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Bilingual Families
Bilingual families are complex and multifaceted. Bilingualism—the ability to speak, read, and/or write two or more languages—is not unidimensional. Also, the term family is complex in its membership. Bilingual families can look and act in many ways and have a wide range of language abilities and experiences within. This entry will unpack some of the different types of bilingual families, home-based language acquisition environments and situations, and the role of community and school in bilingual families’ choices.
According to the 2010 U.S. Census, nearly 20% of children under the age of 5 in the United States live in a household in which no one older than 13 speaks English as a native language. However, this statistic marks only one type of bilingual family out of the ...
- Assessment
- Academics and Academic Assessment in Early Education
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- Assessment of Play
- Assessment, Limitations of
- Authentic Assessment
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- Documentation
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- Peabody Picture Vocabulary Test
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- Program Evaluation
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- Teacher Materials for Documentation
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- ZERO TO THREE
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- Home-Based Early Childhood Education
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- Approaches to Early Mathematics Instruction
- Art
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- Child Observation Record
- Child-Initiated Play
- Children’s Literature
- Children’s Writing
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Common Core State Standards
- Comprehension
- Constructivism
- Constructivist Curriculum
- Creative Curriculum, The
- Curriculum and Early Childhood Education
- Documentation
- Early Childhood Science Experiences
- Early Literacy Development
- Early Number Representation Development
- Emergent Curriculum
- Expressive Language
- Family Engagement in Curriculum
- HighScope
- HighScope Perry Preschool Study
- Home-Based Early Childhood Education
- Infant and Toddler Programming
- Infant Signing
- Inquiry
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- Integrated Curriculum
- Key Words
- Measurement, Children’s Understanding of
- Montessori Programs and Environments
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- Nature and Young Children
- Physical Education
- Play, Curriculum, and Pedagogy
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- Reasoning and Problem Solving
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- Vocabulary
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- Americans with Disabilities Act
- Anti-Bias Education Theory
- Anti-Bias Education, Components of
- Bias
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- Black Boys, Early Childhood Education and
- Chronic Illness
- Communication Disabilities
- Critical Theory
- Cultural and Linguistic Responsiveness
- Cultural Competence
- Cultural Diversity
- Cultural Variations in Play
- Development of Prejudice
- Developmental Disabilities
- Differentiation
- Diversity in Early Childhood Education
- Dual Language Learners
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- Dual Language Learners and the Development of Self-Regulation
- Dual Language Learners, Strategies for
- Economic Differences in Play
- Economic Status and Geographic Influences on Development and Learning
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- Ethnic and Racial Identity Development
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- Family Structure
- Family Structure Diversity in the Early Childhood Program
- Funds of Knowledge
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- Gender Roles
- Gifted Education
- Head Start
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- Intellectual Diversity
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- Migrant Families
- Multiracial Families
- National Center for Children in Poverty
- Parents Who Are Lesbian, Gay, Bisexual, Transgender, or Queer
- Partnership Transitions
- Poverty Effects
- Professional Development for Diversity
- Refugee Children
- Religion and Families
