Preschool Outcomes for Children from Culturally and Linguistically Diverse Backgrounds
Most educational studies on immigrant children have primarily focused on their language development. Little is known of their first experience of education and their overall developmental progress. The purpose of this project is to examine the relationships between program quality and outcomes for young immigrant children and their families enrolled in early childhood settings in Idaho. Two organizational models for preschool settings will be examined: Head Start and community-based early childhood programs. Extensive information will be collected in several classrooms in each program type and will involve 50 preschoolers and their families. Developmental measures and family assessments will document the outcomes of early childhood programs on children from culturally and linguistically diverse background. An environmental rating scale, an
eco-behavioral observational measure, and an early language and literacy classroom observation measure will be used to measure quality of the programs. Descriptive and inferential analyses will be used to examine the quality of programs, outcomes for young children and their families, and any relationships between program quality and child/family outcomes. The information will be used to guide families, teachers, and local program administrators in designing quality improvements of early childhood programs for young immigrant children.