Papers Focus on Changing Demographics and Strategies for Serving Children of Immigrants

Sep 01, 2010

By Hannah Matthews

The nation's child population is becoming increasingly diverse with children in immigrant families comprising an increasingly large share of the child population. Access to quality child care and early education experiences for young children of immigrants is critical to these children's success in school and in life. Yet, many families face challenges in accessing services. Many  early childhood programs and services also face challenges in meeting the diverse needs of immigrant families in a culturally-competent manner.

A new report from CLASP, Early Education Programs and Children of Immigrants: Learning Each Other's Language, lays out the federal and state policy landscape for serving young children of immigrants in early care and education. The report was written for an Urban Institute roundtable on Young Children in Immigrant Families and the Path to Educational Success held on June 28, 2010. The event featured presentations and discussion among researchers, decision-makers, and policy experts at the federal, state, and local levels with wide-ranging experience in early childhood, K-12, and immigrant family issues.

The report recommends increasing funding for the early childhood system as a whole and provides concrete policy options to better serve children of immigrants and English Language Learners in all settings through a range of vehicles, including reauthorizations of the Child Care and Development Block Grant and the Elementary and Secondary Education Act (ESEA), implementation of the 2007 Head Start Act, and creation and implementation of state preschool program standards. Successfully including immigrant families in child care and early education initiatives, requires strategies and collaborations among providers, policymakers, and immigrant-serving organizations.

Additional papers from the roundtable are available on the Urban Institute website:

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