- Sensory Integration
- Social Class Effects on Development and Learning
- Special Needs
- Speech Development
- Speech Development, Issues in
- Strengths-Based Education and Practices
- Early Intervention
- Abecedarian Project
- Accommodations and Adaptations
- Americans with Disabilities Act
- Assessing Children for Disabilities
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- Attention-Deficit/Hyperactivity Disorder
- Atypical Development
- Autism Spectrum Disorder
- Behavior Disorders
- Behavioral Theory
- Child-Parent Centers
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- Developmental Disabilities
- Direct Instruction
- Division for Early Childhood
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- Head Start
- Home Visitation With Mothers and Infants and Children
- Home-Based Early Intervention Practices
- Identification of Special Needs
- Individualized Family Service Plan and Individualized Education Program
- Intellectual Disabilities
- Language Disabilities
- Personnel Preparation for Early Intervention
- Physical Disabilities
- Recommended Early Intervention Practice Guidelines
- Special Needs
- Universal Design for Learning
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- Accreditation
- Challenging and Supportive Climates
- Child Care
- Child Development Laboratory Schools
- Children’s Cubbies
- Comer Schools
- Community Schools
- Cooperative Learning
- Early Childhood Inclusion
- Early Childhood Special Education
- Early Head Start
- Early Intervention
- Executive Functioning
- Healthy Environments for Social-Emotional Development
- Infant and Toddler Programming
- Infant Rooms
- Kindergarten Environments
- Learning Materials
- Literacy-Enhanced Props
- Looping
- Montessori Programs and Environments
- Multiage Spaces
- Outdoor Play Spaces
- Playground Structures
- Preschool Rooms
- Primary Grade Learning Spaces
- Program Formats and Schedules
- Selection of Furniture
- Toddler Rooms
- Transitions and Routines
- Families
- Adoption
- At-Risk Families
- Attachment and Stress
- Bilingual Families
- Bioecological Theory
- Blended Families
- Breastfeeding
- Child Abuse Prevention
- Chronic Illness
- Cohabitation
- Commercialism
- Congruence
- Coparenting
- Cultural and Linguistic Responsiveness
- Deployment and Parenting
- Economic Status and Geographic Influences on Development and Learning
- Empathy
- Ethnic Differences and Families
- Family Child Care
- Family Engagement in Curriculum
- Family Engagement Models
- Family Health
- Family Life Education
- Family Literacy Movement
- Family Partnerships
- Family Strengths
- Family Structure
- Family Structure Diversity in the Early Childhood Program
- Family Systems Theories
- Family-Centered Practices
- Fathers
- Fathers in Early Intervention
- Framework of Six Types of Involvement
- Funds of Knowledge
- Gender Roles
- Grandparent Roles
- Healthy Choices and Young Children
- Home Visitation With Mothers and Infants and Children
- Home Visits
- Homelessness
- Immigrant Children
- Immigrant Families and Early Childhood Education
- Incarcerated Parents, Children of
- Infant–Parent Relationships
- Maternal Work Status
- Migrant Families
- Military Child Development Centers
- Military Families, Children in
- Mothers
- Multiracial Families
- Mutual Regulation Model
- Nutrition
- Parent and Family Influences on Active Free Play
- Parenting Effects on Child Development
- Parenting Support and Education
- Parents as Teachers
- Parents Who Are Lesbian, Gay, Bisexual, Transgender, or Queer
- Partnership Transitions
- Prenatal Mental Health
- Refugee Children
- Religion and Families
- Resilience in Adversity
- Sibling Relationships
- Siblings and Play
- Sleep
- Social Referencing
- Sociomoral Development
- Spiritual Development
- Stress and Resilience in Families
- Substance Abuse and Addiction
- Teen Pregnancy and Parenting
- Transition to Parenthood
- Trust
- Violence in Families
- Wellness Model for Young Children and Families
- Work and Families
- Play
- Assessment of Play
- Child-Initiated Play
- Commercialism
- Cultural Variations in Play
- Economic Differences in Play
- Free Play, Importance of
- Guided Play
- Media Influences on Play
- Noncurricular Play
- Outdoor Play Spaces
- Parent and Family Influences on Active Free Play
- Peers and Play
- Play and Early Childhood Education
- Play and Early Writing
- Play, Benefits of
- Play, Curriculum, and Pedagogy
