Explore resources related to developing young children's oral language and vocabulary, including support strategies for parents and families. See how these skills develop through the eyes of a kindergartener.
Discover how young children’s background knowledge is key to learning as well as ways parents and families can support it. Learn how background knowledge develops through the eyes of kindergartener, “Joan.”
Screening and assessment allow staff to understand each child’s strengths and needs. To plan learning experiences that support Big 5 skills development, staff need to use data from screening and assessment results.
Explore resources related to alphabet knowledge and early writing skills in young children, as well as support strategies for parents and families. See how the skills develop through the eyes of kindergartener Joan.
Explore these briefs that summarize the latest research and include ”try this” tips, which help translate the research to practice in meaningful ways.
Learn about ways to check your program’s progress in meeting a coordinated approach to serving children who are dual language learners (DLLs) and their families.
The PLA is a comprehensive, research-based way for early education programs to ensure optimal language and literacy services for children who speak English and for those who are dual language learners..
One-third of the children in Head Start programs are dual language learners (DLLs) who are learning English while also learning their home language. Virtually all of these children will code switch. In other words, they mix two or more languages in the same sentence while speaking. It is important that teachers, home visitors, and other staff understand what code switching is, the role it plays in language development, and how to respond to it.
Read this guide that includes a worksheet designed for Early Head Start and Head Start teams. It helps ensure that their screening process provides the best possible results for all children, including dual language learners (DLLs).
Research has found that certain skills and circumstances predict children’s success in learning to read and doing well in school. It has identified language and literacy practices that work best when teaching culturally and linguistically different children. This includes children who speak two or more languages, or dual language learners (DLLs). This body of research supports the Planned Language Approach (PLA).