Closing Gaps with High-Quality Early Childhood Education and Family Engagement

February 2nd, 2026

All of the talk about the importance of early childhood education and family engagement for young learners may be paying off. Two recently published studies from the American Educational Research Association show that the school readiness and early childhood parental investment gaps are narrowing between economically-disadvantaged and affluent students.

In the first study, researchers looked at school readiness for high- and low-income students entering kindergarten. Academic achievement in Math and Reading were two of the areas measured. They found that the gap between the two groups students declined by 9.8% in Math and 16.3% in Reading from 1998 to 2010.

In the second study, researchers compared the early childhood experiences of high- and low-income kindergarten students in 1998 and 2010. What they found was that the high-, middle-, and low-income students in 2010 all showed an increase in home computer usage, an increase in the number of books at home and the likelihood of reading with their parents, and an increase in participation in enriching activities like singing, crafts, library visits, dance and sports; however, the increase was biggest for the low-income students.

One researcher believes there may be two reasons for the narrowing gaps:


  1. There is better access to high-quality preschool programs for low-income families. Thanks to increasing support from politicians, education leaders and communities, the word has been spreading about the importance of high-quality early childhood education and preschool programs. Head Start and other programs helping low-income students receive quality early education have seen a boost in government funding. Commitment from the US President with the Every Student Succeeds Act and Preschool for All Initiative has helped build awareness, focus priorities on early education, and expand access to the young learners who need it most.
  2. More families are becoming involved in the learning of their young students. Education and early literacy advocates have been working hard to reach parents and caregivers to explain the critical role they play in their child’s educational success. By investing more in enriching activities with their children and with increased beliefs about the skills needed to prepare their young learners for school, more parents and families are getting involved.

School districts and early childhood programs all over the country are using supplemental programs like GrapeSEED to enhance the quality of the education they are providing and to get families involved. GrapeSEED is being used in preschool, Head Start, Great Start Readiness Program classrooms and in other early childhood education classrooms to give students a solid foundation in oral language and critical listening as they prepare for kindergarten and learning to read. The Shared Reading Big Books, Poems, Chants, Songs, and Action Activities, along with student take-home materials, provide many opportunities for dancing and movement, oral language and reading practice, teacher-student interactions and parent involvement.

Much more needs to be done to shrink and eliminate these gaps in school readiness and family involvement. Additional funding is needed to improve the quality of early childhood education programs and preschools and to make these programs accessible to all students. Schools, educators and communities must continue to find ways to get parents and families involved,  including the families of English Language Learners. Parents should be encouraged to promote literacy development in their children through shared reading, singing, positive feedback, and modeling, for example. Trips to the library, zoo and museum can also provide language-rich experiences as well as much-needed family time.

Planting Seeds for Summer: Why February Is the Perfect Time to Think About Language Growth

February 16, 2026
February is a unique moment in the school year: routines have been established, students are settled, and teachers can clearly see areas of growth as well as emerging needs. It’s also a natural pause before the busy spring months. All of this makes February an ideal time to reflect and to look ahead. For multilingual learners, what happens after the school year ends matters more than we often realize. The Summer Learning Opportunity Extended breaks can unintentionally slow language development, particularly in listening, vocabulary, and verbal confidence. However, when summer instruction is intentional and well designed, it can do more than maintain progress—it can accelerate it. The key is ensuring summer learning feels inviting, engaging, and developmentally appropriate. What Works for Young Language Learners Effective summer language programs share common elements that support growth without feeling like “more school”: A low-stress environment where students feel comfortable taking risks with language Consistent exposure to English through stories, songs, shared reading, and movement Natural repetition and routine that strengthen foundational English language skills Multi-sensory learning experiences that keep students engaged and motivated When language is experienced rather than practiced in isolation, children remain curious, confident, and connected. Why February Is the Time to Think Ahead February isn’t about making immediate decisions—it’s about asking the right questions: How can summer learning support language development without burnout? What experiences will help students feel successful and excited to learn? How can summer instruction align with the strengths of our school-year approach? Exploring these questions now allows schools to plan thoughtfully rather than reactively. A Season for Planting Ideas Strong summer programs build on what young learners love most—music, stories, movement, and interaction—while quietly reinforcing the language skills they need to grow. February offers the space to imagine a summer experience that supports continuity, confidence, and joyful learning long after winter fades. Ready to learn how GrapeSEED can be a meaningful part of your school’s summer learning?