- Play, Definition of
- Play, Nature of
- Playground Structures
- Recess
- Rough and Tumble Play
- Siblings and Play
- Social Play and Cognitive Development
- Sociodramatic Play and Sara Smilansky
- Technology and Play
- Policy and Advocacy
- Accessibility
- Accountability in Early Care and Education
- Accreditation
- Affordability
- Alliance for Childhood
- Assessment, Limitations of
- At-Risk Families
- Authentic Assessment
- BUILD Initiative
- Center for Applied Research
- Child Abuse Prevention
- Child Care Assistance and Child Development
- Child Care Policy and Practice
- Child-Parent Centers
- Common Core State Standards
- Community–University Partnerships
- Crime, Early Childhood Education and
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- Early Childhood Education
- Early Childhood Education Systems
- Early Childhood Research and Policy Linkages
- Early Childhood Special Education
- Early Childhood Teacher Education
- Early Intervention, Legal Basis for
- Effective Advocacy Practices
- Ethics in Early Childhood Education
- Family Health
- Family Strengths
- Grade Retention
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- HighScope Perry Preschool Study
- High-Stakes Standards-Based Accountability Reform
- History of Early Childhood Education Policy
- Individualized Family Service Plan and Individualized Education Program
- IPA/USA American Association for the Child’s Right to Play
- Maternal Work Status
- Men in Early Childhood Education
- National Association for the Education of Young Children
- National Association of Early Childhood Specialists in State Departments of Education
- National Head Start Association
- National Institute for Early Education Research
- Neonatal Health and Development
- Ounce of Prevention Fund
- Policy and Early Childhood Education
- Prevention Science and Early Education
- Quality
- Quality Rating and Improvement Systems
- Quality Through Collaboration: Oklahoma’s Quality Initiatives
- Recommended Early Intervention Practice Guidelines
- Regulatory Agencies
- School Readiness
- Smart Start (North Carolina)
- Standardized Assessment
- State Policy Making
- Teacher Preparation Policy and Practice
- Work and Families
- World Bank
- The Profession of Early Childhood Education
- Accountability in Early Care and Education
- Business Partnerships
- Child Development and Early Childhood Education
- Classroom Processes
- Clinical Experiences
- Coaching
- Community Partnerships
- Conceptual Framework for Teacher Preparation Programs
- Content Knowledge
- Cooperating Teachers
- Curriculum and Early Childhood Education
- Data-Based Child Advocacy
- Defining Early Childhood Education
- Developmentally Appropriate Practice
- Diversity in Early Childhood Education
- Early Childhood Education
- Early Childhood Education Systems
- Early Childhood Research and Policy Linkages
- Early Childhood Teacher Education
- Effective Advocacy Practices
- Equity and Equality in Early Childhood
- Ethics in Early Childhood Education
- Family Life Education
- Field Experiences
- Highly Qualified Early Childhood Teachers
- High-Quality Early Education, Long-Term Benefits of
- History of Early Childhood Education in the United States
- Identifying as an Early Childhood Professional
- Immigrant Families and Early Childhood Education
- Intentional Teaching
- Internships
- Interpreting Assessment Data
- Kindergarten Environments
- Leadership in Early Childhood Education
- Master Teachers
- Measuring Effectiveness
- Men in Early Childhood Education
- Mental Health Services
- Mentors
- Models
- Moral Dimensions of Teaching
- Multiple Methods of Assessment
- Neuroscience and Early Education
- Noncurricular Play
- Objectivity and Subjectivity in Assessment
- Observational Assessment
- Paraprofessionals
- Parenting Support and Education
- Pedagogical Knowledge
- Personnel Preparation for Early Intervention
- Planning
- Play and Early Childhood Education
- Play, Definition of
- Policy and Early Childhood Education
- Postmodernism
- Preparing Early Childhood Teachers to Implement Digital Media
- Preschool Administration
- Preservice Teacher Preparation
- Prevention Science and Early Education
- Principals, Role of
- Professional Development for Diversity
- Professional Dispositions of Early Childhood Educators
- Professionalism
- Quality Rating and Improvement Systems
- Reflective Practice
