9780132224161

After thirty years of working with children from diverse backgrounds, the author has seen first hand the consequences of inadequate training, misguided practices, neglect, misunderstanding, and even outright bigotry on the life forces of bright, curious, and highly verbal children who happen to have been born into poverty. Their eagerness to learn and to participate in a social community, their youthful quirkiness and delight in the mysteries of the world-these can all be muted before they ever begin formal schooling. However, well-crafted early education programs staffed by qualified and caring educators can successfully partner with families who speak little English and joyfully educate young children and prepare them for the rigors of formal academic instruction. This book draws on the author's experience to provide all practitioners with research-based strategies and practices that they need to educate ALL children successfully.

Dr. Linda M. Espinosa, recently retired Professor of Early Childhood Education at the University of Missouri, Columbia, served as the Co-director of the National Institute for Early Education research at Rutgers University from 2002 to 2003. Her recent research and policy work has focused on effective curriculum and assessment practices for young children from low-income families who are dual language learners. She has served as a consulting editor for Early Childhood Research Quarterly, Early Childhood Research & Practice, Information Technology in Childhood Education, and Prevention Researcher, and serves on multiple national commissions and advisory boards. She currently serves as the Co-Chair of the First Five, Los Angeles Universal Preschool research Advisory committee and is a member of the National Task Force on Early Childhood Education for Hispanics Technical Advisory Group. Dr. Espinosa has worked extensively with low-income Hispanic/Latino children and families throughout the state of California as a school administrator and program director in San Francisco, San Jose, and Redwood City. She developed and directed the Family Focus for School Success program in Redwood City, California, which has received state and national recognition. She has published more then 50 research articles and training manuals on how to establish effective educational services for low-income, minority families and children who are acquiring English as a second language.

Chapter 1 Early Childhood Education, Diversity and Educational Equity : The Why of Early Childhood Education

Why the Increased Focus on Early Childhood Programs Right Now?

Public Program for Young Children

Summary

Reflection and Discussion Questions

Chapter 2 The Changing Face of Early Childhood in the U.S.: New Promises

and Pitfalls

Current Demographics and Population Projections

Children in Poverty

Increasing Linguistic Diversity in Early Childhood Programs

Increases in Hispanic/Latino Population

Culture and Early Education

Preschool and English Language Learners

Early Education Standards Movement and Diversity

Summary

Reflection and Discussion Questions

Chapter 3 What Research Tells Us About The Needs and Abilities of All Young

Children

The Science of Early Education

Social-Emotional Roots of All Learning: The Importance of Positive Relationships

Implications of Research for Early Childhood Practitioners

Risk and Resiliency in Young Children

Summary

Reflection and Discussion Questions

Chapter 4 Research Findings and Recommendations for Children Living in

Poverty

Issues and Considerations for Children Living in Poverty

The Importance of Resiliency

What Teachers Can Do

School Readiness and Low-Income Children

The Importance of High Quality Curricula: Specific Strategies

Professional Development and Effective Teacher Supports

Achieving Success: Schools, Families, and Communities Working Together

Summary

Reflection and Discussion Questions

Chapter 5 Research on the Development, Learning and Teaching of Young English Language Learners

Issues and Considerations for ELL Children

Myths About English Language Learners Not Supported by Scientific Evidence

English Language Learners and School Readiness: Overlapping Influences of Language and Poverty

Role of Home Language in English Acquisition

How do Young Children Learn a Second Language?

Bilingualism and Social-Emotional Development

Research on Different Curriculum/Program Approaches

Working with ELL Families

Summary

Reflection and Discussion Questions

Chapter 6 Promising Curriculum and Assessment Strategies for Young

English Language Learners

The Importance of Goals

Specific Teaching Strategies in Dual Language Early Childhood Programs

The Importance of a Comprehensive Curriculum

Specific Strategies in English Language Programs with Home Language Support

Assessment Approaches: How to Collect Accurate Information on the Development of Dual Language Learners

Putting it All Together: ECE Settings Where ELL Children Can Flourish

Summary

Reflection and Discussion Questions

Chapter 7 Meeting the Future Challenges of Early Childhood Education

National Will/Consensus

Using Research, Advocacy, and Persistence to Move the Agenda Forward: Inch-by-Inch, Step-by-Step

Link to National Education Priorities/Policies

Investment/Resources Needed

Summary

Reflection and Discussion Questions

Appendix A

Sample Family Languages and Interests Survey

Appendix B

Resources for Serving Young Children from Diverse Backgrounds

Appendix C

Information on The Early Authors’ Program

Appendix D

Sample Individualized Language Plan

Glossary

References

Index

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Getting it RIGHT for Young Children from Diverse Backgrounds Applying Research to Improve Practice

Getting it RIGHT for Young Children from Diverse Backgrounds Applying Research to Improve Practice

013222416X

Summary

Author Biography

Table of Contents

Supplemental Materials

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