The answer to this question will only centre on the language aspects of nursery schools. It will not discuss the possible benefits of nursery education in general. It is initially important to highlight situations where it may not be wise to send a child to a nursery school. If the family is attempting to raise the child in the minority language, and the nursery school runs through the medium of the majority language, parents need to make a careful decision about when to introduce the majority language. Many parents in minority language situations prefer to send their children to minority language nursery schools. If the minority language is threatened and in need of maintenance in the community, parents may wish their children to develop in the minority language before introducing the majority language. In such minority language situations, it is quite feasible to introduce the majority language as late as six or seven years of age with the child becoming fluent in that language within two to five years.
Most children in minority language situations have little difficulty in acquiring the majority language. The majority language surrounds them in the mass media, as the common denominator in the street and playground, and as the dominant cultural medium in the teenage years. In a minority language situation, it is therefore quite usual for parents to wish to send their children to nursery schools using that minority language. Such nursery schools reinforce and extend the language development of the home.
If education through the minority language is not available to language minority parents, there is a danger in sending the child to a majority language nursery school. Exposure to the majority language at an early age may decrease the chances of the minority language retaining a strong place in the child's language life. Consideration needs giving to deferring entry to such a majority language nursery school. Alternatives that will ensure the minority language is experienced fully in these formative years include: keeping the child at home, registered childminders, mother and toddler playgroups and a group of carers meeting on an ad hoc basis.
A different situation occurs when a majority language parent wants the nursery school to help a child learn a second language. In Wales, for example, there are preschool playgroups, mother and toddler group, and nursery schools where children from English language backgrounds attend (alongside Welsh speakers) and acquire the Welsh language. Through playing with other children, organized games and activities, children in a nursery school situation can easily and successfully pick up the basics of a second language. Depending on how many hours are spent in the nursery school, a child is likely to develop a good understanding of a second language. Speaking the second language fluently will come later than understanding.
An ability to understand a second language achieved at nursery school is an invaluable foundation for later blossoming in the primary school. Sometimes parents find the nursery school seems to achieve little second language development success. They expect fluent speakers too soon. If such schools enable children to understand a second language, parents will find that primary education transforms passive understanding into active speaking quite quickly.
In an effective nursery school where children spend much of the day, and where adult language stimulation is well planned and delivered, fluency in a second language is possible. Such an immersion language situation is advantageous in producing a bilingual child.
In such a situation, the majority language of the home is not at risk. There will be sufficient exposure to the majority language in the home, in the outside environment, and later in formal schooling. Acquiring a second language in a well organized and purposeful nursery school is usually straightforward and enjoyable. An early and valuable foundation is laid for bilingualism. Preschool playgroups and nursery schools that are relaxed yet purposeful provide a context where children acquire a second language in a hidden and thorough manner.