Closing Gaps with High-Quality Early Childhood Education and Family Engagement
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:
- 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.
- 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.
For teachers of multilingual learners, one of the most powerful tools for teaching English is something you already use every day: your body! Movement and physicality can unlock understanding and make language memorable for learners. One highly effective approach is Total Physical Response (TPR) , a method developed by Dr. James Asher that connects language with physical actions. What is Total Physical Response (TPR)? TPR is a teaching method where teachers give commands in English and students respond with physical actions. For example, when you say, "Stand up" or "Open the book," learners act it out. This approach mirrors how children learn their first language—through listening and doing before speaking. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials Why Use TPR? Supports comprehension : Physical actions give students visual and kinesthetic clues to understand meaning. Reduces stress : There’s no pressure to speak right away. Learners can participate by simply listening and moving. Builds memory : The body helps the brain remember. Actions anchor vocabulary and structures in long-term memory. Engages learners : Movement keeps energy high and focuses attention, especially with younger students or those new to English. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials. How to Use TPR in the Classroom Start simple : Begin with everyday commands—sit down, stand up, raise your hand, touch your nose. Demonstrate each one clearly. Repeat and vary : Use repetition but change the order or speed to keep it fun. Add new vocabulary : Introduce verbs, classroom objects, or actions related to topics—run, jump, draw, point to the window. Involve students : Let them give commands once they’re ready. This encourages speaking without pressure. Use it across subjects : Combine TPR with songs, stories, or content lessons like science and math to support language across the curriculum. Movement is not just a break from learning—it is learning. When student teachers use TPR and physicality in English instruction, they make language come alive. Whether you're teaching young learners or newcomers of any age, using your body to teach builds confidence, comprehension, and connection. So next time you plan a lesson, don’t just say it— show it, move it, and live it . GrapeSEED’s Daily Lesson Plans each include movement called “Action Activities”. Learn more about these Action Activities, our other components, and how to get started with GrapeSEED in your classroom !
At this point in April, you’re surely juggling the familiar mix of testing calendars, field trips, restless learners, and the quiet awareness that the school year is nearing its close. It can truly feel like April showers are happening… literally and figuratively! And if you teach multilingual learners, this time of year often raises an important realization: language growth takes time and starts earlier than we think. So that being said, the month of April is a powerful time to pause and ask, ‘What foundations do we want firmly in place by next fall?’ Schools beginning curriculum conversations now are better positioned to support students from the very first weeks of the 2026–2027 school year, rather than playing catch-up later. As you reflect on next year’s goals and this year’s progress, you many notice that the students who struggled were likely those still developing key foundational skills—listening, speaking, sound awareness. GrapeSEED addresses this gap directly by focusing first on oral language , a key pillar of the Science of Reading . Rather than pushing print too early, GrapeSEED builds: · Deep listening comprehension · Accurate pronunciation and sound discrimination · Vocabulary and sentence patterns · Confidence using language both socially and academically These skills aren’t extras; they’re prerequisites for reading, writing, and future success. GrapeSEED’s structured, research-aligned approach gives schools a way to end the year with clarity and move into future planning with purpose. Professional learning, implementation timelines, and budgeting feel far less overwhelming when decisions are made with intention. Spring showers may signal the end of one school year, but they also prepare the ground for what comes next. With the right English foundation in place, students don’t just advance…they thrive. If 2026–2027 is on your mind, just click here and discover what GrapeSEED can do for your students.
Spring brings fresh beginnings, longer days, lighter coats, and a sense that what we do now shapes what comes next. In our schools, spring is also a season of reflection and planning. Yes, the school year is winding down for children, but the questions are just beginning for us adults: What worked? What didn’t? How can we do better for our newest learners next year? For schools welcoming young newcomer students, these questions carry extra weight. Early English acquisition isn’t something to “figure out later.” It’s foundational. When children build strong listening comprehension, oral language, and phonological awareness early, everything else…reading, writing, confidence…has a place to grow! That’s where GrapeSEED English for Children fits naturally into spring planning. GrapeSEED is built for young learners acquiring English , especially those who need language before they can access reading. Through carefully sequenced songs, stories, repetition, and joyful interaction, students develop the building blocks of language in a way that is both engaging and research based. Importantly, GrapeSEED aligns strongly with the Science of Reading . Students develop: Phonological awareness through daily exposure to sounds Oral language and vocabulary through rich, repeated input Listening comprehension before decoding and print expectations Automaticity and fluency through routines and meaningful repetition For students, this ‘oral language first’ pathway isn’t just helpful; it’s essential. If you’re reading this, you’re likely well aware that waiting until fall to investigate and implement something new often means rushing decisions, limited training time, and missed opportunities to start strong. That’s why it’s SO smart to use spring as the time of year to begin budgeting and exploring curriculum options like GrapeSEED for the 2026–2027 school year. As the world blooms outside AND inside, spring invites us to plant something that will last…language that grows with children, supports literacy, and helps every student feel successful from day one! Now is the season to plant the seeds. 🌱
March is Reading Month, which means classrooms everywhere are buzzing with read-alouds, favorite characters, cozy corners, and that unmistakable joy that comes when children realize: “Hey… I can read this!” For educators working with very young English learners, March is also a powerful reminder that strong readers don’t just magically appear in third grade—they’re built intentionally, joyfully, and early. Reading Starts Long Before Decoding When we think about reading success, it’s tempting to jump straight to phonics charts, sound walls and sight word lists. But for young ESL students, reading success starts even earlier, with listening, speaking, rhythm, repetition, and meaningful language experiences .  For example, before a child can read The Very Hungry Caterpillar, they need to understand words like apple, hungry, more, and finished. Before they can answer comprehension questions, they need confidence using language out loud. High-quality English acquisition lessons lay this crucial foundation by immersing students in rich, engaging oral language every single day. Why “Early” Really Matters Early childhood is a language goldmine. Young learners’ brains are wired for language acquisition, especially when lessons are developmentally appropriate, multi-sensory, and consistent. When English acquisition begins early and is delivered with intention, students don’t just learn English…they own it. For teachers, this looks like students joyfully echoing phrases, retelling stories with confidence, and recognizing familiar patterns in songs and poems. For administrators, it shows up as smoother transitions into upper grades, stronger literacy data, and fewer gaps to remediate later on. (Believe me, future you is very thankful.) Reading Month = Language Celebration March doesn’t have to be about “more work.” It can be about more joy . Songs that turn into stories. Stories that spark conversation. Conversation that strengthens comprehension. It’s a beautiful cycle—and one that works especially well when English instruction is systematic, playful, and grounded in how children actually learn language. Quality English acquisition supports reading month goals not by rushing students to read sooner, but by making sure they are truly ready when the time comes. This March, as we celebrate books and reading milestones, let’s also celebrate the language journeys that make those milestones possible. Because when we invest early, read often, and teach intentionally, we’re not just growing readers…we’re growing confident communicators for years to come. Happy Reading Month! If you’re looking for an English oral language acquisition curriculum that is designed for young learners and brand-new newcomers, look no further…you’ve found us! Just click below to learn more about getting started with GrapeSEED at your school!
