Administrators and Managers Support Dual Language Learners

Early childhood programs and staff must be prepared to enhance experiences for a growing number of young children who are learning their home languages and English. We can promote positive experiences for these dual language learners (DLLs) by holding high expectations and emphasizing their strengths, including cultural and linguistic strengths. Staff also provide children and their families with individualized learning supports necessary to succeed in school. These DLL Toolkit resources can help program directors and managers better support the learning and development of young children. Program managers and administrators can build systems and develop policies to improve practices across all service delivery areas by identifying and implementing a planned, intentional approach to language use in the classroom.

Preschool Teachers

Teachers know and understand the broad range of content areas and the developmental expectations (i.e., social and emotional, cognitive, expressive and receptive language, motor, adaptive, and English language development) appropriate for young children as outlined by the Head Start Early Learning Framework. Teachers consider what they want children to know, understand, and be able to do using the five essential domains.
 

DEC Position Statement on Cultural and Linguistic Responsiveness

For young learners of English who are speakers of other languages (ESOL), the challenges of literacy and language development are different if they are learning in an all-English environment where they need the language to function in school, or if they are in an environment where English is taught as a foreign language (EFL) in school. This position paper from the Division of Early Childhood focuses on children who speak a language other than English at home, and who are entering school environments where English is the principal medium of instruction.

Advancing School Readiness with the Office of Head Start's Multicultural Principles

Advancing School Readiness with the Office of Head Start's Multicultural Principles is a professional development tool designed to support programs in establishing culturally and linguistically competent systems and services. These resources guide staff in using culturally responsive practices when supporting children's progress toward school readiness.

ECLKC Professional Development Modules

The Head Start ECLKC Professional Development Modules are designed for individual or group professional development activities to help Head Start programs meet the needs of children who are dual language learners and their families.

Shared Responsibilities: Helping Managers Understand

The purpose of this workshop activity is to engage participants personally and help them understand how managers' decisions affect the day-to-day experiences of children with disabilities and their families.

Infant and Toddler Caregivers

For infants and toddlers, school readiness refers to their developing capacity to self-regulate, demonstrate curiosity, communicate effectively, and develop close, secure relationships. Good health and proper nutrition support this developing capacity. This happens within the context of nurturing, culturally responsive relationships with parents, caregivers, extended family, and community.