MARC Record from harvard_bibliographic_metadata

LEADER: 02715cam a2200337 a 4500
001 013143502-7
005 20120615231521.0
008 120222s2012 nyua b 001 0 eng
010 $a 2012004052
020 $a9780807753460 (pbk. : alk. paper)
020 $a0807753467 (pbk. : alk. paper)
035 $a(PromptCat)99947887068
035 0 $aocn778244918
040 $aDLC$beng$cDLC$dYDX$dBTCTA$dYDXCP$dBDX
043 $an-us---
050 00 $aLC2670.2$b.G37 2012
082 00 $a371.829/68073$223
100 1 $aGarcía, Eugene E.,$d1946-
245 10 $aUnderstanding the language development and early education of Hispanic children /$cEugene E. Garcia & Erminda H. Garcia.
260 $aNew York :$bTeachers College Press,$cc2012.
300 $aix, 198 p. :$bill. ;$c23 cm.
490 0 $aEarly childhood education series
504 $aIncludes bibliographical references and index.
505 0 $aDemographics and educational circumstances of Hispanics in early childhood -- The concept of culture in the classroom -- Language development and early education of young Hispanic children -- Rich language environments -- Teaching and learning for Hispanics in early childhood -- Responsive teaching for Hispanic children -- The significance of family engagement -- Policy and young Hispanics -- Conclusion.
520 $aYoung Hispanic children are the largest and fastest growing ethnic minority population in the United States, representing diverse racial, linguistic, and cultural backgrounds. Educational skills and achievement lag significantly for this population creating an unacceptable achievement gap at the beginnig of Kindergarten that grows even further by the end of third grade. What can we learn from the empirical literature, theory, programs, and policies associated with language and early learning for young Hispanics? What are the home and school factors important to differiences in early cognitive development and educational well-being? In this collaboration, a renowned researcher and a seasoned practitioner explore these questions with a focus on specific instructional interventions that are associated with reducing the achievement gap for Hispanic children. Chapters emphasize educational practices, including teacher competencies, instructional strategies, curricular content, parent involvement, and related policy. The text includes teacher-friendly artifacts, instructional organizers, and lesson descriptions.
650 0 $aHispanic American children$xEducation (Early childhood)
650 0 $aEnglish language$xStudy and teaching (Early childhood)$xSpanish speakers.
650 0 $aLanguage acquisition.
700 1 $aGarcia, Erminda H.
988 $a20120331
906 $0DLC