Is My Child Ready to Learn a Second Language?

Five Truths About Bilingualism and Dual Language Education in Early Childhood 

Myth: "My child will be confused by a second language or it might cause a delay in acquiring his first language."

Truth: Research shows that bilingual children acquire the same proficiency in two languages as monolingual children do in one, even though they have less exposure to the languages. Young children do not develop proficiency in their first language until late-elementary school, thus it is the perfect time to introduce a second language. The young brain is able to absorb both languages simultaneously. The younger you introduce your child to a second language, the better! 

Myth: "It will take too much time and energy for my child to be exposed to a second language." 

Truth: There are many opportunities to engage your child in learning a second language. Research recommends that the second language be introduced at a similar rate and consistency as the first. You might consider a dual-language or immersion preschool program for your child, or consider taking up a new language with your child to learn and speak as a family. Although it won't lead to complete bilingualism, it could also be helpful to teach your child vocabulary for familiar words and phrases in a new language. Read books in a new language together. Have fun with it! 

Myth: "My child is too young to pick up another language." 

Truth: Research is varied on this, but many believe that the younger a child is introduced to a second language, the better. Learning a second language from a young age is as cognitively simple as learning the first. Early learning especially helps children with their pronunciation in speaking a second language, as their first language is still not fully developed. Some experts say that children lose the ability to hear and repeat linguistic differences in other languages by the time they are around 12 years old. 

Myth: "My child has enough trouble speaking one language." 

Truth: Language development in early childhood spans the first 8 years of life (at least). Even proficient, English-speaking children may continue to use unconventional grammar, syntax, or verb tense after that. No matter the linguistic issue, any child can learn a second language. But, if you have concerns about your child's specific case, don't hesitate to talk with your pediatrician. 

Myth: "Being bilingual doesn't give my child an advantage." 

Truth: Actually, it just might. The following excerpt was borrowed from www.hanen.org to show some simple research-based advantages to bilingualism: 

• Bilingual children are better able to focus their attention on relevant information and ignore distractions (7, 8). For more information, 
click here for our article “Are Two Languages Better Than One?”.

• Bilingual individuals have been shown to be more creative and better at planning and solving complex problems than monolinguals (9, 10).

• The effects of aging on the brain are diminished among bilingual adults (7).

• In one study, the onset of dementia was delayed by 4 years in bilinguals compared to monolinguals with dementia (10).

• Bilingual individuals have greater access to people and resources (9).

• In Canada, employment rates are higher for French/English bilinguals than monolinguals (7).

• Canadians who speak both official languages have a median income nearly 10% higher than that of those who speak English only, and 40% higher than that of those who speak French only (7).

Other Helpful Articles and Websites: 

Bilingual Language Acquisition (Earlychildhood News)

Supporting Bilingual Children in Early Childhood

Bilingualism in the Early Years: What Science Says

Bilingual Families: Questions and Answers

NAEYC Collection of Articles on Dual Language Learners

Happy learning! 

The Prepped Parent

Top 5 Adorable and Original Valentine's Day Gifts for Kids

Tired of giving the same unoriginal gifts for Valentine's Day? Let's do something different! Below is your go-to list of our recommendations for the best Valentine's (or really anytime) gift ideas. No over-the-top-cheesiness and no sugar-them-up sweets. (So, without further ado, and in no particular order...) 

1. Coloring Books/Journals with crayons, markers, or other artistic tools 

Many children love to CREATE, and there is no better way to empower them to do so than by giving them materials to be creative with! You could go to your local Michael's or Hobby Lobby and stock up on cutesy supplies, but even the Dollar Store and Target's dollar section are always well-stocked with children's art supplies. If you wanted to really up the ante, May Designs (sample below) offers THE cutest personalized notebooks with options to include children's coloring book or children's handwriting pages inside. Also, these Etsy Kid's Conversation Hearts Crayons have to be just about the cutest things I've ever seen. 

2. Temporary Tattoos 

There is a special obsession that most children have for stickers and temporary tattoos. I'm not sure where or how it begins, but at some point in a child's life, stickers and tattoos are a MUST-HAVE. Doctors and dentists everywhere have learned and applied this principle, and you too can give these easy gifts! My favorites include these Animal and Monster Hand Tattoos (See Below) from Uncommon Goods and these "Designy Temporary Tattoos" from Tattly. Seriously. Kids have access to the coolest things today.

3. BOOKS

Children (and parents) can never have too many books! Go to your local bookstore (if that still exists where you live) or order them online. They don't have to have Valentine's themes, because this is a gift that they will enjoy year-round. Some of my current top picks (among so many others) include anything written by Mo Willems (see my previous post on his books here), B. J. Novack's The Book with No Pictures, Barney Saltzberg's Beautiful Oops! and A Little Bit of Oomph!, and Josie Bissett's Tickle Monster and Boogie Monster (see below). 

                                 

4. Board Games

Some of my childhood favorites included the ever-traditional Chutes and Ladders (see below), Candy Land (65th anniversary vintage version available here), and Hi Ho Cherry-O. While the classics are still alive and well, here are a few others that have hit the scene more recently: Hoot Owl Hoot (a cooperative game for kids), The Sneaky, Snacky Squirrel Game, Qwirkle, and of course the Frozen-themed versions of Trouble and Monopoly Junior. Board games are timeless, and are a great way to promote problem-solving while kids are having FUN! 

5. STEM Toys 

In case you don't know the acronym, STEM stands for Science, Technology, Engineering, and Mathematics. Recently there has been a huge push to include more STEM education in our school systems, and even in early childhood instruction. If you don't yet have a child in school, you might have seen some STEM activities at your local Children's Museum. Lakeshore Learning, Fat Brain Toys, and Discount School Supply (see magnetic shapes below) all have excellent selections of STEM toys, activities, and games for preschoolers through 6th graders. Give them something they will learn from and enjoy! 

Happy Giving! 

The Prepped Parent

#likeagirl: Influencing Children's Positive Self-Image

You are all probably well aware that the Super Bowl was last night. While I know that many die-hard football fans annually obsess over the particulars of the game, the typical highlights of this yearly “celebration” for me are the food, the half-time show, and, of course, the commercials. This year brought many serious, family-centric commercials. Lots of puppies. Lots of dads. Lots of tears. But perhaps the one that struck me the most was this #likeagirl commercial from Procter & Gamble's Always. Grab a couple tissues and go ahead and take a minute to watch it again. 

As I was contemplating the (somehow now controversial) message behind the commercial, I reflected on the written statement about girls’ confidence plummeting during puberty. While I think this is absolutely true and a very saddening part of our culture, it is not only confidence that shapes the “like a girl” perceptions seen in the first half of the commercial. And, unfortunately, it seems that this "plummet" often happens well before puberty. Gender stereotypes and norms affect girls’ (and boys’) perceptions of themselves starting even in early childhood. Think about your favorite colors and toys when you were younger. I loved dolls and dress-up clothes and could never decide between the two “girls’ color choices”, pink or purple, to name one as my favorite. Research shows that as young children (as young as 3) are growing and trying to make sense of the world around them, they often begin to exhibit and express gender stereotypes as they form their own identities. These identities and stereotypes (applied to themselves and others) are usually rigidly defined by the time children are 7 years old. Seven. Years. Old. That means that our earliest elementary children have already defined their gender stereotypes and are using them to understand and shape their environment on a daily basis. [Read more about counteracting gender stereotypes here.]

This sounds like an incredibly daunting task, but as young children's advocates...we have to do something about it! It is truly up to us to help children change the way in which they form these stereotyped gender biases. By modeling appropriate language around gender differences, sharing stories of girls and women who have triumphed against gender stereotypes, and allowing children to openly explore different gender norms, we can empower both girls and boys to break through these traditional barriers. Let’s help children refrain from using “like a girl” or “like a boy” to define how something can be done. It is up to us to show all children that girls and boys can do anything they want if they work hard enough for it. It is up to us to empower our children with both a positive self-image and image of others. 

Literacy and Language Development in Early Childhood

I have been wanting to write about the topic of literacy development in early childhood for a while now, but haven't  figured out the best way to break down ALL of the research and resources. For now, I've attached several great resources at the bottom of this page. I hope to break it all down further soon, but in the meantime...enjoy the links below.

Literacy and Language Development Resources

Zero to Three Literacy Q&A
Using 'Big' Words with Preschoolers
Framework for Literacy Development
Literacy Development by Age
Language Development Article for Parents
Language Development 0-3 Years
Literacy Milestones from Birth to Age 6

Keep Reading!
The Prepped Parent

No More Cookie Cutter Art: Facilitating Children's Creativity

Children's Artwork

Some of the most common questions I receive from teachers center around classroom artwork. They want to know how to help their children create artistic pieces that parents will cherish, while also allowing the children's own creativity to shine. How can we as teachers and parents better facilitate this creativity? 

Product versus Process Art 

The first thing we must look at is the difference between the two types of art that our young children can create: product art and process art. I love this post from NAEYC describing the many inherent differences between the two. But here is a simplified explanation:

Product Art- Art that focuses on the final product; also known as "cookie cutter" art. There is little room for children's personal interpretation, as there is generally a final goal to achieve (usually a mock-up an adult has created before-hand).

Process Art- Art that focuses on the process and experience of its creation, through the open exploration of materials. The artwork is ultimately unique to each child's interests and efforts, and usually has a personal story attached to it.


