Best Ways That Preschool Programs Support School Readiness For Children Of Immigrants

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Best Ways That Preschool Programs Support School Readiness for Children of Immigrants
Brescia University
Katiana Salinas

Research Methodology
Nancy Keeton
December,2012

I chose as the best practice question, what is the best way that preschool program support school readiness for children of immigrants. The reason why I chose this topic is not only because I think it is relevant information in the Education field but also because I am an immigrant and I have a 3 year old daughter so I would like to contrast what I have witness in practice with some other literature and researchers so It can be useful at the time of working with children of immigrant who is a growing population. Of late it has been realized that child care and early education has been appearing from time to time in the news headlines. This is so since it has dawned on many that with the improvement and easy access to high quality early childhood programs, it would help act as a pillar that would greatly help in improving economy. Moreover, this would go in great lengths to drastically change the results for susceptible children and their families. Calls for increased devotion in early childhood plans to make sure that children get to school fully equipped with the implementation that they need to learn has been on the rise. These calls have not only brought with them a wave of excitement in the early childhood field but have also managed to shoot questions about the type of programs that would successfully turn around the lives of susceptible population, not forgetting the children of the immigrants (Barnett, 2005). It has been found out that for every four children in the United States who are under the age of six when put together, one of them is likely to have a parent who was not born in the country. Furthermore, they are usually faced with great dissimilarity in their countries of origin.

Introduction The quest of aspiration to live in a society where children considered being of humble backgrounds put substantive effort in their education to be able to rise to the level of middle class status. However, many of those children born under poverty usually have to struggle in order for them to realize their dreams as grown-ups. With this, nevertheless, they still fail to achieve the levels that can make them be considered to have achieved the level of middle class status. It is quite obvious that about two out of three children who are given birth to in the last five level of income distribution always stay in the lowermost two-fifths in the level of income distribution as adults (Becker & Rohling, 2008). Usually, this nonexistence of economic achievement or reality can always be traced back to an individual not being able to complete college or even high school levels. This success seems to come to a halt way back from academic and interactive struggles as one goes through grade school. As a matter of fact, there is always an existing gap between the less fortunate children and their well of counterparts in terms of health and skills even before they begin attending the schools. Immigrant children are disadvantaged even before they begin attending school. The skills that they acquire as they grow up, their health, and behavior to mention but a few, make them inadequately set for kindergarten as assessed with their counterparts that grow up in good living and better economic environments.
Less than half (48 percent) of children from immigrant families are always ready to start going to school at the age of five, scrutinized under factors that incorporate reading abilities and early math, learning related and problem behavior, and the physical health in general as well. It came out clear that those children who are given birth to with parents who earn either moderately or highly are much likely to go to school when they are ready to begin learning. A gap that is about 27 percent is realized between children from moderate
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