Getting it RIGHT for Young Children from Diverse Backgrounds: Applying Research to Improve Practice » (New Edition)

Dr. Linda M. Espinosa, recently retired Professor of Early Childhood Education at the University of Missouri, Columbia, served as the Co-director of the National Institute for Early Education research at Rutgers University from 2002 to 2003.  Her recent research and policy work has focused on effective curriculum and assessment practices for young children from low-income families who are dual language learners.  She has served as a consulting editor for Early Childhood Research Quarterly, Early Childhood Research & Practice, Information Technology in Childhood Education, and Prevention Researcher, and serves on multiple national commissions and advisory boards.  She currently serves as the Co-Chair of the First Five, Los Angeles Universal Preschool research Advisory committee and is a member of the National Task Force on Early Childhood Education for Hispanics Technical Advisory Group.  Dr. Espinosa has worked extensively with low-income Hispanic/Latino children and families throughout the state of California as a school administrator and program director in San Francisco, San Jose, and Redwood City.  She developed and directed the Family Focus for School Success program in Redwood City, California, which has received state and national recognition.  She has published more then 50 research articles and training manuals on how to establish effective educational services for low-income, minority families and children who are acquiring English as a second language.

Reviewers’ Comments about

Getting it RIGHT for Young Children from Diverse Backgrounds:

Applying Research to Improve Practice 

by Linda M. Espinosa

“The research to practice link is the major contribution of this text and something that is sorely needed as early childhood educators come into contact with the increasingly diverse child population. I am sure that teachers will appreciate the concrete teaching strategies outlined and administrators will appreciate that these strategies are based on sound developmental theory and high quality research.”

 –Marlene Zepeda, California State University, Los Angeles

“It is research-based, yet there are meaningful cases and anecdotes that personalize the text for the reader. There is no question that this textbook reflects the current state-of-the-field in terms of best practice and research…I especially like all the vignettes, case studies, and illustrations because it makes the reader think about issues and personalize them.”

–Hersh Waxman, Texas A&M University, College of Education and Human Development

“It provides a rich and comprehensive look at the needs of young children from diverse backgrounds…This text covers recent research, culture, bilingualism, language acquisition and brain development, and demographic realities including poverty. It emphasizes the importance of collaboration among teachers and families in the community to best serve students. Furthermore, curriculum and assessment guidelines for teachers are presented.”

–Gina Cicco, Hostos Community College of The City University of New YorkUniversity

“I like that it is logical, well organized, and that it applies to any reader. This…is also encouraging to the early childhood practitioner who advocates for quality programs for young children on a daily basis. With information like this, the challenge doesn’t seem as daunting.”

–Stephanie Deering, South Plains College, Lubbock, Texas

Chapter 1 Early Childhood Education, Diversity and Educational Equity : The Why of Early Childhood Education

Why the Increased Focus on Early Childhood Programs Right Now?

Public Program for Young Children

Summary

Reflection and Discussion Questions

Chapter 2 The Changing Face of Early Childhood in the U.S.: New Promises

and Pitfalls

Current Demographics and Population Projections

Children in Poverty

Increasing Linguistic Diversity in Early Childhood Programs

   Increases in Hispanic/Latino Population

Culture and Early Education

Preschool and English Language Learners

Early Education Standards Movement and Diversity

Summary

Reflection and Discussion Questions

Chapter 3 What Research Tells Us About The Needs and Abilities of All Young

Children

The Science of Early Education

Social-Emotional Roots of All Learning: The Importance of Positive Relationships

Implications of Research for Early Childhood Practitioners

Risk and Resiliency in Young Children

Summary

 Reflection and Discussion Questions

Chapter 4 Research Findings and Recommendations for Children Living in

Poverty

   Issues and Considerations for Children Living in Poverty

The Importance of Resiliency

What Teachers Can Do

School Readiness and Low-Income Children

The Importance of High Quality Curricula: Specific Strategies

Professional Development and Effective Teacher Supports

  Achieving Success: Schools, Families, and Communities Working Together

  Summary

 Reflection and Discussion Questions

 Chapter 5 Research on the Development, Learningand Teaching of Young English Language Learners  

Issues and Considerations for ELL Children

Myths About English Language Learners Not Supported by Scientific Evidence

English Language Learners and School Readiness: Overlapping Influences of Language and Poverty

Role of Home Language in English Acquisition

How do Young Children Learn a Second Language?

Bilingualism and Social-Emotional Development

   Research on Different Curriculum/Program Approaches

   Working with ELL Families

Summary

Reflection and Discussion Questions

Chapter 6 Promising Curriculum and Assessment Strategies for Young

English Language Learners

The Importance of Goals

Specific Teaching Strategies in Dual Language Early Childhood Programs

The Importance of a Comprehensive Curriculum

Specific Strategies in English Language Programs with Home Language Support

Assessment Approaches: How to Collect Accurate Information on the Development of Dual Language Learners

Putting it All Together: ECE Settings Where ELL Children Can Flourish

Summary

Reflection and Discussion Questions

  Chapter 7 Meeting the Future Challenges of Early Childhood Education

National Will/Consensus

Using Research, Advocacy, and Persistence to Move the Agenda Forward: Inch-by-Inch, Step-by-Step

Link to National Education Priorities/Policies

Investment/Resources Needed

Summary

Reflection and Discussion Questions

Appendix A

Sample Family Languages and Interests Survey

Appendix B

Resources for Serving Young Children from Diverse Backgrounds

Appendix C

Information on The Early Authors’ Program

Appendix D

Sample Individualized Language Plan

Glossary

References

Index