Abstract
Across the United States children from diverse families are enrolling in preschools and elementary schools in record numbers (U.S. Census Bureau, 2010). Preschool programs represent an important opportunity to promote children’s language and literacy development in these critical years. However, preschool teachers are often ill prepared to support early literacy in their young students. Recently, the proportion of South Asian students in U.S classrooms has increased dramatically. The four largest South Asian groups in America are Indian, Pakistani, Bangladeshi and Sri Lankan communities. The majority of these children have had limited or no exposure to English. When they enroll in preschool, they are often met by teachers with little understanding of their home language and culture. Sources of Data The researcher developed a handbook for preschool educators to enhance their knowledge of young children’s language and literacy development. The handbook also addressed the needs of English language learners, with a focus on learners from South Asia, mainly India, Pakistan, Bangladesh and Sri Lanka. Development of the handbook was based in part on survey input from preschool teachers and parents of preschool aged children in South Asian families. Conclusions Reached The early childhood years are a critical period for children’s literacy development. Preschool teachers must be equipped with the knowledge of research and best practices needed to support their preschoolers’ emerging literacy knowledge. The handbook developed in this project provides teachers with skills and strategies to support early literacy and includes much needed information on language and cultural practices for teachers with children from South Asian families.