Some parents had the luxury of growing up in bilingual households and learning two languages from an early age.  For these parents it can be a struggle to maintain the minority language, or the language that is other than English for those of us here in California.  Other factors arise for parents that are not quite fluent in the minority language.  Perhaps they studied a couple or several years of the language in high school or college.  Perhaps they grew up with some family members speaking the language and do have a rudimentary understanding of the language but are unable to fluently produce the language.  The strategies listed below are for those parents.


To improve your own personal language skills:
1.  Use technology. Software, apps, games. The Rosetta Stone software, although expensive, works pretty well if you have the time to use it.  The military kept up their contract for many years because it's so good.

2.  High interest reading material.  Pick up some magazines, in paper or on your device to practice words in categories that already have your interest perhaps cooking and housekeeping or cars or science.

3.  Listen to music in the target language.  The radio is a great place to hear authentic conversation on local topics of interest.  Plenty of internet radio stations also are culture or language specific.

To improve and encourage the language skills of yourself and your child:
4.  Listen to children's music in the target language in the car when you are driving around together. Sing and talk with your child while practicing simple or fun songs.  Many libraries have children's books and CDs in many different languages.

5.  Make it a routine to read one book in the dominant language and one book in the target language every day to your child.  This can easily become part of your bedtime routine.

6.  Use a picture dictionary for yourself.  Have it available around the house and practice vocabulary with your child.  Alternatively, use a translating or dictionary app to help you learn and practice new words in context.

7.  Pick a certain experience that you engage in regularly with your child.  Maybe a certain meal, during bath time, or an evening walk.  Study up on some of the words that you imagine you'll need to try to sustain the minority language for the entire length of the experience.

8.  Choose to allow screen time in the target language.  Did you know that Sesame Street is in over 140 countries in several different languages?  I have several episodes of Plaza Sésamo on my phone to help prevent restaurant or other public melt downs.  I've heard some parents say that they just switch the language on favorite movies to allow their child to watch it in the target language.

Really, the goal is to surround yourself and your child with more opportunities to hear and practice speaking the target language.  I even switched the settings on my phone to a different language to allow me yet another way to make me think and process in the target language.  

On our staff development day we spent time reflecting on our practices and our philosophy. Below are some of the questions that were given to the maestros to answer. The maestros brainstormed possible responses and were given opportunities to refine and reflect upon their answers.  Some of our maestros responded in English and others in Spanish; you can see their authentic responses below. There were twenty questions in total.  Here is the seventh set of questions:

Why is it important to document children’s learning and display evidence around the classroom?  ¿Por qué es importante documentar el aprendizaje de los niños y exponerlo alrededor del salón?

• To show each child’s unique creativity. The child can observe their creation and others’ as well. Parents can see how their children work with materials given.
  
• Shows gradual development and that our philosophy and what we believe in actually works.
  
• Ayuda a animar a que los niños puedan lograr diferentes cosas y mejorar viendo la anteriores.
• Para que los niños puedan ver que nosotros como maestras apreciamos su trabajo. Los papas pueden ver su trabajo.

Why do we have community events?  ¿Por qué tenemos eventos para la comunidad?

• We want to create a sense of community between our families para que puedan conocerse entre familias para intercambiar comidas y culturas para enriquecernos como escuela.
  
• Gives parents a chance to interact with their child and what their child has learned in schools.
  
• Spread the word about our school and build relationships with the community.
  
• Para crear un sentido de comunidad y que las familias se empiezan a conocer entre ellas.
  

Why do we have an imagination station?  ¿Por qué tenemos una estación de imaginación?

• Para que los niños desarrollen sus ideas, sus habilidades y sus formas de pensar.
• Para mi es un espacio donde ellos pueden agarrar sus materiales y crear su imaginación.
• Para que dejen que su imaginación fluya y que no sean limitados en lo que puedan hacer.
• Para desarrollar las habilidades intelectuales de los ninos inventando y creando nuevas cosas.
• Para que los niños tengan la oportunidad de crecer su mente sin restricción o reglas.
  

On our staff development day we spent time reflecting on our practices and our philosophy. Below are some of the questions that were given to the maestros to answer. The maestros brainstormed possible responses and were given opportunities to refine and reflect upon their answers.  Some of our maestros responded in English and others in Spanish; you can see their authentic responses below. There were twenty questions in total.  Here is the sixth set of questions:

Why do we let children play in the rain?  ¿Por qué permitimos que los niños jueguen en la lluvia?

• Para que los niños tengan contacto con la naturaleza y todos los componentes que la rodean. Ellos pueden explorar todo lo que la compone.
• Necesitan estar al tanto del ambiente natural. Mientras más lo aprecian, más lo consideran. 
• Everything is a learning experience, rain creates curiosity and a new “texture” for children to explore.
• It’s a childhood rite of passage. It’s a great sensory experience- So much is learned when you play in water.

 
Why do we take off our shoes inside?  ¿Por qué nos quitamos los zapatos adentro?

• To reduce the amount of toxins, dirt, etc. that we carry/ bring with our shoes.
  
• To reduce the amount of bacteria we bring in from outside.
  
• Para reducir y prevenir el traer bacteria dentro del salon. De esta manera mantenemos el salon saludable.
  
