La. Admin. Code tit. 28 § CLIX-109

Current through Register Vol. 50, No. 9, September 20, 2024

Section CLIX-109 - Effective Use of Early Learning and Development Standards with All Children

A. The standards that are presented in this document apply to all children in Louisiana who are not yet age-eligible to enter kindergarten. This includes:

1. children with and without disabilities;

2. children who are learning English; and

3. children who are participating in any type of early care and education program.

B. Children with Disabilities

1. Children with disabilities are those who require some form of special care because of developmental delays to their cognitive, physical, or social-emotional functioning. Inclusion of children with disabilities in early childhood programs is a manageable and best-practice goal. It provides them with the opportunity to learn alongside typically developing peers and creates high expectations for every child, regardless of ability. Early childhood teachers and caregivers can help make this possible by adapting or modifying their classrooms, their interactions, or their materials/equipment to include children of all abilities.

2. The early learning and development standards are designed to be used for all children. Educators and families working with children with disabilities should strive to help them make progress in the areas described in this document; however, it is important to remember that children with disabilities may not demonstrate progress in the same way or at the same rate as typically developing children. They may need extra support in the form of adaptations and modifications, and teachers may also need to adjust their curriculum and instructional strategies to meet the individual learning needs of children with disabilities. One advantage of the standards continuum is that it is easy to see what skills and knowledge are appropriate across the age levels from birth to age five. Teachers and caregivers working with children with disabilities may find it helpful to look at the standards and indicators provided for a younger age level if the child's current level of learning and development is not consistent with the standards and indicators written for their age. Knowing where each child is on the continuum (and what their logical next steps are) will help educators plan experiences and appropriately support their progress.

3. Assistance in identifying and implementing specific strategies for children with special needs is available to all programs in Louisiana. For more information on specific strategies, as well as how to best serve special needs children, please refer to the Appendix B of this document.

C. English Language Learners (ELL)

1. The term English language learners (ELL) refers to children who are learning a second language at the same time they are continuing to develop their native or home language. It is important for teachers and caregivers to understand that ELL children develop language in much the same way that they acquire other skills, at their own rate. A child's language development (both his/her home language and progress in learning English) will depend on the amount and type of language they hear other people using and the opportunities he/she has to practice language skills. Therefore, each child's progress in learning English needs to be respected and supported as part of the ongoing process of learning any new skill.

2. As teachers and caregivers work with ELL children, it is important to remember to address all areas of their learning and development. ELL children need to have opportunities to make progress on all of the standards and indicators described in this document. Research suggests that ELL children will learn concepts and display skills best in their home language during the time they are learning English. Therefore, whenever possible, children should have opportunities to interact with and engage in both their home language and in English in rich and meaningful ways. For example, program staff might learn to use some basic phrases from a child's home language, such as greetings or praise words. Programs can also invite the help of bilingual family members or volunteers who are willing to contribute their time in the classroom by interacting with children or serving as an interpreter for parents.

3. Teachers and caregivers should also remember that children can demonstrate any of the skills described in this document in their home language. They can demonstrate their understanding of health and safety practices, social skills with peers and adults, positive approaches to learning, language development, and knowledge of science, mathematics and other areas in their home language. In fact, teachers and caregivers can best see ELL children's progress on the standards and indicators when children communicate in their home language, and it gives a more accurate picture of a child's progress. For instance, when learning to count (an indicator within the cognitive development domain), children may count in their home language. This signals to teachers and caregivers that the child has learned this concept and has the potential for transferring those skills to a second language. Again, teachers and caregivers who do not speak a child's home language may need to enlist the help of bilingual staff or family members to ensure that the ELL child has the opportunity to learn and demonstrate progress on the standards in his/her home language.

4. Finally, teachers and caregivers should remember that it is important to work closely with all children's families, and this is especially true for English language learners. Families can provide valuable information about the family's home language and how often the child hears English being spoken. The families may also provide information about how the child learns best, and they can work to reinforce what the child is learning in the program with similar experiences at home. Families are a tremendous resource for understanding a child's home culture, and they are key to working effectively with children from diverse cultures.

5. For more information on ELL children, please see the domain description for language and literacy development.

La. Admin. Code tit. 28, § CLIX-109

Promulgated by the Board of Elementary and Secondary Education, LR 39:2446 (September 2013).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).