Resources

This bilingual website contains information and resources for educators, administrators, librarians and families of English language learners.

This kit was designed to help educators monitor childhood development during play activities. It contains information about monitoring developmental milestones, suggestions for a safe and successful activity day, tips about talking to parents if you suspect a child has a developmental delay, and a special pullout section with activities to share with parents for at-home play.

Min Jee’s Lunch is a Learning for Justice original children’s story written by author and educator Elizabeth Kleinrock. In this video, narrated by Kleinrock and beautifully illustrated by Janice Chang, a classmate announces that Min Jee’s Korean lunch is “how everyone got sick.” Min Jee and her friends must decide how to respond. Find the story and accompanying reader questions at https://www.learningforjustice.org/magazine/fall-2020/min-jees-lunch?utm_source=Learning+for+Justice&utm_campaign=0c919f1691-Newsletter+5-18-2021&utm_medium=email&utm_term=0_a8cea027c3-0c919f1691-83000183

“Having your child learn two languages at the same time will confuse them, won’t it?” “You know that teaching your child multiple languages is just going to cause a speech delay?” These are common questions that may be asked of families and caregivers who are supporting young children to become multilingual. The answer is “No” to all of the above. Learning two languages at the same time does not negatively affect speech development. On the contrary, bilingualism might help a child to achieve greatly. Read on to learn about ten benefits of being bilingual.

In case anyone asks why you see supporting the home languages of young children as essential, here are some good responses.

A useful resource for professional development, each of these in-services contain a short video and a set of supporting materials. A trainer version of each in-service is also available and contains the presentation slides, notes and learning activities. Look under the heading “Language Modeling and Conversations” to find suites on expansions, asking questions, engaging children in conversations, thick and thin, and more.

This collection, which includes both current and older titles, ranges from Lullaby for a Black Mother by Langston Hughes to Firebird by Misty Copeland.

This blog post summarizes key takeaways and resources from a February 2024 webinar.

It might sound counterintuitive, but one strategy widely recommended by children's health professionals is to engage a child in short, daily sessions of child-led play. In addition to providing the evidence for this approach, this article also shares an acronym “PRIDE” to help family members and caregivers to remember the tenets of child-led play.

Watch what happens when the residents of Humboldt County, California, wake up one day to find that all their child care providers have mysteriously disappeared and a good portion of the workforce has to stay home to take care of their kids.

Intended for governors and state policymakers, this document outlines and describes five policy actions to get all children reading on grade level by third grade.

This paper describes Head Start Trauma Smart (HSTS), an early education/mental health cross-systems partnership designed to work within the child?'s natural setting-in this case, Head Start classrooms. The goal of HSTS is to decrease the stress of chronic trauma, foster age-appropriate social and cognitive development, and to create an integrated, trauma-informed culture for young children, parents, and staff. The HSTS program emphasizes tools and skills that can be applied in everyday settings, thereby providing resources to address current and future trauma.

This issue brief offers hope and a way forward so that all children and their families can attain optimal physical, social, and emotional development and well-being. Presented are the latest data documenting the prevalence of ACEs among children in the U.S. This brief also points to strategies that families, caregivers, providers, and communities can implement to reduce the negative health effects associated with ACEs, heal, and help children thrive in the face of adversity.

In collaboration with families of children and youth with special health care needs, health care professionals, public health leaders, researchers, academic institutions, and other Federal partners, the Maternal and Child Health Bureau recently released a Blueprint for Change, a national framework to improve care for the nearly one in five children in the United States who currently has a special health care need. The series of 7 articles include detailed discussions of four critical areas for change: health equity, family and child well-being and quality of life, access to services, and financing of services.

Nationally, one in three children from birth to age five are DLLs or learning English in addition to their home language. States like California, Texas, and Florida are known for having large DLL populations, but a growing number of immigrants and refugees settling in new destinations across the nation means that every state is home to DLLs. This website offers insights about current data sources, as well as information about high-quality early learning experiences that support young children who are DLLs and their families.