Children with English as an Additional Language...
Starting any preschool is a stressful and worrying time for any child and their family, but for children whom English is not their dominant language it can be even more challenging. At Mucky Pups we welcome children from all backgrounds and aim to to help your child settle as quickly as possible using various learning opportunities and by providing positive challenges to help your child settle with as little fuss as possible. By working closely with the child and their families we hope to ensure a happy and smooth preschool experience.
The Importance of Home Languages.
Bilingualism should be seen as an asset not a set back. A child's first language has a significant role within their identity and should be viewed as being of great importance. Children need to develop strong foundations in the language that is dominant within the home environment as this is where they spend most of their time.
Insistence, from either a preschool setting or the family in using an English only approach to learning language has the potential to result in fragmented development where a child is denied the opportunity to develop fully in either language. Our job at Mucky Pups is to reassure you that using your first language at home will not have negative consequences on your child's development.
At all times it must be remembered that children learning English as an additional language are just as able as any other child and their activities will be no less challenging.
Insistence, from either a preschool setting or the family in using an English only approach to learning language has the potential to result in fragmented development where a child is denied the opportunity to develop fully in either language. Our job at Mucky Pups is to reassure you that using your first language at home will not have negative consequences on your child's development.
At all times it must be remembered that children learning English as an additional language are just as able as any other child and their activities will be no less challenging.
Support for Your Child.
Bilingual support is a highly desirable resource but it has to be accepted that appropriate first language support may not be available for all children in all settings all of the time.
What is more important for the child in the first few weeks is to build strong and trusting bonds with the staff and in particular with their key-worker. When a child trusts the staff it does not matter that they don't share a common language but that they can communicate via alternative means such as gesture or picture cards.
Staff at the setting will respond to your child in a positive way which will encourage them to build the confidence to speak. Usually language begins as single utterances or the child copying phrases. Staff will never pressure a child into talking and we know in most cases 'understanding' comes before communication. It takes time and patience but we will work with your child to help them succeed.
Where needed (and if possible) we will seek further support but please be aware that funding is not always available for this type of support.
It should also be remembered that we will not treat your child any differently due them not speaking English. All the children at the setting are offered the same opportunities based on their own levels of understanding and their own unique development. Staff observe the children and make notes on their achievements each day and this is the same for every child at the setting. In the case of a child for whom English is not the first language observations will most likely be photographic based and staff notes initially. Children who attend the setting who share a common language will not be discouraged from using this in their play rather we will facilitate this and seek to join in as much as possible with their interactions.
What is more important for the child in the first few weeks is to build strong and trusting bonds with the staff and in particular with their key-worker. When a child trusts the staff it does not matter that they don't share a common language but that they can communicate via alternative means such as gesture or picture cards.
Staff at the setting will respond to your child in a positive way which will encourage them to build the confidence to speak. Usually language begins as single utterances or the child copying phrases. Staff will never pressure a child into talking and we know in most cases 'understanding' comes before communication. It takes time and patience but we will work with your child to help them succeed.
Where needed (and if possible) we will seek further support but please be aware that funding is not always available for this type of support.
It should also be remembered that we will not treat your child any differently due them not speaking English. All the children at the setting are offered the same opportunities based on their own levels of understanding and their own unique development. Staff observe the children and make notes on their achievements each day and this is the same for every child at the setting. In the case of a child for whom English is not the first language observations will most likely be photographic based and staff notes initially. Children who attend the setting who share a common language will not be discouraged from using this in their play rather we will facilitate this and seek to join in as much as possible with their interactions.
The 'Silent Period'...
This phrase is commonly used to describe the period of time when a child will often refuse to communicate at all. This, understandably, can be a worrying time for parents but it is common and is generally nothing to worry about. This phase can last for weeks or even months and it must be understood that this is not as passive stage in the child's development and that learning can, and is, still taking place. Children often understand more than they can say!
If your child does happen to go through a silent phase please be assured that we will continue to offer them the same opportunities as the other children and that we will still continue to observe and note their development.
If your child does happen to go through a silent phase please be assured that we will continue to offer them the same opportunities as the other children and that we will still continue to observe and note their development.
Buddy Systems.
For some children the introduction of a 'buddy' at the setting can be a helpful and positive way of helping a child to settle. It does not matter of they do not speak the same language it is simply someone for the child to focus on at the setting. All the children at Mucky Pups love to feel like they can be of help and this is a great way for them to offer support to a new friend. If you think this may help your child settle in please ask a member of staff for advice.
How You Can Help Us.
At Mucky Pups we are proud of the strong relationships we build with the families who use the setting. That is why we are not afraid to ask for your support too! If you have any resources you think may be of assistance in relation to other languages such as newspapers, posters, letters etc please do bring them in, (if you need them back we can always copy them).
A rich variety of languages on display helps all the children to see that words and letters come in all manner of shapes and sizes and with a variety of styles and uses.
Do you speak a foreign language? Maybe you could come in and help us translate some of our leaflets, or talk to the children. This would be of huge benefit to the preschool as we have a wide variety of people who access the setting and posters, leaflets and newsletters in other languages would mean we could offer a wider service to them.
Things you can do for your child...
Please feel free to correct us if we get the pronunciation of a name wrong!...we need your help to get these things right!
Label your child's belongings in both English and your own first language as this can be a real confidence boost for your child.
Provide us with a list of some of some of your key words and phrases (including pronunciation) so we can use them with your child. Good examples would be; toilet, yes, no and hello for example.
Provide us with lots of information via your home to preschool book about what your child has been doing at home so we can use this to talk to your child at preschool or set up role-play areas to mimic their experiences.
A rich variety of languages on display helps all the children to see that words and letters come in all manner of shapes and sizes and with a variety of styles and uses.
Do you speak a foreign language? Maybe you could come in and help us translate some of our leaflets, or talk to the children. This would be of huge benefit to the preschool as we have a wide variety of people who access the setting and posters, leaflets and newsletters in other languages would mean we could offer a wider service to them.
Things you can do for your child...
Please feel free to correct us if we get the pronunciation of a name wrong!...we need your help to get these things right!
Label your child's belongings in both English and your own first language as this can be a real confidence boost for your child.
Provide us with a list of some of some of your key words and phrases (including pronunciation) so we can use them with your child. Good examples would be; toilet, yes, no and hello for example.
Provide us with lots of information via your home to preschool book about what your child has been doing at home so we can use this to talk to your child at preschool or set up role-play areas to mimic their experiences.
