I can still remember the many families that I came to know as a home visitor and family educator for Early Head Start (EHS) prior to 2006. Deep down, I always felt that EHS was a wonderful program that provided many avenues of betterment for families with young children.
Not too long ago, I ran across an article explaining the results of a study on the benefits of EHS. This national study was conducted by Mathematica Policy Research, Inc., and Columbia University’s Center for Children and Families in conjunction with Early Head Start Research Consortium. The study clearly showed that EHS had a positive influence on children’s (three-year-olds) cognitive, language, and social emotional development. It was also reported that the parents of those EHS children scored higher than the control group in aspects of home environment, parenting behavior, self-sufficiency, and benefits proved better for EHS fathers.
I am not surprised. I watched many single EHS mothers gain in confidence as they took part in their child’s development. I also believe that part of that improvement came from knowing that someone cared about them and their child and I believe that supporting the relationships between the parent and child is primary factor for such improvement.
I will never forget my years with EHS and I will always be thankful for the opportunity to grow as I strived to lift others.
Reference:
Administration for Children and Families. (2006). Early head start benefits children and families: Early head start research and evaluation project. Retrieved from http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/reports/dissemination/research_briefs/research_brief_overall.pdf
Friday, May 18, 2012
Thursday, May 10, 2012
My Topic for Simulation: English Language Learners (ELL)
I have spent many years working with ELL children and their families. My years in Head Start and Migrant Head Start became the beginning of my association with children and families whose backgrounds extend beyond the backdoor of America. They embody culture, values, and ideas that are critical in assessing who they are.
I have so often seen children from immigrant families feel the urgings from their parents to lose the “old ways” and become American so they can succeed. Immigrant parents often desire their children to trade their first language with their new second language, English. I am of course, speaking of Latino children.
Having another language other than English should be seen as a blessing. However, most families do not usually see it that way. Just today, I encouraged a student to write a poem for their mother in commemoration of Mother’s Day in Spanish instead of English, because the mother speaks, reads, and writes Spanish only. This particular student was adamant that they were not going to do such a thing. In fact, when I initially instituted learning a daily Spanish word for everyone in the class, my Spanish students seemed a little embarrassed even though the rest of the class were excited. The school year is almost at its end and the previous feelings of embarrassment have gone by the way side and the ELL children seem to feel proud to help the other students learn Spanish.
I continue to work at gaining an understanding of the many barriers these children face, developing an environment that will help them through their learning process, and learning how to recognize and support positive self-images for them. I feel that those points are important in helping such students feel worthwhile and included in their new culture.
Constructing the week one research chart, has helped me to understand the correct path for finding out all that I want to learn about my topic. I think I finally realize that I need to search deeper within the research field. Instead of reading articles that have some correct ideas, I need to direct my search to find qualified information. In order to make noted headway with my ELL students, it is essential to require supported evidence of what works best with those children and their families.
I am open to any suggestions that will help me find my way through this course and put me on the correct route in working with ELL children.
Thanks in advanced to anyone who has great ideas they are willing share!
I have so often seen children from immigrant families feel the urgings from their parents to lose the “old ways” and become American so they can succeed. Immigrant parents often desire their children to trade their first language with their new second language, English. I am of course, speaking of Latino children.
Having another language other than English should be seen as a blessing. However, most families do not usually see it that way. Just today, I encouraged a student to write a poem for their mother in commemoration of Mother’s Day in Spanish instead of English, because the mother speaks, reads, and writes Spanish only. This particular student was adamant that they were not going to do such a thing. In fact, when I initially instituted learning a daily Spanish word for everyone in the class, my Spanish students seemed a little embarrassed even though the rest of the class were excited. The school year is almost at its end and the previous feelings of embarrassment have gone by the way side and the ELL children seem to feel proud to help the other students learn Spanish.
I continue to work at gaining an understanding of the many barriers these children face, developing an environment that will help them through their learning process, and learning how to recognize and support positive self-images for them. I feel that those points are important in helping such students feel worthwhile and included in their new culture.
Constructing the week one research chart, has helped me to understand the correct path for finding out all that I want to learn about my topic. I think I finally realize that I need to search deeper within the research field. Instead of reading articles that have some correct ideas, I need to direct my search to find qualified information. In order to make noted headway with my ELL students, it is essential to require supported evidence of what works best with those children and their families.
I am open to any suggestions that will help me find my way through this course and put me on the correct route in working with ELL children.
Thanks in advanced to anyone who has great ideas they are willing share!
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