Currículo

El currículo apoya la receptividad lingüística. La receptividad lingüística se refiere a las prácticas de enseñanza que apoyan el aprendizaje, el desarrollo y la participación de los niños de diversos orígenes lingüísticos. Incluye apoyos para el desarrollo continuo del idioma del hogar o de las lenguas tribales de los niños, al incorporar auténticamente el idioma de los niños en el entorno de aprendizaje. Además, las prácticas lingüísticamente receptivas pueden facilitar la adquisición del inglés. El currículo proporciona estrategias de andamios cognitivos para apoyar a los niños en cualquier nivel de conocimiento del inglés para participar plenamente en las experiencias de aprendizaje del currículo y el entorno. Para los bebés y los niños pequeños, la receptividad lingüística requiere asociarse con las familias para apoyar intencionalmente el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés). Este proceso incluye el desarrollo de un plan, basado en los idiomas del maestro y la familia, para apoyar el desarrollo del niño de cada idioma, tanto en el aula como en el hogar.

¿Qué significan las valoraciones?

  • Four star rating graphic Evidencia completa
  • Three star rating graphic Evidencia moderada
  • Two star rating graphic Evidencia mínima
  • One star rating graphic Sin evidencia

Currículo

Valoración

Revisión

Beautiful Beginnings: A Developmental Curriculum for Infants and Toddlers

Revisión completa y valoraciones
One star rating graphicSin evidencia

Linguistic Responsiveness: The curriculum lacks guidance on how to intentionally support the development and learning of infants and toddlers who are dual language learners. It also does not address how to support children who are learning tribal languages.

HighScope Infant-Toddler Curriculum

Revisión completa y valoraciones
One star rating graphicSin evidencia

Linguistic Responsiveness: The curriculum does not provide guidance on how to intentionally support the development and learning of infants and toddlers who are DLLs or those who are learning tribal languages. The curriculum includes two brief examples of strategies to support children who are DLLs (e.g., using sign language, adding board books in children's home languages), but no information on dual language development or collaborating with families on how to support children's development of each language.

Two star rating graphicEvidencia mínima

Linguistic Responsiveness: The curriculum offers many materials in English and Spanish (e.g., Activity Cards, vocabulary, children's books), but the curriculum does not include any guidance on how or when teachers should use the English or Spanish versions. Welcome to Frog Street Infant describes how learning a second language can be beneficial for all children, with some general scaffolding strategies for children who are DLLs (e.g., keeping language simple, using actions and illustrations, using visual aids). However, the curriculum lacks guidance on how teachers can partner with families to develop an intentional language plan for children who are DLLs. The curriculum also does not address research-based strategies for linguistic responsiveness, such as encouraging teachers to communicate in their own strongest language(s) or using some words and phrases in children's home languages.

Two star rating graphicEvidencia mínima

Linguistic Responsiveness: Frog Street Toddler provides minimal guidance on how to intentionally support the development and learning of toddlers who are DLLs. The Activity Guides provide songs, prompts, and vocabulary in Spanish, but the curriculum lacks guidance on how to intentionally use the Spanish translations or integrate other home or tribal languages into the learning environment, experiences, or routines. In addition, some of the Activity Guides include a suggestion related to children who are DLLS, like using concrete materials to help DLLs understand vocabulary and using words from children's home languages if possible.

Innovations: The Comprehensive Infant and Toddler Curriculum

Revisión completa y valoraciones
Three star rating graphicEvidencia moderada

Linguistic Responsiveness: Innovations: Infant and Toddler Development provides some strategies on how to support the development and learning of infants and toddlers who are dual language learners (DLLs). For example, it recommends collaborating with parents to support the home language, using both English and children's home languages, and providing books or audio recordings of fingerplays and rhymes in children's home languages. However, the activity books do not provide specific instruction on how to support the development and learning of children who are DLLs. The curriculum does not address how to support the development and learning of children who are learning tribal languages.

The Creative Curriculum® for Infants, Toddlers & Twos, 3rd Edition

Revisión completa y valoraciones
Four star rating graphicEvidencia completa

Linguistic Responsiveness: The curriculum provides specific guidance embedded throughout several curriculum materials on how to support the development and learning of infants and toddlers who are DLLs. Volume 1: The Foundation includes brief information on dual language development and principles to support children who are DLLs, both for teachers who do and do not speak the child's home language. Volume 3: Objectives for Development & Learning gives information on working with children who are DLLs and includes a "Home Language Survey" and strategies to support children's English language acquisition. The Intentional Teaching Cards include further suggestions to support children who are DLLs, such as to provide directions in the child's home language, watch for non-verbal cues that signal a child's desire to participate, and point to an object or demonstrate an action as you describe it. The curriculum doesn't address how to support the development and learning of children who are learning tribal languages.