UNC's Frank Porter Graham Child Development Institute



Full Participation Segment 2 HandoutsSession ObjectivesParticipants will Describe the benefits of incorporating the cultures, languages, values, and priorities of children and families in all aspects of preschool programs and practicesDiscuss ways to reflect the culture of each child in preschool environments, interactions, and practicesExplain the term “dual language learner” and the process through which preschool children acquire a second languageDiscuss the importance of a focus on the social and emotional development of preschool childrenDevelopmentally Appropriate367284024765NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and developmentWhat is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and familyWhat is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variationNew Mexico Early Learning Guidelines (English) Guías de Aprendizaje Temprano de Nuevo México (Espa?ol) Pyramid Model Children who are Dual Language LearnersPolicy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs joint policy statement from the US Departments of Health and Human Services and Education was created to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs). The document describes specific challenge in policies and practices and makes recommendations to states.Evidence-Based Practices for Supporting Dual Language Learners Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculumProvide opportunities for families and community members to share stories and information in their home languageSupport children’s continued development of the home language and facilitate English language learningDevelop your knowledge of first and second language development as well as culturally and linguistically responsive practicesRemember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports. Stages of Second Language Acquisition Stage One: Use of First LanguageThe young dual language learner tries to communicate in his/her first language (the language from home) and does not yet realize the other person speaks a different language.Stage Two: Quiet PeriodThe young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.Stage Three: Telegraphic and Formulaic SpeechThe young dual language learner begins to speak the new language with a single word or short familiar words or phrases.Stage Four: Productive SpeechThe young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.ResourcesResources to Support the Full Participation of Young Children who are Dual Language Learners (DLLs) and their Families Colorín Colorado! The Importance of Home Language series (in English and Spanish) Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Language Children with Disabilities who are also Dual Language Learners Young Dual Language Learner: 20 Short Videos CultureEvidence-Based Practices for Supporting Children Who Are Culturally, Racially, Ethnically, and Socio-Economically Diverse Assess and update your own practicesEngage families. First seek to understand, then to be understood.Reflect each child in your environments, materials, and interactionsFocus on the potential of each childMaintain high expectations and support each child in achieving themResourcesCulture, Diversity, and Equity Resources It’s Hard to Be What You Can’t See the Full Participation of Chooli and her FamilyFamily engagementPreschool environments and interactionsDevelopment across domains including social-emotional & gross motorSocial-Emotional DevelopmentNew Federal GuidancePolicy Statement on Expulsion and Suspension Policies in Early Childhood Settings on the Social and Emotional Foundations for Early Learning Book Nooks The Pyramid Model Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) ResourcesNM Social-Emotional Development Resources NM Pyramid Framework Partnership New Mexico Early Childhood Suspension-Expulsion Resources Responsive Strategies to Support Young Children With Challenging Behavior School Suspensions Are an Adult Behavior Jake’s Fine Motor and Social-Emotional Development1.2.3.4.5. ................
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