- Regulatory Agencies
- Reliability and Validity in Child Assessment
- Standards
- State Policy Making
- Student Teaching and Internships, Issues in
- Teacher Beliefs
- Teacher Materials for Documentation
- Teacher Performance Assessment
- Teacher Preparation Policy and Practice
- Teaching Teams
- Technology in Early Childhood Education
- Theory to Practice in Early Childhood Education and Care
- Transdisciplinary Collaboration
- Transforming the Workforce
- Workforce Development
- Teaching and Learning
- Abecedarian Project
- Academics and Academic Assessment in Early Education
- Accommodations and Adaptations
- Accommodations for Assessment
- Acquisition of Reading and Writing
- Approaches to Early Mathematics Instruction
- Approaches to Learning
- Art
- Arts Integration
- Assistive Technology in Early Intervention
- Attention-Deficit/Hyperactivity Disorder
- Autism Spectrum Disorder
- Autonomy
- Bank Street
- Behavior Disorders
- Bias
- Black Boys, Early Childhood Education and
- Brain Development
- Caring
- Center-Based Care
- Challenging and Supportive Climates
- Challenging Behavior
- Child-Initiated Learning
- Classroom Assessment Scoring System
- Classroom Processes
- Clinical Experiences
- Coaching
- Conceptual Framework for Teacher Preparation Programs
- Conflict Management
- Content Knowledge
- Convergent and Divergent Thinking
- Cooperating Teachers
- Cooperative Learning
- Creative Curriculum, The
- Creativity
- Cultural Competence
- Curiosity
- Determinants of Child Development
- Developmentally Appropriate Practice
- Differentiated Instruction and Assessment
- Differentiation
- Direct Instruction
- Dual Language Learners
- Dual Language Learners, Strategies for
- Early Childhood Science Experiences
- Emergent Curriculum
- Engaging Conversation
- Field Experiences
- Friendships
- Gifted Education
- Grade Retention
- Grief and Loss, Young Children’s Understanding of
- Guided Play
- Guiding Behavior
- History of Early Childhood Education in the United States
- Home-Based Early Intervention Practices
- Identifying as an Early Childhood Professional
- Imagination
- Initiative and Industry
- Inquiry
- Inquiry-Based Learning
- Integrated Approaches
- Integrated Curriculum
- Intentional Teaching
- Interdisciplinary Models
- Joyful Learning
- Kindergarten
- Language Development
- Learning Materials
- Literacy
- Looping
- Measuring Effectiveness
- Mindfulness
- Moral Development
- Moral Dimensions of Teaching
- Motivation
- Multiage Education
- Multiage Spaces
- Music
- National Early Literacy Panel
- Oral Language Development
- Paraprofessionals
- Pedagogical Knowledge
- Phonological Ability
- Planning
- Play and Early Writing
- Prekindergarten
- Prekindergarten Program Evaluation
- Preschool
- Preschool Rooms
- Pretense
- Primary Grade Learning Spaces
- Primary Grades
- Professional Dispositions of Early Childhood Educators
- Program Formats and Schedules
- Project Approach
- Prosocial Behavior
- Quality
- Read-Alouds
- Reflective Practice
- Relationship Building
- School of the 21st Century (21C)
- Science
- Self-Regulation
- Sensory Development
- Setting Influences on Child Development
- Shyness in Young Children
- Social Skills and School Success
- Social Studies Topics
- Sociocultural Theory
- Spatial Development
- Strengths-Based Education and Practices
- Teacher Beliefs
- Teacher Roles in Inquiry
- Teacher-Directed Learning
- Teaching Teams
- Temperament and Development
- Theater
- Thinking
- Toddler Rooms
- Typical Development
- Warm and Responsive Interactions
- Work Sampling System, The
- Theories and Models
- Anti-Bias Education Theory
- Behavioral Theory
- Bioecological Theory
- Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
- Cognitive Developmental Theory
- Constructivism
- Constructivist Curriculum
- Critical Theory
- Family Engagement Models
- Family Systems Theories
- HighScope
- Language Development, Theories of
- Maturational Theory
- Models
- Multiple Intelligences
- Parents as Teachers
- Postmodernism
- Psychosexual Theory
- Psychosocial Theory
- Reggio Emilia Approach
- Reggio Emilia Approach, Role of the Arts in
- School of the 21st Century (21C)
- Smart Start (North Carolina)
- Sociocultural Theory
- Stage Theories
- Theory of Mind
- Theory to Practice in Early Childhood Education and Care
- Tools of the Mind
- Waldorf Education
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