"Education is the highest good we can give our children." (Cat Stevens)
Goal of Rucksack KiTa is child language education - general and multilingual, always systematic and integrated into everyday life. Because this promotes the children's linguistic development to a special degree.
Other goals of the programme are:
- the promotion of overall child development
- Strengthening the participation of parents/families
- The development and expansion of the education and child-raising partnership
- the diversity-oriented and migration-social opening of the educational institution
The programme is based on the idea of participation and the transfer of responsibility (empowerment): All actors act as experts in their "own field". They receive materials, training, information, offers, etc. that are specifically tailored to their needs and competences, which they implement actively and on their own responsibility in their everyday lives and in their languages.
In the sense of the education and upbringing partnership that has been entered into, the following functions Rucksack KiTa only multidimensional: The parents/families try out topics and activities in their group, which they deepen with the children at home in the family languages. At the same time - coordinated with this - the KiTa supports the (multilingual) language education of the children through offers integrated into everyday life. Valuable potential, because:
"Every new language is like an open window that opens a new perspective on the world and broadens one's outlook on life." (Frank Harris)
Rucksack KiTa ® much more than language education!
The programme links the language education and upbringing of children with a concept of family education and supports the diversity-oriented and migration-society development of the educational institution: a long-term investment against inequality of opportunity in the education system, exclusion and prejudice.
Multilingual children develop in the same way as monolingual children
Multilingualism is an opportunity, not an excessive demand
Language and identity are closely linked
Language blends are part of natural communication and identity in multilingual families
The attitude towards speakers of one language determines how successful the acquisition of another language is.
Language acquisition is individual and depends on various factors
Multilingualism is the norm, monolingualism the exception
How can I support language acquisition?