Hearing Language Is Learning
Babies are born “citizens of the world.” Children can tell the difference between all the sounds in all the world’s languages at birth.
Babies are born “citizens of the world.” Children can tell the difference between all the sounds in all the world’s languages at birth.
One-third of the children in Head Start and Early Head Start are dual language learners (DLLs) who are learning English while also learning their home language. Virtually all of these children will code switch. In other words, they mix two or more languages in the same sentence while speaking. It is important that teachers, home visitors, and other staff understand what code switching is, the role it plays in language development, and how to respond to it.
For an adult, trying to learn a second language can be a difficult task. Young children have a much easier time learning languages than adults. They learn language by having ample opportunities to hear speech from adults and peers.
Screening for potential developmental delays in children allows for early treatment and supportive services. On the Centers for Disease Control and Prevention (CDC) website, Head Start educators and families will find a number of resources on developmental screening tools.
The Office of Head Start NCH oral health forms are important records of a pregnant woman’s or child’s dental visit.
The LFA Toolkit is a collection of presentations, handouts, guided practice exercises, and descriptions of additional resources designed to support program staff in enhancing, conducting, and interpreting child assessments. It builds upon the assessment knowledge and expertise programs already possess, and the materials can be used selectively to design trainings that will meet programs' particular needs.
Children who speak home languages other than English make up at least one third of Head Start enrollment. They speak more than 140 languages and are enrolled in 87 percent of all Head Start programs. All Head Start staff, and policy makers will want to understand what these young dual language learners (DLLs) need in order to thrive in Head Start and beyond. They will also want to know how to support DLL’s development and school readiness skills.
Supporting transitions can have positive effects on children and families, and collaboration is key to effective transition. Each brief in this series focuses on a different partnership level: the child and family, early educators, early care and education (ECE) programs, and ECE partners.
These 15-minute In-service Suites are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.
Research has found that certain skills and circumstances predict children’s success in learning to read and doing well in school. It has identified language and literacy practices that work best when teaching culturally and linguistically diverse children. This includes children who speak two or more languages, or dual language learners (DLLs). This body of research supports the Planned Language Approach (PLA).