Working with dual language learners - preschool children

It is projected by 2030, children’s home language will increase other than English (US Census Bureau).  Therefore, teachers must be better prepared to the teach children of diverse language and ethnicities ensuring all receive culturally developmentally age appropriate practice.  Dual language learners (DLL) children must be supported and encouraged at this age as the crucial beginning of their life long success in a global society.

Here are some helpful suggestions in preparing for DLLs.

     Have documents written in family native language (www.googletranslate.com).  If you are not proficient in home spoken language try to secure a translator who will assist during parent-teacher conferences and other meeting times.

     Review the learning environment to see if there are reflections of all ethnicities being represented along with others not in the class (e.g., words/phrases written in multiple languages, posters, books, materials, artifacts).

     Curriculum lesson planning includes accurate information representing DLLs (e.g., amigos [friends], songs/music in multiple languages, center activities).

Utilize community resources (e.g., parents, librarians) to come on-site and share information or fieldtrip to their site. 
 

In addition, this YouTube clip “0 to 5 in 30 minutes – Ready to Learn – DLL” (5:11) will assist you in thinking about working with DLL children and activities to make the learning environment for all. The learning environment is so rich having children of various ethnicities is enrichment to learning in cultivating global sensibilities.

Sequestration: Affects on Early Childhood Education in NC

The word “sequestration” has been talked about and when asking some people truly do not understand what it means only changes started March 1^st.  What is sequestration?  The sequestration was created in August 2011 as part of the Budget Control Act of 2011, which ended that year’s showdown over raising the federal debt ceiling.  Due to Congress failure to come up with a deficit reduction plan, the Budget Control calls for $1.2 trillion in automatic spending cuts over the next decade.

The sequestration is already taking place with the most vulnerable being effected first our children.  These cuts to child care and early care education is adversely affecting tens of thousands of low-income families.  Here is a breakdown of the expected effects for North Carolina.

1.      Head Start and Early Head Start services for approximately 1.500 children will be eliminated or reduced in access to services.

2.      Child care services for up to 1,300 disadvantages children could lose access to child care services.

3.      Teachers and schools will lose approximately $25.4 million in funds for primary and secondary education that puts around 350 teachers and assistants jobs at risk.  Projected numbers that about 38,000 fewer students will be served with approximately 80 fewer schools receiving funds.

4.      Education for children with disabilities will lose approximately $16.8 million in funds for about 200 teachers, assistants and staff.

5.      Vaccines for approximately 3,550 children will not be administered due to reduce funding of about $243,000.

Early childhood advocates we must talk to our members of Congress about the importance of public investment and the devastating impact to children, parents, communities, states and our nation that sequestration would have on child care and early education programs. Tell your members of Congress to act responsibly and take a balanced approach to deficit reduction.  Your actions will ensure that vital programs continue to make a difference in the lives of young children and their families to continue to exist for future generations.

Bullying and preschool age children

Walking into a preschool class and observe one child in the beginning acts of bullying another child to obtain materials wanted and achieved goal.  Before leaving the classroom, engaged in conversation with teacher if had recorded these actions and what was being done to combat future acts.

Initially, bullying acts are thought to occur in children grades late elementary to high school.  Believe it or not but bullying has become a common behavior teachers, parents and other adults are having to deal with as part of their social and emotional skill development for age appropriate acts.  Bullying is not only physical acts as punching, kicking but in the form of social rejection as refusing to collaborative play with another child or verbal say hurting words.  In other words, the child enjoys seeing fellow classmates hurt through physical and verbal means. 

Here are some signs that you child may be being bullied if (1) does not want to go to school, (2) very clingy when you drop him/her off at school, (3) withdrawn or showing signs of depression, (4) unexplained injuries and (5) unusual events out of character of your child.  The YouTube click “Effects of bullying in preschool” http://youtu.be/79yenJR4GXY  shows a child not wanting to go back to school because of being bullied. 

Parents’ communication is the key if you feel your child is being bullied and not understanding what is happening at school.  Visit your local library and check-out age appropriate books on the subject “bullying”.  As you talk with your child stay calm and let him/her know you are supportive during this time.  Engage in conversation with the teacher and work together as a team to eliminate the situation including skills for the child to use.  The teacher can plan lessons and activities to address the situation.  Remember, you can visit the classroom at any time to observe for yourself what is happening and methods to resolve situations.  If there is no change in the situation after a couple of weeks you may consider moving your child to another classroom or site.  Check-out “Bully Prevention in Preschool and Kindergarten with Holly Pederson of Parents” YouTube click at http://youtu.be/xN0nL1ICXvM  to help children learn to manage and express their emotions.

We must stop acts of bullying and if not studies show the children are likely to do drugs and alcohol, abuse their spouses, get into criminal activities and so much more.  Let us offer children a positive productive future. 

Celebrate national reading month with preschool age children

As we enter the month of March let us remember and celebration National Reading Month.  Reading is the foundation to understanding the world around us through printed materials on paper, signs or electronically.  Preschool age children need to have a love for the printed word either being read to or reading themselves. 

When you start to read a story with your child first discuss the cover of the book and what the storyline may be about as the reading starts.  Second, read the title, name of author and what s/he does, and name of illustrators and what s/he does.  Third, read the page or picture read then pose questions to help your child’s vocabulary, critical thinking skills, language skills and so much more.  And fourth, continue with the story and keep in mind you do not have to read the entire book in one setting. 

If you are unable to purchase age appropriate books check out your local library.  Ask the librarian for a list of book recommended for your child’s age.  Here are some for preschool/kindergarten age children.

1.       Daniel’s pet by Alma Ada
2.       Clifford makes a friend by Norman Bridwell     
3.       Cloudy day, sunny day by Donald Crews
4.       Andy (that’s my name) by Tomie DePaola
5.       The magic beans by Margaret Hillert

Reading can expose children to the global world we live in and help them understand topics being discussed.  Remember, to set aside time for reading and your children will enjoy every word.

Differentiation Instructions with Preschool Age Children

While working with a pre-kindergarten teacher the question was posed, “how do I differentiate instruction with my children?”  As I began sharing I thought how many other pre-kindergarten teachers have the same question ensuring all educational levels are met.  Here are some helpful hints to prepare lessons and activities that show differentiation instructions.

1.       Use a formal assessment tool to record data information individually and collectively on skill levels of children.

2.       Research beginning skill levels for each child as a base line toward planning activities related to lesson plan or study theme (according to assessment data).

3.       Once lesson plan or study theme has been selected, start planning specific related activities that are based on each child’s skill level.  For example, in the math area you have the children match numeral to numeral, match numeral to corresponding dot, match numeral to number word card, and so forth.

4.       When circulating throughout the classroom, the teacher will record anecdotal notes or use other methods showing the child’s progression on specific skills and place comments in his or her portfolio. While reviewing portfolio, teacher will determine when the child needs to engage in more challenging activities and record achievements.    

Remember, you must assess, plan, implement, observe, record, and make modifications as needed to ensure the child’s educational needs are met through differentiation instruction.  Every child learns differently so plan accordingly to their skill level.