We prepared a catalogue of all necessary skills and knowledge for the teacher to be better suited to work with the children in a different cultural environment.
Qualitative research has allowed an insight into the routine practices of preschools illuminating the fundamental challenges faced by employees in these institutions. Some of the identified complications are of institutional character and, therefore, it is much more difficult to achieve their improve. Other frequent challenges were embedded in the language barrier both in communication with children and with parents. At the same time, in terms of communication with parents, there was evidence of the misunderstanding caused by cultural differences. This includes different views on child upbringing and education, a different understanding of the role of preschool education and teachers in it. The language barriers sometimes cause social and emotional problems of children and parents from different cultural environments. The children often experience stressful situations, feeling of uncertainty and anxiety, which could be even expressed by aggressiveness towards teachers and other children. The language barrier is also the cause of problematic diagnostics of special educational needs. For these cases, it would be useful to have bilingual psychologists, which is rarely possible.
The Catalogue of knowledge and skills describes possible solutions to the above-mentioned challenges and serves as the basis for the country specific training program within MUTUAL project. It contains synthesis of the latest specialized literature, which includes titles in the official languages of partner countries. The second part of the Catalogue deals with the key conditions and skills necessary for education of children from diverse cultural or linguistic background. Further the relevant educational projects related to the same issue are described.
The first part is dealing with the understanding of migration and impact on the identity. It focuses also on the socio-emotional aspect the experiences of migration have on young children. The second part is focused on communication and language development. Besides teaching children-foreigners a new language, the cooperation with parents is a key for successful integration of children into pre-school. Therefore one of the chapters focuses on methods and communication strategies, which can enhance the involvement of parents in the education of their children.
This catalogue of knowledge has a framework function to syllabi, modules, subjects, practical training which will be developed in partner countries and puts goals, competencies and contents in the “Catalogue” form. It is expected that schools prepare a plan of implementation of contents or achieving of competences and implementations of goals within the shape of implementing curriculum/training programme according to their own needs and autonomy.
You can find the catalogue here: