Questions and Topics We Can Help to Answer
Paper Instructions;

Please answer the following prompts.

Based on your research so far, how does the program Universal PreK, accommodate students that are dual language learners?

Please choose a scholarly article to support your research.  In addition, please reference a quote from the pages attached to this order.  Explain how this ties in to your topic and please refrain from being repetitive.  Please make sure that this section of your paper is one page in length.

Policy Prospective

What are some laws that have been passed in New York State in the past couple of years that have been implemented on dual language learners in a Universal PreK program.  Discuss some rules and regulations that have been enforced. Please choose a scholarly article to support your research.  In addition, please choose a quote based on the pages provided.  Please note that this section must be one page in length.

Integration/conclusion

Please sum up all your topics and your research.  Conclude all your findings and choose an article that discusses all your prospectives. Please be sure to label all your sections accordingly. Finally, this section must be a page long as well.

The first two sections of this research paper will be provided along with this order. Please be sure to look over the first two sections and continue writing as if this is one long paper.

First two sections of the paper.

 The choice for this topic was drive by a growing research showing that providing high quality education for pre-kindergarten children has significant benefits to them, schools and the entire communities in which the kids grow. The need to understand these benefits and any possible negative effects of the education programs was also a major reason for selecting this particular topic. The Pre- Kindergarten education programs assist in preparing children for the school, and considering that gaining basic knowledge is important for childhood development, the programs are quite essential to the kids.
Various research work done indicates that children who attend pre-K programs offered in public schools   are normally better prepared to succeed in kindergarten than the kids who have not been exposed to such programs(Stevens  & English, 2016). Such benefits have been observed among kids who are dual-language learners and these benefits are relatively significant after they undergo pre-k education programs. Another important aspect is the effect on the cognitive development of the children who have been taken through such programs. The cognitive development of the children is enhanced and this improves their readiness to take part in the kindergarten education moving forward (Stevens & English, 2016).
Regardless of the mentioned impact of Universal Pre-K, the programs should have a broad focus on childhood education to cover not only the academic part, put their social and emotional growth as well. I think that to connect the dots in educational trajectory of a child, the program should involve the input of parents and well-trained teachers. My passion for this stems from the fact that these programs can close the life gap for all children and hence benefit entire
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society.  The strengths for the Universal Pre-K are that all children regardless of economic status or race are given the same platform to start off their academic journey.
 
 
 
 
 
References
Stevens, K. B., & English, E. (2016). Does pre-K work? The research on ten early childhood programs—and what it tells us. American Enterprise Institute, 1-53.
 

Second section

Pedagogical Prospective
In America, the number of children under the age of 17 who live in non-native households rose from 28 up to 32 percent amid 2004 and 2013 (Ford, 2017).  Learning more than a single language for children within the pre-k school is essential. In that infants as well as toddlers have the capability of learning more than a single language at once as compared to older children who might gain the capability of learning English post the acquisition of proficiency in their native languages. Early education and care professionals are in the primary position of offering development support for all the Dual Language Learners. Pre-k surrounding might be the paramount unknown social surrounding and the first differentiated cultural surrounding for the learners (Ford, 2017). Thus when the teachers offer the Dual Language Learners with a desirable surrounding that support’s language development, better relations with peers and those that are close this helps children in utilizing the best of bilingual advantage thus assisting them in gaining most from their future learning opportunities.
Some strategies might be implemented when teaching these group so that learning efficiency can be achieved. To begin with, we must create a welcoming as well as a positive surrounding (Ford, 2017). This is prime to development fostering for the Dual Language Learners given that when children are exposed to a positive surrounding it is likely that they will gain desirable confidence and self-esteem that helps them in communicating their thoughts as well as feelings. In addition, positive relations can be promoted which helps in creating consistency, supporting desirable behaviors and creating simplified routines within classrooms. Dual language learners are bound to experience sensations
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of insecurity, withdrawal as well as stresses as they begin to understand the second language thus having difficulties in expressing thoughts, communicating and responding (Ford, 2017). With positive relations communication becomes easier as children opt to be expressive because they feel accommodated within the surrounding.
 
 
 
Reference
Ford, K. (2017). Strategies for Preschool Ells’ Language and Literacy Development. Retrieved from http://www.colorincolorado.org/article/8-strategies-preschool-ells-language-and-literacy-development