A transition program is a scheme that a group of schools agree to follow and apply in help students making a changeover from preschool to secondary school. There is need for additional research on educational practices and curriculum that serves the preschoolers. There is need to test the efficacy and the effectiveness of the curricula offered to the preschoolers (Dickinson, 2011). Effective strategies are required to improve on the children’s language and literature proficiency irrespective of the curriculum used. This can be achieved through identifying the key teaching and facilitating methods on how to do it. It has been evidenced that bilingual preschoolers attain similar English abilities when they attend English engrossment and that the children always loose the home language if it is not supported in their schools. This then results to children, who speak two languages in their early life being at a risk of not being bilingual. This again limits the children from enjoying the advantages and the many benefits of bilingualism. This has been supported by the fact that Spanish supports psychological welfare and aids people to bond with their communities (Krashen, 1997). Bilingualism enhances many knowledge skills. These skills range from increased consciousness of semantic relationships and improved phonological sentience, grammatical rules and structures and more proficiency in academics and improved well being. The transition programs focus on helping the children settle in the school environment before starting the curriculum. This enables the students to familiarize with the environment, the teachers, activities and their peers (Giallo, 2010). When the students take part in these, they have been said to have a greater self confidence, fewer difficulties in their behaviors and improved social skills and academic proficiency and accomplishment (Belsky & MacKinnon, 1994). Up to this point, we can say that the transition programs and the school achievement of bilingual children have a profound relationship. This relationship is bound by the tasks they perform and their aims (Neuman, 2011). Academic proficiency and achievement This is an aim that is seen in both the transition programs and the achievement of bilingual children. Bilingualism has been seen to increase the academic competence of the children who study two different languages. There are models which encourage the preschoolers to study their home language too as they study other languages, these education models promote children’s development in both languages and this promotes academic outcomes (Neuman, 2011). One aim of the transitional programs is to prepare the preschooler students to be able to cope up with the environment of the secondary school. This is through the familiarization of the students to the environment, the tutors and their peers before they can start their learning. This again is evident from the achievement of the bilingual children. A research has been reviewed which has several implications for professionals and the tutors who work with the young bilingual children (Kagan & Rigby 2003). In bilingual children, the educators have to learn understand the exposure of the children to their home language and English at the school year start. The bilingualism in the children then differs in regard to when the child was exposed to English or Spanish prior to school. This thus means that an early exposure will lead to a higher level of
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5 pages (1250 words)Book Report/Review
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