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Books for all my Preschoolers

Organized by: Neris Hernandez

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THE STORY:

Marcos mother came to my preschool five months ago. (name has been changed for identity reasons) In her limited Spanish, she said she wanted to enroll her child in the program. She speaks Kaqchikel and so does Marcos, one of the native Guatemalan languages. She was explained the process and also that there was a waiting list to enroll Marcos. She did. Two months ago, Marcos was admitted to into the program. the first day of school, I welcomed into my classroom a shy, apprehensive 3-year-old child. Marcos attention focused, as he entered my classroom, in the library (a small shelf with no more than ten worn and torn books. Yet, he walked towards the library area and began to open the books and explore the pictures. It is his favorite learning center in my classroom. Marcos faced many challenges when he arrived to this country. One: the dangerous trek across Mexico to get to this country, Two: Being uprooted from his native village and transplanted to a country where he is strange to the customs, language, and people. Yet, Marcos has made tremendous progress in a few months. He not only speaks his native language at home with his family, but he is becoming fluent in Spanish and English as well. Language development is major component of all preschool programs. Books are the vehicle to achieve that goal. Just as Marcos, the student population in my school is about 75 percent of low income immigrant families. The majority from villages from Guatemala and southern Mexico. My goal is to purchase enough books so I can build a library, large enough for the whole center. We serve 186 children in total. and so they can loan books on a daily basis to take home had have their parents read with them. As a preschool teacher, my goal and social and moral obligation is to give all my children a head start in life so they can have better chances to succeed in their academic journey.

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Neris Hernandez

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