Archives
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Supporting Multilingual Children and Families in Early Childhood Spaces
Vol. 28 No. 1 (2025)Across the US, one third of children under the age of five are multilingual. In certain states, such as California, Texas, and New Jersey, the proportion of students who speak multiple languages is closer to 50% of the population (Nhi Giang & Park, 2023). Besides English, there are between 350 to 430 other languages spoken in our country with Spanish is the most dominant. Indeed, other languages like Chinese, Tagalog, Vietnamese, and Arabic have millions of speakers across our nation (Monsen & Gregory, 2023). Each of these languages brings unique nuances, cultures, value and purpose to families, children, and the educational context. Early childhood educators and researchers must utilize respectful and equitable approaches to partner with multilingual communities in meaningful ways.
This Dialog Special Issue, Supporting Multilingual Children and Families in Early Childhood Spaces, invited manuscripts that addressed the strengths and needs of multilingual children and families through research, policy, preparation, or other initiatives. The Dialog is pleased to support an issue that highlights, celebrates, and encourages multilingual learning, especially in today’s political climate. This issue aims to highlight a handful of wonderful initiatives across the country to reach multilingual learners in the early years. Indeed, I know you will find many practical and actionable steps for early childhood educators and other professionals who seek to support multilingual children and families in early childhood spaces.
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Examining Contemporary Approaches to the Preparation of Early Childhood Education Professionals for Inclusion
Vol. 27 No. 1 (2024)The aim of this special issue is to showcase the contemporary landscape of early childhood preparation for inclusion and highlight how higher education and community partners currently respond to the varied programmatic, licensure, clinical, and other contexts observed across the field. In essence, the purpose is to help update our aging literature base on blended and other approaches to the preparation of early childhood educators for inclusion. We received a strong response to the call for papers and the result is a robust collection of articles spanning multiple contexts and including descriptions of programs and program development processes, empirical studies, and a call to action. Readers will undoubtedly benefit from the experiences and wisdom included. It is with great pleasure that we bring you this issue. We hope it will lead to further collaboration in pursuit of providing clear guidance for contemporary programs, and that it will spur more research to develop a strong empirical foundation for our efforts as inclusive early childhood teacher educators and preparation programs.
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Engaging Multilingual Families
Vol. 26 No. 3 (2023)For several years, researchers and social scientists have been focused on identifying, serving, and educating vulnerable populations of children, particularly those populations of children who have continually been penalized or restricted from resources due to the color of their skin or the language they speak. Across the country, different states are designing policies and creating infrastructure to support the needs of these children. At the same time, the political conversation regarding immigration and the conflicts arising among different religious groups demands that research, policy, and practice work towards the common goal of supporting those most vulnerable. This issue will focus on the unique ways two teams of researchers have investigated multilingual families and strategies to support their unique needs.
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Facilitating Transitions
Vol. 26 No. 2 (2023) -
Adventures and Intervention in Early Education Spaces
Vol. 26 No. 1 (2023) -
Support for the Adults and Young Children in Early Childhood Environments
Vol. 25 No. 2 (2022) -
New Year, New Name!
Vol. 25 No. 1 (2022) -
Healthy Children, Healthy Adults, in an Unhealthy Time
Vol. 24 No. 1 (2021) -
Winter 2020
Vol. 23 No. 2 (2020) -
Future Issue 22(2)
Vol. 22 No. 2 (2019)
