Introduction to Data Analysis Handbook - AED Center for Early Care ...

Infant/Toddler Languages: Program Policies
Process Components Content Information
Purpose To identify issues and concerns from staff and parents related
to infant/toddler languages and program policies.
Questions What concerns do programs have about infant/toddler
languages?
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What preferences do parents express related to language use
in infant/toddler classrooms?
Data Collection Sample Qualitative Data – Partial
Transcript from Questionnaire
Distributed to MSHS Programs
Questionnaire item #1: Languages
Our teachers are primarily monolingual English speakers
and our teacher assistants are bilingual English and
Spanish speakers. Ninety percent of the infants and
toddlers have parents who are monolingual Spanish
speakers.
The families of the infants and toddlers in our program
speak Spanish only at home. Do we need to use English in
our program or can we do the whole program in Spanish?
Our program has families that are speak Spanish only
(37%) and those that speak Spanish and English (63%).
The children who understand Spanish are spoken to in
Spanish and those that understand English are spoken to
in English. Is this okay for our infants and toddlers or do
we need to worry about teaching them all in both English
and Spanish?
There is a concern that children may be confused when
children are learning at an early age to speak two
languages that it may delay their primary language
development. Do infants and toddlers exposed to more
than one language have language delays?
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