Smiles, Snacks, And Sanity A Self-Care Guide for Teachers

February 3, 2026
If you’re an elementary teacher working with multilingual learners, you already know your work is full of heart, hustle, and highlighters. But let’s be honest—supporting language learners takes a lot of energy. That’s why self-care isn’t a luxury. It’s a must. You’re juggling language development, academic growth, cultural connection, and emotional support. And while your students are growing every day, you need time to recharge, too. Here’s a quick self-care recipe to keep your cup full: 🧡 Smiles: Find Joy in the Little Things Celebrate the small wins: a new vocabulary word, a student’s laugh, a kind moment. Write one highlight on a sticky note each day. It’s a mood booster—and a reminder that you’re making a difference. 🍎 Snacks: Fuel Your Body (and Soul) Don’t skip lunch! Keep a stash of healthy snacks (and maybe a treat or two) nearby. Food is fuel, and sometimes chocolate is emotional first aid. 🧠 Sanity: Protect Your Peace Say no to that extra committee if you’re overwhelmed. Take 5 minutes to breathe or stretch between lessons. Step outside during a break of any kind, even for just a second or two. Talk to someone who “gets it”—sharing helps lighten the load. You Matter Your students need you AND they also need you to be okay. When you take care of yourself, you’re showing them how to care for themselves, too. So go ahead, teacher: smile, snack, and protect your sanity. You can’t do it all , but you CAN do a lot more when you’re well. At GrapeSEED English for Children, we value teachers and work to make certain that those using our curriculum feel supported. With a personal Professional Learning Specialist that teaches can communicate with anytime, a teacher portal, on-demand PDs and so much more, we’ve got our teachers covered! Ready to learn more about getting started with GrapeSEED in YOUR classroom? Just click here for more information.

New Year, Clearer Path: Decluttering for Stronger Language Learning

January 20, 2026
January is the season of decluttering, but in schools, it’s about clearing space for what truly matters! This month’s blog explores how thoughtful organization supports multilingual learners and why strong language systems are worth keeping. A little clarity now can create momentum that lasts all year… and beyond!

Midyear Glow-Up: Refreshing Routines in Your Classroom!

December 11, 2025
The new year is a perfect time for reflection and renewal—not just for us, but for our students, too. After a long winter break, January offers a natural opportunity to revisit and reinforce classroom routines and procedures, especially in multilingual classrooms where clarity and consistency are key to helping all students feel secure and successful. For multilingual learners, routines are more than just classroom management—they provide language-rich structures that support understanding, reduce anxiety, and foster confidence. Whether students are newcomers or have been learning English for years, a clear and predictable environment helps them focus on learning rather than guessing what’s expected. Start the month by gently reviewing procedures: entering the classroom, transitioning between activities, participating in group work, asking for help, and using classroom materials. Model each step and invite students to demonstrate, using visuals, gestures, and multilingual supports when possible. Pair verbal directions with pictures or sentence stems to help students connect words with actions. This not only aids comprehension, it builds community and shared responsibility. Remember, reviewing routines isn’t about enforcing rules—it’s about resetting the tone for a peaceful, productive, and joyful classroom. Make space for students to share what helps them learn best and celebrate the positive habits they already bring with them. By investing time in January to revisit expectations with warmth and intention, you're setting the stage for a second half of the school year filled with growth, laughter, and learning—for every student, in every language.
Show More