IT3 Infant Interactive Tool

Please rate yourself and your infant on the following nine traits. Check the box for each trait that comes closest to describing each of your regular behaviors. Remember, you can use the chart of Temperament Traits for definitions of each trait.

Teachers, Caregivers, and Family Service Staff

Home language support is the foundation for developing English language skills. Today’s early childhood 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 children by holding high expectations and emphasizing their strengths, including cultural and linguistic strengths. We also provide children and their families with the individualized learning supports necessary to succeed in school. All early childhood program staff want to understand what young dual language learners (DLLs) need in order to thrive in Head Start and beyond. These DLL Toolkit resources give teachers, caregivers, and family services staff support to foster the learning and development of young children.

Highlights for Teaching Children Who Are Dual Language Learners (DLLs)

This resource highlights strategies discussed in the Head Start Science Teacher's Guide that teaching teams may use to help children learn their home language in addition to English. Teachers are encouraged to focus on language and literacy skills as integral to the exploration of science topics in the natural world. Specific suggestions from the Guide provide evidence-based practices that are effective for working with dual language learners in Head Start programs.

Leader's Role in School Readiness

Every Head Start and Early Head Start program is required to develop a plan of action to meet desired outcomes of school readiness, family engagement, professional development), curriculum, assessment, and teaching practice. A key part of this plan is to make sure teachers, home visitors, and family child care providers intentionally support children’s progress. For this to happen, systems and services must come together as early as possible.