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The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs).2 The statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs.

This joint letter between HHS and ED discusses how the policy statement on family engagement indicates the increasing families' involvement in children;'s learning and development can positively affect lifelong health, developmental, and academic outcomes.

Let's Talk about the World infographic

This document summarizes the Federal policy recommendations released in December 2014, and profiles innovative policies and workforce supports adopted by States and local leaders around the country who are leading the way by proactively addressing expulsion and suspension in early childhood settings. Though no State or community highlighted here considers their work finished, they are taking important steps forward to address the issue and have a series of planned next steps they intend to pursue. Their innovative ideas and valuable lessons learned can support and guide localities similarly alarmed by- and committed to addressing- this issue.

This document is a response to a study of the Tennessee Pre-K program written by former Deputy Assistant Secretary Linda K. Smith. The study shows improved outcomes gained during the Pre-K year are not sustained by the end of the third grade.

This Spanish translated document provides some tips for infant and toddler teachers and caregivers to use to help bridge the word gap by enriching the language environment of all young children in their care, including children who do not speak yet, children with disabilities or delays, and children who are learning more than one language.

This document provides some tips for using language at home and in the community to help bridge the word gap by enriching the language environment of all young children in their care who are learning more than one language.

This document provides some tips for infant and toddler teachers and caregivers to use to help bridge the word gap by enriching the language environment of all young children in their care, including children who do not speak yet, children with disabilities or delays, and children who are learning more than one language.

This Spanish translated document discusses the benefits of being bilingual provides a review for teachers and other early education program providers.

This Spanish translated document provides some tips for families to use to help bridge the word gap by enriching the language environment of all young children in their care, including children who do not speak yet, children with disabilities or delays, and children who are learning more than one language.