Early Childhood Education and Care

For the United States and other societies that experience high rates of immigration, investments in early childhood education and care (ECEC) are likely instrumental to successful integration. But the reach of high-quality early learning programs to children of immigrants remains limited. As the research here reveals, there are wide differences in access to early childhood education and care among the children of immigrants.

Recent Activity

Reports March 2018 The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs By Megina Baker and Mariela Páez	Reports March 2018 Supporting Dual Language Learner Success in Superdiverse PreK-3 Classrooms: The Sobrato Early Academic Language Model By Anya Hurwitz and Laurie Olsen
Multimedia February 22, 2018 Effectively Serving Children in a Superdiverse Classroom: Implications for the Early Education System	Reports February 2018 Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications By Maki Park, Jie Zong and Jeanne Batalova
Reports February 2018 Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion By Aliyyah Ahad and Meghan Benton	Policy Briefs December 2017 New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development By Delia Pompa, Maki Park and Michael Fix
Multimedia October 12, 2017 Are States Recognizing and Responding to the Needs of Their Dual Language Learner Children?	Fact Sheets October 2017 Dual Language Learners: A National Demographic and Policy Profile By Maki Park, Anna O’Toole and Caitlin Katsiaficas

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Reports September 2015 The Educational, Psychological, and Social Impact of Discrimination on the Immigrant Child By Christia Spears Brown	Reports April 2015 Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look By Maki Park, Margie McHugh, Jeanne Batalova and Jie Zong
Policy Briefs November 2014 Language Support for Youth with a Migrant Background: Policies that Effectively Promote Inclusion By Hanna Siarova and Miquel Àngel Essomba	Policy Briefs November 2014 Developing School Capacity for Diversity By Sabine Severiens
Reports June 2014 Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture, and Systems Knowledge By Maki Park and Margie McHugh	Reports November 2013 Early Education for Dual Language Learners: Promoting School Readiness and Early School Success By Linda M. Espinosa
Reports July 2013 Preparing the Children of Immigrants for Early Academic Success By Robert Crosnoe	Reports March 2013 Unauthorized Immigrant Parents and Their Children's Development By Hirokazu Yoshikawa and Jenya Kholoptseva

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Video, Audio

January 13, 2016

A Profile of Children with Unauthorized Immigrant Parents in the United States

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The MPI researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Video, Audio

September 11, 2015

Growing Up in America: The Extent and Impacts of Discrimination on Young Children from Immigrant Families

On this webinar, researchers explore the types of discrimination that young children of immigrants may experience, the related educational, psychological, and social impacts, and recommendations for addressing discrimination.

EventPH 2015.6.18 Rethinking the age of superdiversity flickr street sellars, ferrara

Video, Audio

June 18, 2015

Rethinking Integration for the Age of Superdiversity: How to Adapt Public Services?

Covering the findings of the UPSTREAM project, this MPI Europe event explores how a coordinated approach to integration may create more effective and inclusive approaches to diversity across the policy-making spectrum.

EventPH 2015.4.28 Ready to Meet the Needs of All Children A Closer Look at Diversity in the Early Childhood Workforce

Video, Audio

April 28, 2015

Ready to Meet the Needs of All Children? A Closer Look at Diversity in the Early Childhood Workforce

On this webinar, MPI analysts present the findings from their report Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look, and discuss the issue with a leading expert in the field of child-care worker employment.

EventPH 2015.3.5 Adult Education, English and Skills Training Webinar Carlos Rosario ESL group work

Video, Audio

March 5, 2015

Adult Education, English and Skills Training: Opportunities for Action and Investment in the Most Vital Integration Services

This webinar, with perspectives from MPI, the National Partnership for New Americans, and the National Skills Coalition, looks at the role of adult education and English language and skills training in the immigrant integration process.

Recent Activity

Reports

March 2018

The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs

As preschools across the United States enroll Dual Language Learners who speak a wide variety of languages at home, it is crucial that early childhood education and care providers have the tools to effectively support this superdiverse population. This report examines how teachers in different preschool programs use English and their students’ home languages to support their development and future academic success.

Reports

March 2018

Supporting Dual Language Learner Success in Superdiverse PreK-3 Classrooms: The Sobrato Early Academic Language Model

In early education and care programs where children come from a variety of cultural and linguistic backgrounds, superdiversity is challenging providers to look beyond traditional approaches to supporting Dual Language Learners. This report examines a well-regarded model for preK-3 professional development. The report highlights promising practices and key adaptations of the model for use in in multilingual, multicultural classrooms.

Video, Audio, Webinars

February 22, 2018

Effectively Serving Children in a Superdiverse Classroom: Implications for the Early Education System

As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems.

Reports

February 2018

Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications

Dual Language Learners (DLLs) grow up in U.S. families with a wide range of languages, origins, and socioeconomic characteristics. Yet little is known about which practices and program models work best in superdiverse classrooms where no minority language is dominant. This report explores DLL diversity at national, state, and local levels, highlighting its implications for early childhood programs and schools.

Reports

February 2018

Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion

Rising numbers of young immigrants and refugees entering European schools following the 2015–16 migration crisis strained system capacity and injected new urgency into debates about how to support diverse learners and their families. This report examines the challenges facing European education systems and identifies key lessons to improve migrant inclusion in schools and integration more broadly.

Policy Briefs

December 2017

New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development

Enactment of the Every Student Succeeds Act (ESSA) in 2015 introduced opportunities to use federal funds to strengthen the early childhood education and care (ECEC) workforce as a means of better meeting the needs of the growing and increasingly diverse young child population.

Video, Audio, Webinars

October 12, 2017

Are States Recognizing and Responding to the Needs of Their Dual Language Learner Children?

Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.

Fact Sheets

October 2017

Dual Language Learners: A National Demographic and Policy Profile

As the share of U.S. children under age 8 who are Dual Language Learners (DLLs) increases, state policies have an important role to play in ensuring all young learners are able to get their education off to a good start. These fact sheets compare key characteristics of DLLs and their peers nationwide and in 30 states, and identify state policies that support equitable access to high-quality early childhood education and care programs.

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