Foreign language learning by children from kindergarten was one of the most important problems of parents and teachers directly involved in this process.
This reflects the tendency of today’s society to accept the prospect of globalization, multiculturalism.
An early acquaintance of a child with a second foreign language learning helps to stimulate interest in continuing and perseverance in learning throughout the school.
With time speaking the language, and at the same time, the adults using the acquired skills will definitely increase their value in the labor market both in the country and abroad.
At the beginning of foreign language learning in kindergarten, two points of view on the planning and organization of activities should be considered:
- Subject Approach – Learning – Learning focuses on the proposed goals associated with buying children (the practice of a foreign language learning), and not just the information content (assimilation of vocabulary concepts);
- integration of foreign language learning teaching in the daily activities of children, especially in routines, in the form of a “language soul”.
Arguments in favor of such approaches:- the child is the basis of the learning process;
- learn what he does, act;
- a game;
- cross-learning content of education;
- holistic approach;
At the same time, active learning is carried out by encouraging spontaneous communication.
Direct participation of children in learning, encouraging cooperation with colleagues.
Evaluating their own progress (individual portfolios).
Here are some examples:
- presence and greeting – “Call to the registry” is a good opportunity for a child to introduce himself, count the children present, make a classification (how many boys, how many girls are present), use specific words and phrases
- Nature’s calendar – “What is the weather like?” – introduces vocabulary terms that are useful for expressing children’s weather.
Using visual organizers is also a good exercise for observing, recording and analyzing weather and vocabulary data in daily life.
They are conceived by the teacher for a certain period of time (one week, one month) and directly teach the child.
Repeating daily the questions and answers characteristic of nature, drawing the right symbols, drawing conclusions.
An example is a graphic organizer designed for a week. Used as a routine.
It improves children’s skills: recognizing and interpreting a written language.
Enriching vocabulary (denomination of days of the week, weather, phenomena of nature, numbered).
Every day, the child fills in an individual calendar, draws a symbol in a field corresponding to the weather.
Answers questions using verbal structures “What kind of weather is like?”
At the end of the week we count as many days as sunny, cloudy, rainy, windy days.
We write their number in the right window, coloring so many boxes in the table below.
After completing these steps, you can easily see the weather that has developed this week (several sunny days, fewer rainy days), which was not a natural phenomenon, but why not, the number of days of presence / absence.
Meals – “Breakfast”, “Lunch time” – preparation for serving meals includes the development of basic hygiene procedures in foreign languages.
Setting the table, dishes, menus, setting the table – liskes / dislikes – What about lunch? Study hand wash).
Exercises are dramatized with the body, exercises in which children are asked to sit down as if they were “table top”, “plate / spoon / fork / knife”, verbalization of these actions (“I am a tablecloth / plate / spoon / fork / knife!”) .
- preparing for sleep, dressing up children for going to kindergarten, leaving the house.
- the opportunity to practice vocabulary in terms of clothes, shoes, and other specific actions;
- bringing toys, alignment in a row, setting the desktop can be performed as a normal moment, through songs and poetry.
The teacher should be aware of the fact that the development of the vocabulary of children in a foreign language.
Proposed for study, occurs gradually.
It is useful to use the native language and a foreign language in parallel.
Until the child can express himself only in a foreign language, and this activity is indeed a routine.