• Evitar ingresar bacterias/ gérmenes que traemos en los zapatos, en especial en la alfombra.

Why do we not use time-outs? ¿Por qué no usamos time-outs?

• Because we practice positive discipline and time-outs are not positive discipline.
  
• Because we just change their environment, we don’t punish them.
  
• Time-outs can be negative, embarrassing, and humiliating for the child.
  
• Porque usamos disciplina positiva y no queremos castigar al niño, sino la accion.
  
• It removes the child from the situation but because it doesn’t teach the child how to behave in a positive manor.

It’s always nice to take time away from our daily routines in order to engage in deep reflection.  This is exactly what we did during our February Staff Development Days.  We came together as a team to reflect on our practices in the classroom and remind ourselves why we do what we do. We sometimes get all wrapped up in routine and don’t think about what are we trying to achieve in the classroom.  It's easy to forget the reasons behind our behaviors.  It's our goal to be mindful of our behaviors because our behaviors are what are being modeled to the children.  

On our staff development day we spent time reflecting on our practices and our philosophy. Below are some of the questions that were given to the maestros to answer. The maestros brainstormed possible responses and were given opportunities to refine and reflect upon their answers.  Some of our maestros responded in English and others in Spanish; you can see their authentic responses below. There were twenty questions in total.  Here are the first two:

Why do we wash the dishes? ¿Por qué lavamos los trastes?

• Lavamos los trastes porque queremos evitar o minimizar la contaminación de gérmenes o enfermedades. Lavamos y esterilizamos con productos ecológicos para ayudar el medio ambiente.
  
• Eliminar desperdicio que en vez se haría con trastes desechables.
  
• Modelar a los niños, enseñarles rutina.
  
• Para no crear bacterias y no dañar el cuerpo de los niños.

Why does a maestra/o sit with the children during snack/lunch?  ¿Por qué se sienta un maestro con los niños durante la merienda o almuerzo?

• To encourage modeling behaviors and to encourage group conversation.
  
• Sitting with the children during snack/lunch gives them time to engage and communicate. Teacher can build relationship, which is critical, sitting with them is a way to build that bond.
  
• Para promover el ambiente familiar y ayudarles a ser independientes e introducir comida nueva y saludable a nuestros niños.
  
• Because we want to model to the children that we sit when we eat and to have conversations with them.
  
  

With so many choices and changes, it’s hard to know where your child fits in and what is age appropriate.

Let’s start with the new transitional kindergarten (TK) that started in California for the 2011-2012 school year.  Prior to last year, the kindergarten cut-off date was that the child had to turn five by December 2nd.  By 2014-2015 school year, the new cut-off date will be September  1.


The state of California www.cde.ca.gov  states that

A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. Pursuant to law, (EC 48000[c]), a child is eligible for transitional kindergarten if a child will have his or her fifth birthday between:

For the 2012–13 school year November 2 and December 2
For the 2013–14 school year October 2 and December 2
For the 2014–15 school year and each school year thereafter September 2 and December 2.

By law, children are not required to enroll children in transitional kindergarten or kindergarten (EC Section 48200).  A designated school(s) in each district area is/are selected to have the transitional kindergarten program that can draw from the entire district.  Based on California law, a combination TK/Kindergarten is allowed. There is no state curriculum mandated for TK and it is up to the school district modify the kindergarten program  in order to provide age and developmentally appropriate curriculum for transitional kindergarten.*  Parents must ask themselves if their 4-year old is ready for a 5-day per week modified kindergarten curriculum when considering enrolling in TK.

 Pre-k, Junior kindergarten, or pre-kindergarten is also known as preschool.  While these terms are geared toward 4-year olds and early 5s, you want to keep the same high standard you would look for in a preschool when selecting your Jr. Kinder.   Some questions to consider are:

1.  Is the philosophy in line with the instruction?
2.  Is the student-teacher ratio low?
3. Is this a play-based curriculum?
4. How much time is spent outdoors vs. indoors?
5. What type of food is served? Is it healthy, non-processed, and organic?
6 Will my child be learning a second language?
7. How will my child get individualized instruction?
8. Will my child be socially ready for kindergarten?**

Because Pasitos has such a low student-teacher ratio, we are able to differentiate students’ learning and needs. Every child gets large group (up to 24 children), small group (between 6-12 children) and 1-1 time and/or observation daily.  This helps the student have a strong relationship with their maestra.

“Many cognitive theorists argue that learning is a social event, and studies have proven that both teachers and students will pay the price if teachers neglect to form emotionally warm, supportive relationships with and among their students. To improve students’ chances for academic success, educators must strive to form meaningful personal relationships with students.”***

These relationships that are formed with the maestra help tailor the teaching to the needs of the individual child.

In conclusion, with the introduction of TK to the world of four-year olds, each parent must take a focused look at their child in conjunction with their preschool teacher to help make the decision between continuing in preschool or moving toward a kindergarten curriculum.

*http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp#E4
**http://www.acswasc.org/pdf_general/PreschoolCriteria2000Supplement.pdf
***http://www.cedu.niu.edu/~shumow/itt/StudentTchrRelationships.pdf