Program Prospective

How the Program Universal Pre-k, Accommodate Students That Are Dual Language Learners

Public preschools programs are today playing an integral role in assisting children who speak different languages other than the English language attain preparedness required for kindergarten. Pre-K attempts to accommodate children’s diverse languages. Based on the recent research more than half of the population attending preschools speak other languages in addition to English at their homes (Frey & Freedberg, 2016). The needs for the dual languages children are incorporated by balancing the need to promoting eloquence in the children’s first languages while enhancing their abilities to becoming English proficient.

Pre-K programs are more objected at creating better grounds for future learning which helps in accommodating dual language students by offering them the chance to gain language eloquence. These programs are not primarily academic based and they help in creating confidence on the learners thus impacting their general capabilities (Frey & Freedberg, 2016). Early childhood learning offers Dual Language Learners students with a rather desirable surrounding that does not only support language proficiency development but also better relations with teachers, peers, and families which help in learning efficiency. Unlike the native speakers, dual learners are faced with the challenge of acquiring academic benefits while enhancing language proficiency. This is particularly relevant to my topic because the provision of quality Pre-school education is essential to children, academic sector and communities in general thus there is a growing need to understanding the probable benefits and the associated impacts (Frey & Freedberg, 2016). The capability of Pre-K lies on that all students regardless of their socioeconomic or ethnic background are offered similar grounds in beginning their educational journey.

Policy Perspective

In 2013, Bill De Blasio the New York mayor announced the aggressive efforts of implementing pre-k universal early childhood learning for all the three-year-old children. Two years later the policy was implemented which provides full-da, free as well as high-quality Pre-K education to all children regardless of their family’s income (NYC, 2017). The program is popularly known as 3k for all via which the number of the enrolled children has tripled. New York’s UPK is not mandatory given that it is a voluntary initiative and those that are eligible are children residing within the City and who is four years old or eligible in attending kindergarten the following academic year. In addition, the program is free to all children with no consideration at their family income as it is to be offered at zero costs (NYC, 2017).

Pre-K is the first social environment that is unknown to the child and the first distinctive cultural environment for learners which increase their ability to build relations and overcome academic and social challenges. ‘’Transitioning into the outside world past the family offers other opportunities in regard to a child’s learning’’ (Langford, 186). Expansion of the program without the accountability of quality can be termed as an effective venture and on this ground, the expansion law seeks on enhancing quantity, availability, and quality. Dual learners are to benefit more from the programs by the incorporation of language proficiency that will promote academic abilities (NYC, 2017). Quality programs imply that the general needs of the set of students are accommodated given that these students necessitate more attention. The program seeks to offer voluntary opportunities to bilingual students that are free and accessible without considering their socioeconomic status which denies most the opportunities to attain the crucial exposure.

Integration/Conclusion

It is apparent that the provision of high-quality education for pre-k children offers significant social-academic benefits. Pre-K programs are useful as they offer adequate and reliable preparation to children for both academic and social learning (TCF, 2017). Basic exposure is significant in enhancing children development thus the programs are of the essence. The society today not only demands academic efficiency but also social skills and language proficiency which is best offered via Pre-K programs. Early childhood learning programs hold a critical significant role in preparing children whose initial language is not English to succeed in kindergarten learning and beyond (TCF, 2017). Dual language learners are not excluded given that they are well accommodated in the program that seeks to develop their native eloquence and English proficiency which in turns increases their general capacity to learn.

Attending public pre-school programs offers children better cognitive grounds to acquiring success in kindergarten and further when equated to children without such exposure. Pre-K programs enhance the cognitive abilities of children which improve their preparedness in kindergarten learning (TCF, 2017). However, the program's efficiency is best acquired with the incorporation of a positive surrounding and commitment. Dual language students are more likely to own low confidence which is likely to be improved with positive learning that impacts their general capability in expressing feelings and ideas. This surrounding creates an accommodating surrounding that differentiates the needs of the native and the dual dialect learners. Moreover, strong and desirable relations can be developed and promoted which facilitates the development of positive behaviors and easiness in learning (TCF, 2017). Toddlers have high languages learning capability but the success of these learning initiatives must incorporate their needs and promote positivism as well as quality.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Frey, S. & Freedberg, L. (2016). Report: Early Childhood Education Program Key Success to Dual Language Learners. Retrieved from https://edsource.org/2016/report-early-childhood-education-programs-key-to-success-of-dual-language-learners/565097

Langford, J. Chapter 10: Families and Transitions. Pp. 185- 246

NYC. (2017). Mayor De Blasio Announces 3-K for All. Retrieved from http://www1.nyc.gov/office-of-the-mayor/news/258-17/mayor-de-blasio-3-k-all#/0

TCF. (2017). The Benefits of Universal Access in Pre-K and 3-k for All. Retrieved from https://tcf.org/content/commentary/benefits-universal-access-pre-k-3-k/