By Susan G. Hibbard
Executive Director, BUILD Initiative
BUILD turned to Dr. Linda Espinosa and Miriam Calderon to find out the extent to which states’ ELDS reflect the current research and address the learning needs of young dual language learners. They examined 23 states’ ELDS for pre-k-aged children to determine the most common approaches for representing dual language learners across a broad set of criteria. Their report, “State Early Learning and Development Standards/Guidelines, Policies & Related Practices: How responsive are they to the needs of young dual language learners?" includes an individual state profile that summarizes how each state is addressing the needs of young dual language leaners, and concludes with recommendations for how states can be more responsive to the needs of dual language learners in their ELDS and other components of their early childhood system.
Joan Lombardi, Ph.D.
Director, Early Opportunities LLC
The importance of assuring linkages between early childhood programs and the early grades of school is a concept that has grown over the years.
Senior Advisor for Early Childhood, Office of the Deputy Assistant Secretary for Early Childhood DevelopmentACF, HHS
Living in Massachusetts and New York, I am no stranger to cold weather in the winter. I fortunately ... did not weather the frigid cold unprepared!
I wish that were true for everyone, especially families with young children. Recent temperatures in the Washington, D.C./Virginia area dipped to single digit numbers, and shelters were full to capacity.
QRIS National Learning Network
Early Childhood Systems Working Group
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