Educare Insights
Research Evidence from the Educare Learning Network
The Educare Learning Network (ELN) creates dynamic partnerships by bringing together diverse stakeholders who share the common goal of expanding access to high-quality early childhood education and reducing the socioeconomic opportunity gap. To achieve this aim, we are launching a new series to ensure that the research and evaluation conducted within the Network is both widely accessible and actionable. The Educare Insights series shares key Educare research findings and recommendations through written briefs on critical topics in early childhood.
Learn about the findings:
Dual Language Learners
The first research brief in this series focuses on Dual Language Learners (DLLs) – defined as children under five who are learning a second language while continuing to develop their first/home language. DLLs are one of the fastest growing populations in the United States and make up a significant proportion of children enrolled in ECE programs – including at Educare schools. Research findings from ELN on DLL children:
- Demonstrate the benefits of dual language learning opportunities in the classroom
- Indicate that increased use of Spanish (children’s home language) in the classroom was related to higher Spanish language outcomes compared to DLLs in classrooms where less Spanish was used
- Suggest that earlier enrollment in ECE programs and longer duration of program enrollment positively benefit DLL children’s outcomes
This brief summarizes Educare research findings, together with other research literature on DLLs, and provides insights into policies and best practices to foster the teaching, learning and development of young DLLs. ECE leaders, practitioners, advocates, policymakers and funders should strive to expand access to ECE programs for DLLs, promote continued enrollment and ensure that programs have the resources and expertise necessary to support DLLs.
Timing and Length of Enrollment
Coming soon
Children’s Self Regulation
Coming soon
We gratefully acknowledge funding support from the Buffett Early Childhood Fund (BECF) and other Network funders supporting research, evaluation and dissemination. The authors would like to thank our Educare schools including the incredible children, families, leaders and staff that engage in the Network’s research and evaluation as well as the exceptional Network researchers and evaluators, especially those that conducted the research studies cited in these reports.
