top of page
       The mother tongue is central to the educational activities when working with multilingual children. The basis for multilingualism is done through the mother tongue

 

OUR PROGRAM

 

   Before forming project consortium, participants from newer EU countries (PL, EE, CZ, RO) and a candidate country (MK) has agreed that there are no sufficient solutions in the area of early education allowing for the successful inclusion of children with migration background into a mainstream, quality education in their countries. On the other hand, good practices from experienced partners with long-term, established integration policies, has allowed addressing the identified need. 



Following needs were identified to be addressed:

  • Insufficient knowledge and experience of teachers and staff in preschools necessary to create adequate learning environment for children with migrant background, including various aspects, such as: methods of working with children learning host country's language as foreign or second, psychological aspects of migration experience and its influence on child, parents/caregiver, family, teachers subconscious attitudes toward children/families with migrant background etc.).

  • Lack of systemic solutions to provide relevant support for (pre)schools as institutions responsible for organizing community education

  • Lack of validated learning tools, instructions, educational materials, games etc. ready to use in early education for inclusion of children with migrant background

  • Low awareness among policymakers of early education importance for future educational success of children as well as reduction of intervention cost deriving from extended educational support required by children who had limited access to effective inclusive preschool education

////////////////////////////////////////////////////////////////////////////////////

       The project implementation will allow teachers and staff to gain knowledge and experience of teachers and staff in preschools necessary to create adequate learning environment for children with migrant background and equip them with validated learning tools, instructions, educational materials, games etc. ready to use in early education for inclusion of children with a migrant background. What is more, the lack of systemic solutions to provide relevant support for (pre)schools as institutions responsible for organising community education will be addressed, as each participant will research local state of the art and will be able to indicate and raise awareness of new challenges and needs, but at the same time will have an overview of local institutional and legal context.

 

////////////////////////////////////////////////////////////////////////////////////

       Following tools (existing and validated in United Kindom and Sweden) were chosen for further adaptation, testing, validation and improvement in Poland, Czech Republic, Estonia, Republic of Macedonia and Romania:



              Enrolment procedures adjusted to families’ needs

            Translator’s support

            Information meetings for parents (with translations)

            Inclusion programme

            Materials for inclusions

            Handbooks, booklets, checklists for teachers and staff

            Training and instructions for teachers and staff

            Teacher’s assistant

             Integration trips (for children, parents, teachers)

             Thematic/ integration workshops (for children)

             Language workshops for teachers and staff

           Script/questionnaire of introductory meeting (to better recognize child’s and family's needs, situation and experience, form a picture of the child's culture, norms and values, and important traditions and celebrations and, explain expectations and rules)

              Games

               Language  plans for bilingual children

bottom of page