I think of product art like this:

Imagine you are learning a brand new skill. Your master teacher (she's been practicing this skill for many years) shows you her amazing finished sample and after a plethora of explicit directions, she encourages everyone to make what she has made. You immediately feel defeated. Not only do you know that you could never create anything as wonderful as she has made, but while she was explaining her creation, you had been daydreaming about the unique additions that you wished you could add to your version.
We must not put these constraints on our children's creativity. You never know; you just might have a future Picasso! Let them create!

If I could give one resource to parents and teachers about artwork, it would be this one by Lisa Murphy from www.ooeygooey.com. Lisa so eloquently describes the reasons why we should fight for children's creativity and exploration through process art. She also gives fabulous tips for teachers and parents about specific words and phrases to use surrounding children's artwork; example: let's try to avoid, "That is so pretty!" More on that tangent another day...

More Resources 

Per usual, I like to feel that I am not the only one who feels a certain way. So, below are several more resources on the subject. I encourage you to push the process, not the product. 

 

Powerpoint & Handouts (from Early Head Start)

Statement from the Alliance for Early Childhood

Art in Storytime: Process and Product 

Building Creative Thinkers with Art

Pre-K + K Sharing Blog: Process Vs. Product

Happy creating! 

The Prepped Parent 

Teaching Gratitude

When I was teaching, I always made it my goal to purposefully include social/emotional instruction into my curriculum. For young children, this translates to plenty of role-playing and modeling of specific, desirable behaviors. At my current school, we focus on two virtues each month. I work with my teachers to develop lessons entirely focused on each virtue, while also including them in discussion regularly throughout each day. I am always amazed at how even young children build their vocabulary with character trait words and begin imitating favorable, virtuous actions, just because of intentional introduction. In my opinion, one of the most important things that we can teach children is to be grateful.

Gratitude can, of course, be demonstrated through a simple spoken, "thank you" when someone else does something special for you. But perhaps a dying form of gratitude is the "thank you" note. My preschoolers learned that it's best to always send a "thank you" note to anyone who did something special for us--the firefighters who came to visit us, the parent who brought in cupcakes for a birthday, the administrator who got us new writing supplies. The notes started out as a whole-group activity. We would sit together crafting the words to use and everyone would then sign the end-product. Towards the end of the school year, though, something completely amazing would happen. The children began writing thank you notes on their own. They would thank each other for little things--opening the door for recess, sharing toys, being good friends. They would write thank you notes to their parents and siblings. It was a wonderful transformation to see for four- and five-year-olds. Of course, the best way to teach gratitude, along with other character virtues, is to model what you want to see from children in everyday situations. Consistency is key!  

Here are a few other resources on teaching gratitude: 

http://www.parents.com/toddlers-preschoolers/development/behavioral/teaching-children-to-be-grateful/

http://www.familycircle.com/teen/parenting/discipline/teaching-gratitude/

http://www.huffingtonpost.com/jenny-witte/10-ways-to-teach-kids-gratitude-this-thanksgiving_b_4338606.html

http://familyshare.com/how-to-teach-kids-about-gratitude

Prep them to be grateful, 

The Prepped Parent 

High-Quality Vs. Love of Learning

I recently read this well-written article in the Washington Post that outlines some of the dangers of using the words "high-quality" to promote programs and initiatives that do not support our children on a developmentally appropriate level. If you are a teacher, or a parent who follows education in the news, you are likely all too aware of the intense pressures placed on young children today in our schools. As the article points out, "high-quality" is often being misinterpreted to mean "high-intensity". We are not facilitating young children's learning of content so that they may understand meaningful concepts; in contrast, we are forcing content down their throats so that they will be able to regurgitate facts on standardized tests and data-driven assessments. Please don't hear me arguing against assessment here. Is there a place for assessment in the early childhood classroom? Absolutely; it is essential for teachers to use reliable, formative and summative assessments in any classroom setting. However, I do question the types of assessment and the ridiculous levels of pressure that we place on young children daily in our school settings. "High-Quality" cannot continue to be misinterpreted in this way. Below is an excerpt from the above-mentioned article that I found especially compelling. 

"That doesn’t leave much time for play. But even to the extent we want to promote meaningful learning in young children, the methods are likely to be counterproductive, featuring an emphasis on the direct instruction of skills and rote rehearsal of facts. This is the legacy of behaviorism: Children are treated as passive receptacles of knowledge, with few opportunities to investigate topics and pose questions that they find intriguing. In place of discovery and exploration, tots are trained to sit still and listen, to memorize lists of letters, numbers, and colors. Their success or failure is relentlessly monitored and quantified, and they’re “reinforced” with stickers or praise for producing right answers and being compliant."  

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If you haven't read the original article, you should check it out. What do you think of our "high-quality" standards? Do you think it is affecting our children? Feel free to comment below!