Month: August 2019

Working with Culturally and Linguistically Diverse Families

In this recap from the 2019 Minnesota Early Intervention Summer Institute we are focusing on Effective Practices for Dual Language Learners.

4 Big Questions Early Childhood Professionals Have about Screening CLD Kids

We’re continuing our series recapping the 2019 MN Early Intervention Summer Institute, focusing today on Effective Practices for Dual Language Learners presented by Lillian Durán, PhD, Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. Dr. Durán began this information-rich session by making the case for bilingualism. In Minnesota, culturally and linguistically diverse (CLD) families, including Hmong, Latino, and Somali families, are a growing part of our urban and rural communities. Research shows that supporting dual language learners’ native language as well as their acquisition of a second language benefits them in the short term and the long term.

Photo of a little girl practicing writing with a pen and paper
Supporting children’s fluency in their native tongue also enhances their skills in a second language.

For example, think of a 3-year-old who speaks Spanish with her family at home and is learning English at preschool. Will becoming fluent in Spanish interfere with her ability to learn English? Far from it. The evidence shows that supporting her Spanish will result in better academic outcomes in English. Not only that, but when she joins the workforce as an adult, being bilingual will be an economic advantage.

Dive deeper with online courses from CEED such as Working with Parents: Using Infant Mental Health Principles to Support Special Populations. See all of our professional development offerings.

Durán shared Four Big Questions that professionals like special education teachers and speech-language pathologists may share when working with CLD children:

Big Question #1: How should I screen and assess CLD children?

Prepare yourself by considering a family’s cultural background and  previous experiences. Prepare the family for your meeting by letting them know what is going to take place and how they are expected to participate. If an interpreter or cultural liaison is helping you, remember to set aside twice as much time for your meeting as you would otherwise—you don’t want to be rushed. The Pacer Center’s publications can help parents understand the process and what resources are available to them, and they are available in Spanish, Hmong and Somali.

Big Question #2: Which screening tools should I use?

Some standardized screening tools are available in Spanish, such as the Early Screening Inventory-Revised (ESI-R). The Ages and Stages Parent Questionnaire (ASQ-3 and ASQ:SE) is available in Spanish, Hmong, and Somali. But the availability of many tools in languages other than English is still limited. Consider other screening options—parent report, observation in natural settings, testing to the limits, and dynamic assessment (test-teach-retest), for example.

Say you are working with an interpreter. Could you simply ask him or her to translate a screening tool? The short answer is no. For one thing, developmental trajectories differ in different languages. For example, in some languages, children may learn more verbs before nouns, or the reverse may be true. Moreover, the assessment tool will have a cultural bias in the objects and concepts that the child is expected to know. Additionally, the interpreter would need early childhood assessment training for their report of the child’s responses to be accurate.

Big Question #3: How do I decide which language to test in?

Test in both—or all—languages, but not at the same time or on the same day. And don’t switch back and forth during testing.

Big Question #4: How do I take culture into consideration?

Interpreters and cultural liaisons can be incredibly helpful, but they must be properly trained. In the real world, interpreters often don’t receive sufficient training to understand your role and theirs, best practices for interpretation, and how families can benefit from what you have to offer.

When using standardized screening tools, ask yourself, “How might this family’s culture and background experiences influence development differently than the population on which the tests we are using were normed?” Make sure to document your answer to this question in your report.

A toddler and adult male caregiver play with paint as the toddler paints a spot on the man's nose.
Every child is unique, and every child’s language trajectory is different. Professionals should tailor their approach to the individual child and family.

The Talk With Me Manual from the Minnesota Speech-Language-Hearing Association features a wealth of information with links to further reading for professionals working with CLD families.

Dr. Durán emphasized that many factors shape second language acquisition, and that there is enormous variation between children. Tailor your approach to each young learner’s individual needs.

Thanks to our presenter, participants, and volunteers, and to the Minnesota Department of Education’s Division of Early Childhood Special Education–sponsors of the Summer Institute for the past 36 years. Check back for lots more from Summer Institute 2019!

