Project promoting cohesive learning paths among plurilingual children enhanced professionals’ skills and families’ ability to support children’s learning

The proportion of foreign-language children in Espoo’s teaching and early childhood education and care (ECEC) has increased rapidly over the past few years. In order for the ECEC and teaching professionals to be able to promote plurilingualism and language development as much as possible, they require skills and knowledge to support them in their work. As a response to this need, the project Monikielisen lapsen eheä oppimispolku was launched in Espoo.

Since last autumn, the aim of the project has been to improve the learning conditions for children with an immigrant background. It has provided additional resources for creating support for plurilingual children, something that is normally done as part of the routine work.

‘The soon-to-end project has identified and highlighted good practices, and made them an established part of everyday preparatory education. The aim has been to find ways of promoting the development of children’s language learning and mathematical skills in cooperation with the parents,’ says project worker Irene Altundas from the learning path project.

Language is a tool for thought, self-expression and interaction, which makes it vital to help children develop their language skills. In addition to learning Finnish or Swedish, it is important to support a child’s own mother tongue.

‘Competence in one’s mother tongue serves as a foundation for realisations, learning abstract concepts and relations, and, subsequently, acquiring skills in another language and mathematics, for example. Therefore, its value cannot be overstated. The best results can be achieved by working together with parents to promote children’s overall language skills,’ Altundas says.

Studies have shown how important it is for ECEC providers and schools to promote language learning and the development of a plurilingual identity. A child requires sensitive education and care providers with the necessary skills in language-aware pedagogics.

‘Schools and daycare centres play a significant role in the formation of a child’s cultural identity and their growth into an active agent in their community. Plurilingualism is a highly valuable thing, but growing into a plurilingual individual requires conscious support, as well as adequate and varied exposure to language. Additionally, parents need tips and information about language development and ways in which they can support their child along the learning path. Guardians can promote a child’s learning through play, for example,’ says Altundas.

As part of the project, staff have been trained, in addition to which plenty of material has been acquired and created for guardians and ECEC professionals. Some material has also been translated into other languages during the project.

Although the project, funded by the Agency for Education and the City of Espoo, is coming to an end, the experience and good practices gained will remain in use. The development work will also continue as part of the routine work structures.

‘Professionals are now more familiar with language-aware pedagogics and they have gained a clearer understanding of what should be emphasised in addition to documents such as the pre-primary education curriculum and preparatory education curriculum that steer education – language-aware playing, reading as a dialogue, as well as mathematical skills and close collaboration with guardians in a fun way,’ Altundas says, listing some of the project’s successes.

Inquiries:

Irene Altundas

Project worker

Growth and Learning Sector

Early childhood education in Finnish

irene.altundas@espoo.fi

Tel. +358 40 6368071

Available until 1 July 2022