined the frequency in which adults use various language facilitation strategies. We further investigated the potential classroom characteristics that may predict teacher strategy use and the impact that teacher strategy use may have on DLL children's lexical and morphosyntactic skills. The study included 21 preschool classrooms and 69 children from a Latine background that spoke Spanish at home. Classroom observations were recorded at three different time points (Fall, Winter, Spring) in one school year. Interval coding was implemented as each observation was randomly divided into three 10-minute segments and coded for frequency of strategy use. A total of 14 strategies were of interest: English-General (n = 5), Spanish-General (n = 5), and DLL-Specific (n = 4) language facilitation strategies.A between-subjects one-way analysis of variance (ANOVA) indicated that the frequency in which teachers are using the strategies did not differ by strategy type; however significant interactions between teacher language status (id est, English-speaking monolingual and Spanish- English speaking bilingual) and strategy use were found. Due to the nested structure of the data, hierarchical linear models (HLM) were examined to analyze how classroom level predictors are linked to teacher strategy use. Results indicated that the proportion of DLLs has significant positive associations with teachers' use of Spanish general language facilitation strategies and DLL-specific language learning strategies. Finally, two-level HLMs examining the association between strategy use and DLL language outcomes revealed a significant negative association between the use of Spanish general language facilitation strategies and English lexical outcomes. Further, the analyses revealed significant positive associations between English general language facilitation strategy use and DLL morphosyntactic outcomes. This study informs our understanding of adult-child interactions in ECE programs, classroom language environments for Spanish-speaking DLLs, the frequency of different language facilitation strategies, and the impact that implementation of such strategies may have on DLL children's language growth. Limitations and implications are discussed.
Download or read book Teach Smarter written by Vanessa J. Levin and published by John Wiley & Sons. This book was released on 2021-04-29 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired “letter of the week” routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the “Pre-K Pages” blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.
Download or read book Young English Language Learners written by Eugene E. Garcia and published by Teachers College Press. This book was released on 2019-07-05 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Contributors: Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, José E. Náñez Sr., and Flora V. Rodríguez-Brown “This is a must-have for those who are working directly or indirectly with young English language learners.” —Olivia Saracho, University of Maryland, College Park, Maryland
Download or read book Early Language Literacy Classroom Observation written by Miriam W. Smith and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: SAVE when you order the ELLCO Pre-K User's Guide and ELLCO Pre-K Tool together! The Early Language and Literacy Classroom Observation Tool (ELLCO) comes in a package of 5 and is part of ELLCO, the bestselling classroom observation tool that helps schools assess the quality of literacy practices and supports and give children the best possible start in language and literacy development. Trusted by schools across the country, ELLCO helps educators reliably gather the data needed for professional development and program improvement, leading to better literacy outcomes for young children. Learn more about ELLCO Pre-K and ELLCO Kâe"3. See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses.
Download or read book Language Diversity School Learning and Closing Achievement Gaps written by National Research Council and published by National Academies Press. This book was released on 2010-08-26 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
Download or read book California Preschool Learning Foundations Visual and performing arts Physical development Health written by Faye Ong and published by . This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Promise of Pre K written by National Center for Research on Early Childhood Education. Leadership Symposium and published by National Center for Research o. This book was released on 2009 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: High quality pre-K that really improves children's outcomes; that's the goal early childhood professional will work toward with this groundbreaking text, the first volume in the NEW National Center for Research on Early Childhood Education (NCRECE) series. Combining the most current knowlege of top researchers, policy makers, and federal and state officials, this book examines where pre-K is today and inspires decision-makers with concrete examples fo successful programs. Wotj tjos om=depth examination of the latest research and practice readers will be better prepared to: make a compelling argument for supportign high-quality pre-K; address the complex challenges of expanding pre-K; understand the pros and cons of different types of pre-K programs; and make informed decisions about the most important issues in program development. To find out what's already working in pre-K program development, readers will get an inside look at five successful state-level prgrams in New York, Maryland, Louisiana, Georgia, and North Carolina. throug detailed analyses of each programs characteristics, these extended case examples give decision-makers a template for effective, child-centered early education. An essential resource for policy makers, researchers, and teach educators, this important volume will help early childhood professionals make progress toward their ultimate goal: pre-k that responds to children's changing needs, helps close the achievemetn gap, and ensures school readiness.
Download or read book Head Start Program Performance Standards written by United States. Office of Child Development and published by . This book was released on 1975 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Do They Know when They Get There written by June C. Hysell and published by . This book was released on 2013 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study provides a snapshot of the correlations between a child's learning experiences a year before entering kindergarten and the reading/literacy skills a child has entering kindergarten. Early literacy assessment scores were used to evaluate the effectiveness of four categories of learning experiences prior to entering kindergarten, Head Start, NC Pre-K/More At Four, private preschools and no formal preschool experience. The study presents data which looked at the effects on gender, ethnicity, English as a second language, students with disabilities and students that received free/reduced lunches.
