Target groups Rucksack KiTa

Target groups Rucksack KiTa

Who is Rucksack KiTa aimed at?

The Rucksack KiTa programme includes the following target groups:

Parents or families as experts

Based on their strengths, the parents/families act as experts for the promotion of the family language(s). In addition, the experiences, methods and suggestions conveyed in the groups give the parents/families security and strengthen their confidence in their own competences. In addition, the structured communication of the programme content gives the parents/families the opportunity to focus on the development of their children. In this way, their relationship with each other and their own identity can potentially be strengthened.

In addition, they potentially have much more speaking time available for their child than the educational specialist in the facility. Rucksack KiTa can quickly multiply the attention time as parents/families are encouraged to read interactively to their child, for example, which can specifically get them to think about, discuss and retell a story.

If the parents/families also encourage the child to talk about his or her daycare experiences on a daily basis, this has a very positive effect on general language development.

 

Children as educational beneficiaries

Language is one of the most important key competences. Especially for children who grow up multilingual and thus have the potential of multilingualism and are at the beginning of language development, early language education and the support of linguistic competences by parents/families and educators are of crucial importance.

The promotion of linguistic development is thus rightly one of the central educational tasks in the elementary sector.

Newly gained scientific findings and practical experience show that - in addition to strengthening identity and general child development (motor skills, etc.) - it is above all systematic language education integrated into everyday life that promotes children's language development.

 

Parent guides as a link

The parent guides play a crucial role. They lead the Rucksack KiTa-group(s). If possible, a multilingual person with an international family history - ideally from the educational institution itself (released pedagogical specialist) - or alternatively an external specialist (student, specialist on parental leave, language support worker, parent/family member, etc.) should take on this task.

The advantages are obvious: people with a similar family situation and who speak the same language are more quickly seen as confidants.

They can thus more easily take on a mediating role or "bridging function" between educational institutions and families and ensure the consistent and reliable use of multilingualism in the group.

Multilingualism, migration-sensitive cooperation and open cooperation are qualities that the parent guides exemplify - also towards the parents/families. The impulses that are generated by the parent guides through the design of the Rucksack KiTa groups are set with playful activities, songs and suggestions, give parents/families new ideas and security for engaging with their children and strengthening the relationship in the family.

The parent guides themselves are trained by the responsible instructors (coordinators).[1] accompanied and qualified.

[1] Trainers are professionals who are pre-qualified in pedagogy and migration-sensitivity, have competence in the theory and practical work of multilingualism and experience in the context of diversity and multilingualism.

Pedagogical professionals as a hub

The tasks of educational professionals are more complex and diverse than ever. In addition to childcare, education and holistic support, there is an increasing need for the ability to perceive and understand lifeworlds and diversity and to promote inclusion. It is equally important to form educational partnerships with parents/families and caregivers, to support transitions, to develop institutions and teams and to cooperate in networks.[1].

Demanding processes in which the educators might need support - as well as in the (multilingual) everyday integrated education of the children.

This is precisely where the Rucksack KiTa-Principles of diversity-conscious education and upbringing that actively counteract one-sidedness and exclusion.

The work with Rucksack KiTa offers a great opportunity to the day-care centres in general and the educational staff in particular. They are advised, accompanied and qualified by the programme coordinators and are in continuous exchange with the parent guides as well as with the programme coordinator or instructor.

 

Educational institutions as multipliers

Rucksack KiTa is a programme that takes place in educational institutions. This is a great opportunity, as it allows them to open up in terms of diversity and multilingualism.

This openness can trigger processes that can bring about great changes in the educational institution itself, in the district or even in the city or county.

The educational institution is responsibly involved in the parallel promotion of the German language - taking into account the family languages. The day care centre coordinates the programme of the parents/families with its concept of everyday integrated language education. The parents/families are given the opportunity to specifically address the development of their children through a structured communication of the programme content.

With regard to the parallelisation of language education (parents ↔ institution), the connection of the programme Rucksack KiTa to the day care centre is indispensable.

[1] Cf. Länderübergreifender Lehrplan Erzieher/Erzieherin:

http://www.berufsbildung.nrw.de/cms/upload/fs/download/sozial/laenderuebergr-lp-erzieher.pdf (as at: 30.07.2019).

Development

Multilingual children develop in the same way as monolingual children

Excessive demand

Multilingualism is an opportunity, not an excessive demand

Identity

Language and identity are closely linked

Language blends

Language blends are part of natural communication and identity in multilingual families

Posture

The attitude towards speakers of one language determines how successful the acquisition of another language is.

Factors

Language acquisition is individual and depends on various factors

Standard

Multilingualism is the norm, monolingualism the exception

Support

How can I support language acquisition?