Target groups Rucksack KiTa

Parents or families

Parents/families are approached as experts for the promotion of the language(s) of origin/family - oriented towards their strengths. In addition, they potentially have much more speaking time available for their children than the educational specialist in the facility. If the parents/families have learned to read aloud interactively and, for example, encourage their child to think and talk about such a story or to tell the stories to others, the attention time can multiply quickly and the child can speak considerably more in one week in this context than in the day care centre. If the child is also encouraged to tell stories about experiences in the day care centre on a daily basis, this will have a very positive effect on the development of the first language.

Children

Language is one of the most important key competences for lifelong learning and later success in educational institutions. Especially for children at the beginning of their language development and for children who grow up multilingually, early language education and the support of language competences by parents/families and educators are of crucial importance. The promotion of language development as a central educational task is therefore rightly given a high priority in the elementary sector. The new scientific findings and practical experience gained in recent years show that it is above all systematic language education integrated into everyday life that promotes children's language development.

Parent guides

Parent guides lead the Rucksack Group of the parents/families. If possible, this should be a multilingual person with an international family history from the day care centre itself or the task is taken over by a professional with an international family history (students, professionals on parental leave, language support staff, etc.).

The advantages are obvious: people who partly have a similar family situation and speak the same language are more quickly seen as confidants and can thus more easily take on a mediating role, a "bridging function" between the educational institution and the parental home. This person should have a good knowledge of the participants' first language(s) or family language(s) as well as German. As a rule, the parental guidance is carried out by freelancers or released pedagogical staff from the institutions. They are supported by so-called instructors (coordinators).[1] trained and accompanied. Qualification measures are planned for this purpose, which include comprehensive topics. These training courses are of course geared to the needs on site. As a rule, qualifications are offered on the following topics:

• Migration-sensitive sensitisation/diversity-conscious action in education and training
• Communication and conflict management
• Methods of group leadership and discussion
• Practical implementation of the programme Rucksack KiTa
• Group design
• Activities and games
• Observe and motivate children
• Parental self-education or help for self-help
• Language education, language development and language acquisition
• Multilingualism
• Promotion of mathematical precursor skills
• Literacy education
• The importance of attachment for child development
• The development of toddlers and/or preschool children
• Health
• Media education
• Interreligious dialogue

[1] Trainers are professionals who are educationally and interculturally pre-qualified, competent in the theory and practical work of multilingualism and experienced and knowledgeable in working with people with international family histories.