BEE BREAK IN CULTURE
At the heart of our educational project is the child - the person, the child of his own development, the active child, the competent child, with a strong individualized focus on individual needs and the specific characteristics of different family contexts (Golschmied, 1996).
The educational relationship is set on recognizing and observing each child's individual characteristics (temperament, personal history, organization of family life, and the educational style of his / her family members), in an educational collaboration that is constantly being among educators and parents.
Parents are therefore protagonists of Nido 's life as real and symbolic representations, and all educational projects revolve around the consideration of child - family relationships, inspired by the thinking of psycho - pedagogist Elinor Goldschmied who has highlighted that emotional well - being of children depends on the emotional well-being of the adults who care about them, or parents and educators.
Parents: active part of the project!
The aim of creating opportunities for parents to engage in educational activities has declined in the form of a multiplicity of activities in partnership between educators and parents.
What we want to propose is an educational experiment aimed at enhancing the linguistic heritage of families of other nationalities, and create active collaboration practices between parents and educators.
Given the evolutionary skills in cognitive and linguistic domains in the early years of life, the goal of this project is not solely to teach children more languages, but to allow them to share in this world from an early age and continue to live as with the wealth of knowledge that accompanies mutli-lingualism. Indeed, in globalized society, families, and adult communities multi-lingual children are now a salient feature.
The educational assumption underlying this project is to promote, in very small children, an attitude of openness towards people who speak other languages and motivate to communicate with them.
As Oken says, "The eye brings man into the world, the ear brings the world into man." We know how active and aware listening skills are the basis for language learning both in the mother tongue and in foreign languages.
The presence in our school of families of different nationalities gave us the inspiration for the project "Our Dishes in the Language", in the desire to enhance the different languages present in the small community of the parents of the School and on the basis of the collaboration practices normally adopted.
Considering that children from early ages through the game know how to implement strategies to live together with people who speak other languages, they have been able to exploit the potential of plurilingual reality. We started from the hypothesis that an attitude of openness, curiosity and willingness to express or listen to different languages by adults (through small gestures such as a greetings to a foreign language educator or a conversation between foreign parents in their language ) Solicit children's motivation and interest.
Everyone, with their own cultural and linguistic heritage and their own skills, can send a stimulating message to the children. Exposure to adult behaviors that expose interest and motivation to learning new languages certainly represents a model for children and an inspiration for imitation.
The intent of experimenting with plurilingualism is certainly not to "teach" other languages to children attending school, but simply to allow them to learn how to perceive the presence of people who speak different languages.
The project involves the active presence, in turn, of a mother tongue of German, English, French or Spanish mother tongue who takes part in the everyday life of the School and who lives his language by interacting, playing, singing or having fun with children.
Experience shows that the lack of knowledge of a new language does not represent an obstacle to interaction with foreign parents, since even small children in their mother tongue do not always understand the meaning of each single word in detail.
Their comprehension of messages and situations is global and passes through all the senses, body experiences, emotions and associated mental representations. Communication is a global experience and is based on the overall perception of the atmosphere of a particular situation, from which intuitive assumptions and hypotheses arise, in the need to understand it better.
As Tracey Tokuhama - Espinosa, an expert in multilingualism, says, while
"parents think a language, small children perceive it through the senses. "