Pre-K has been shown to strongly boost children’s learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. But children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than children with US-born parents. Issues such as a lack of awareness about programs, language barriers, logistical barriers to enrollment, and lack of comfort with programs can keep immigrant parents from signing their children up for pre-K.
As word gets out to immigrant families about available, desirable prekindergarten (pre-K) programs, outreach can become self-sustaining. To get there, programs need to build trust and good relationships with parents and communities. They also need to design programs sensitive to the needs of immigrant families. We gathered the following strategies for developing immigrant-friendly pre-K programs and building self-sustaining outreach.
SOURCE: Gelatt, Julia; Adams, Gina and Huerta, Sandra. “Improving access to prekindergarten for children of immigrants: Building relationships.” Urban Institute February, 2014
ACKNOWLEDGEMENT OF COUNTRY
The Brotherhood of St Laurence acknowledges and recognises the Traditional Owners of the land upon which we live and work, and we pay our respects to their Elders both past and present
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia