Updating your Goals as a Child Care Provider
As early childhood professionals, we must constantly set new goals for our child care programs and try to stay ahead of new trends within our field. We need to strive to mentally absorb the all...
One of the primary competencies that early-childhood educators develop when they earn a Child Development Associate (CDA) credential is building strong relationships with children’s families — including families who don’t speak English at home.
While the term “dual-language learners” (DLL) often brings to mind children whose home language is Spanish, early-childhood education classrooms are increasingly filled with children who speak multiple languages — what a new report from the Migration Policy Institute refers to as “linguistically super diverse.”
With the percentage of children who come from non-English-speaking homes more than doubling over the past 30 years, now is a great time for early childhood educators to adapt best practices for working with DLLs in their workplace. The “The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs”1 provides some timely recommendations for how to better support the learning of children from such diverse home environments.
Focusing on six exemplary early-childhood classrooms in Boston, the authors identify culturally appropriate teaching practices that guide how early educators interact with families and encourage children to continue developing literacy skills in their own home language as they also learn English. Here are a few highlights:
Jan Betz, the director of quality initiatives at Action for Children in Columbus, Ohio, provides training for providers who work in some of these “superdiverse” classrooms. Somalia, Sudan, Morocco and Cambodia are just a few of the countries represented by the children in the programs where they work. It’s often a priority for parents, she says, and that their children learn English as soon as possible so they will do well once they enter kindergarten.
Even so, Colorín Colorado, an online resource for educators who work with English learners, also provides some strategies that CDAs can use to help young children make the transition from their home language to acquiring more English.
Emphasizing new vocabulary—and repeating these words often—is one helpful practice. Providing plenty of opportunities for DLLs to talk with adults and English-speaking peers is another. Read-alouds and commenting on what is happening in the classroom throughout the day also reinforces the language skills children are learning. Finally, the physical layout of the classroom and predictable routines can also support language development as children pick up the vocabulary they need for certain activities in the space or at specific times of the day.
It’s also important for program directors to hire educators or classroom assistants who speak children’s home languages to make classrooms as inclusive as possible. Some Head Start and Early Head Start programs are even providing CDA training programs for parents, which can increase the diversity of the early education workforce.
Preparing young children for kindergarten—where they may not encounter as much home language support—is a primary responsibility for early-childhood educators. New America provides some perspective on a policy is increasingly affecting young children when they enter school—kindergarten readiness assessments. Janie T. Carnock notes that these assessments often don’t take into consideration DLLs and only assess children in English. “The development of bilingual children looks fundamentally different than their monolingual peers given that DLLs’ knowledge and skills are spread across two languages,” she writes.
While a few states now offer Spanish versions of these assessments or allow accommodations, such as current, non-verbal responses, for DLLs, Carnock recommends that all states assess DLLs in their home language and dedicate funds for bilingual assessors and valid bilingual assessment instruments. CDAs can help young children prepare for kindergarten—and these assessments—by spending time on alphabet knowledge, matching sounds to letters through rhyming and songs, and giving children plenty of experiences with books and other print resources.
It’s also important to note that public schools are now preparing students for a global economy by increasingly recognizing the value of bilingualism and adding funds for dual language immersion programs. As that occurs, elementary teachers could potentially benefit by learning some of the strategies for DLLs that CDAs already use, such as building strong relationships with families, bringing home language materials into the classroom and encouraging children to use the language skills they are acquiring as much as possible. DLLs can thrive once they enter school and having early-childhood educators who know
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Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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