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Guía Para Familias
Libro de Actividades
Libro para Colorear
If you have Spanish-speaking children in your classroom, send home with them selected activities from “Guía Para Familias” to encourage promotion of and parental involvement in early childhood learning; to help foster warm, close personal relationships between parents and child; and to facilitate development of children’s problem-solving and decision making skills. All of these topic areas will help families increase resilience against risk factors that may, later in life, contribute toward substance use and abuse.
The purpose of this activity is to celebrate and enhance cultural and linguistic diversity in your classroom.
“The Culture of Food”: Nothing says more about a culture than its foods. Sharing snacks and meals from families’ home countries broadens everyone’s experience and helps the class feel more like a community.
On chart paper or whiteboard, write these English and Spanish phrases:
“Healthy snacks” or “Bocadillos sanos”
“Good food” or “Comida buena”
This is a good time to invite parents or caregivers to come and help prepare the snacks, especially with the youngest children.
Going Further: Host an International Snack Day. After the “Healthy Snack” pages are brought back to the classroom, invite parents to bring ingredients and help the children make some of the snacks they drew and wrote about. As parents and children share, have them talk about the different cultures represented and the special foods from their home country. Post the students’ healthy snack pictures, highlighting the words in the different home languages.
For Older Students: As students start learning words by labels you have around the room, add labels in other languages, as well. Invite students and parents to help you make the labels. As you direct students to different places in your room, such as tables, chairs, and windows, use the words in the different languages represented.
Note: If the languages use different characters, have the parents and students write the characters and pronounce them for you so that you can make a helpful transliteration.
This activity supports teachers and families celebrating children’s cultural and linguistic diversity, thereby building a stronger connection and acceptance among all children in the classroom.
This activity also supports classroom activities that focus on celebrating children’s linguistic and cultural diversity, which, in turn, allows them to feel safe and welcome. Consequently, the activity reduces teasing, bullying, or isolation that children may feel while they are learning English.
U. S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start
“Honoring individual differences creates an inclusive community in this multicultural classroom” provides teaching strategies for teachers to support children and families from diverse populations, including recent immigrants and refugees from around the world.
“Dual Language Learning: What Does It Take? Head Start Dual Language Report” is a study that assesses program needs, opportunities, and barriers as well as provides recommendations that effectively work with young dual language learners.
“Language Development” identifies developmental milestones for children ages-three-to-five-years old in both expressive and receptive language.
"Two Languages Better Than One for Kids’ Brains: Study” is a new study showing that children who speak more than one language seem to have a learning advantage in problem-solving skills and creative thinking.
National Association for the Education of Young Children
“Meeting the Home Language Mandate: Practical Strategies for All Classrooms” provides tips and techniques for teaching English-language learners in preschool.
“Where we stand on responding to linguistic and cultural diversity” provides a list of recommendations for preschool teachers for creating a welcoming environment that respects diversity and promotes both second-language acquisition and preservation of children’s home language and cultural identities.
“The Challenge of Working with Dual Language Learners: Three Perspectives: Supervisor, Mentor, and Teacher” provides strategic ideas for teachers who work with a diverse group of children and families.
Foundation for Child Development
Effectively Educating PreK–3rd English Language Learners (ELLs) in Montgomery County Public Schools is a case study that demonstrates how Montgomery County Public Schools have been effectively addressing English-language learners from prekindergarten to third grade.
National Clearinghouse for English Language Acquisition
Dual Language Learners in the Early Years: Getting Ready to Succeed in School provides information on how teachers can create conditions that optimally prepare children to be ready for school.
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Updated on 4/5/2013