Why Getting Outdoors Is So Good for Us

Ariel R. Blanchette writes this blog post on her experience volunteering at the 2019 Minnesota Early Intervention Summer Institute where she helped with a session on Using Nature-Based Play in Early Childhood Programs to Support Development for All Children.

And How Early Childhood Professionals Can Help Kids Get the Benefits

Today’s blog post comes from Ariel R. Blanchette, a graduate student in occupational therapy at St Catherine’s University. Ariel volunteered at the 2019 MN Early Intervention Summer Institute, helping out with a session on Using Nature-Based Play in Early Childhood Programs to Support Development for All Children. The presenters were Sheila Williams Ridge, Director of the Shirley G. Moore Lab School at the University of Minnesota, and Anna Dutke, Nature Preschool Teacher and Nature Preschool Program Developer with Prior Lake Savage Area Schools. Williams Ridge is the author, with Julie Powers, of the book Nature-based Learning for Young Children: Anytime, Anywhere, on Any Budget.

I had a blast at the Summer Institute as a volunteer this year. It was a great opportunity to learn more about early intervention and early childhood education. In the session that I helped with, I learned about the importance of nature in childhood development and strategized with peers about how to incorporate elements of nature and nature-based play into classroom environments. We discussed a lot over the two days, but really focused on different ways to use nature (leaves, sticks, rocks, treasure hunts, bugs, etc.) to accomplish Individualized Education Plan goals and meet standards for kids in early childhood programs.

Let’s zoom out for a moment from sticks and bugs to big questions like why and how. The truth is, as Ridge and Dutke made clear, not all classrooms have four walls. Outside is a classroom and kids engage in learning in a different way outdoors than they are able to indoors. Nature-based play contributes to their social, emotional, and physical health. Nature experiences can also help adults to engage some children whose behavior we may find challenging. It’s good for children, it’s good for our relationships with them, and it’s good for our classrooms as a whole.

The Center for Early Education and Development (CEED) offers several related online courses. This fall, CEED is offering Challenging Behavior in Early Childhood: Bridging Educational and Mental Health Strategies for Child-Specific Interventions. In spring 2020, courses will include Infant/Toddler Movement and Brain Development: Understanding the Critical Connection and Preschooler Movement and Brain Development: Promoting the Critical Connection.

Photo of Sheila Williams Ridge presenting a PowerPoint slide to attendees inside a classroom
We spent some time in a more traditional classroom…
Photo of participants standing on the bank of a pond on a sunny day
…and we also experienced nature-based learning.

Need more persuasion? I recommend doing the homework that Ridge and Dutke assigned to Summer Institute attendees. (It will take you less than half an hour, and then you will probably want to head outside!) They assigned these three TED talks that shed light on some of the problems that nature-based play just might be a solution to.

The REAL Reason Children Fidget, and What We Can Do about It. Pediatric occupational therapist Angela Hanscom presents an evidence-based TED talk urging us to get outside with kids.

The Decline of Play. Researcher Peter Gray makes the case for free play to support children’s social and emotional development.

Nature Is Everywhere. We Just Need to Learn to See It. Environmental writer Emma Marris advocates for us to find nature not just in the wilderness but also in our own neighborhoods—no matter where we live.

I asked Ridge and Dutke what they thought was most important for participants to accomplish during this session. They had two answers:

  • They wanted participants to have solutions to the challenges of bringing students outside to a natural space (as opposed to a playground). 
  • They wanted participants to develop new ideas on how to incorporate the natural world into their own classrooms. 

I asked them what one thing they hoped participants would incorporate in practice tomorrow.  They hoped participants would walk away from the Summer Institute understanding the importance of nature-based learning in their classrooms and how to advocate for it.

Photo showing a long table covered with books about outdoor learning at home and at school
There are many resources available for professionals and parents alike.
(Pictured here are resources that are suitable for reading in a hammock.)

Ridge and Dutke encouraged participants to start small if that is what you (or your program) are ready for. Some resources to get ideas include:

And since we are in Minnesota, here’s the National Weather Service’s wind chill chart.

Thanks to our presenter, participants, and volunteer Ariel R. Blanchette, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years. Enjoy the outdoors this summer!