A digital activities guide to promote English as a second language acquisition for age 0.3 in ecec
Koukkula, Michelle; Saudrais, Marina (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052415183
https://urn.fi/URN:NBN:fi:amk-2024052415183
Tiivistelmä
The purpose of this portfolio-based thesis was to reflect on the promotion of English as a second language acquisition for age 0-3 year olds in early childhood education and care settings in Finland.
The research was conducted in collaboration with two different private bilingual kindergartens in Finland. The aim was to provide high quality and
interactive English activities that meet the needs of babies and toddlers. This responds to KARVI's (2020) recommendations to provide quality activities for children under three years of age and to increase reading aloud and literacy activities.
The groups are immersed in the English language as part of their everyday lives. This approach must respect children's wellbeing, identity and multilingualism. Considering the importance of educators' observations, relevant activities were planned, implemented and evaluated for the children, for whom participation and interaction were emphasized through constant support and motivation.
The outcome is an immediate digital resource for ECEC educators who need guidance in their efforts to support the holistic growth and English language development of their children in the classroom. The activities are themed and designed to be playful to engage the children. The work has been done in a portfolio format and the content is not public.
The research was conducted in collaboration with two different private bilingual kindergartens in Finland. The aim was to provide high quality and
interactive English activities that meet the needs of babies and toddlers. This responds to KARVI's (2020) recommendations to provide quality activities for children under three years of age and to increase reading aloud and literacy activities.
The groups are immersed in the English language as part of their everyday lives. This approach must respect children's wellbeing, identity and multilingualism. Considering the importance of educators' observations, relevant activities were planned, implemented and evaluated for the children, for whom participation and interaction were emphasized through constant support and motivation.
The outcome is an immediate digital resource for ECEC educators who need guidance in their efforts to support the holistic growth and English language development of their children in the classroom. The activities are themed and designed to be playful to engage the children. The work has been done in a portfolio format and the content is not public.