Data analysis from LENA shows that dual language learners (DLLs) typically experience fewer teacher-child interactions in early childhood classrooms compared with their monolingual peers.
Data analysis from LENA shows that dual language learners (DLLs) typically experience fewer teacher-child interactions in early childhood classrooms compared with their monolingual peers.
Every state’s quality system is designed to answer an important question: is a program providing high-quality care and learning experiences for children?
Yet quality is a moving target — in how it’s defined, how it’s measured, how it’s communicated, what it means for children in the classroom. As states evolve their approaches – some using rating systems and others emphasizing continuous quality improvement – understanding the indicators that matter most has never been more important.