Curriculum for preschool bilingual education clil

Scientific Reviewer Prof. Irinela NICOLAE (Early Childhood Education Expert)

Editor: Nicoleta SAVU Illustrations: Alina DAN Book Cover Designer: Irina Maria IORGA

First published in 2015

Curriculum for Preschool Bilingual Education CLIL is produced by Bilingual education: a step ahead Project co-funded by the Erasmus+ programme of the European Union.

The content reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

ACKNOWLEDGEMENTS

Numerous people and institutions have contributed to the development of this Framework. In particular, we would like to thank Agnieszka Kucharska, the Project Coordinator (from Przedszkole Miejskie Nr 206 odz, Poland) of the Bilingual education: a step ahead Erasmus+ Project and Julia Budzowska (from Rainbow English, odz, Poland) for her support.

The project team coordinators for each participating institution having preschool level: 9 Gra yna Ma achowska – Przedszkole Miejskie Nr 152 odz, Poland; 9 Nicoleta Savu – Gr dini a P.P. “Perlu ele m rii”, Constan a, România; 9 Evangelos Kapetis – Platon M.E.P.E. Katerini, Kentriki Makedonia, Greece; 9 Costin Sorici – Asocia ia Creative Human Development, Constan a, România.

The following individuals have made an important contribution to the development of this document: 9 Paulina Dubilas, Karolina Micha ek, Sylwia Kowalczyk, Ewa Bociek, Judyta Stegli ka, Agnieszka Unczur-Traci ska – Przedszkole Miejskie Nr 206 odz, Poland; 9 Krystyna Milcarz, Jagoda Przybysz, Katarzyna Fischer, Emilia Le niewska, El bieta Zaleta, Anna Markowska, Agata Sznajder, El bieta Grzelak – Przedszkole Miejskie Nr 152 odz, Poland; 9 Vasiliki Dafkou, Electra Mpinta – Platon M.E.P.E. Katerini, Kentriki Makedonia, Greece; 9 Adina Elena Pastorcici, Nicoleta Mân scurt , Zanfir Flori-Georgiana – Gr dini a P.P. “Perlu ele m rii”, Constan a, România.

2

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

CONTENTS

I. INTRODUCTION ………………………………………………………...…………… 4 II. EDUCATIONAL SYSTEM II.1. Educational System in Greece …………………………………………...……..….. 8 II.2. Educational System in Poland ……………………………………………………. 10 II.3. Educational System in Romania ………………………………………………….. 11 II.4. Educational System in Turkey …………………………………………………… 13 III. PRESCHOOL EDUCATIONAL SYSTEM III.1. Preschool Educational System in Greece ……………………...………………… 15 III.2. Preschool Educational System in Poland …………………………..……………. 17 III.3. Preschool Educational System in Romania ……………………………...………. 23 III.4. Preschool Educational System in Turkey …………………………….………….. 27 III.5. Preschool Environment …………….……………………………………………. 29 III.6. Adult-Child Interaction ………………………………………………………….. 39 IV. PRESCHOOL CURRICULUM CONTENT………………………………………... 42 V. BILINGUAL PRESCHOOL EDUCATION V.1. Why English? 10 Reasons to Learn English ……………………………..……….. 44 V.2. CLIL Method on Bilingual Teaching ………………...………………………...…. 46 V.3. Five Steps to have an Exceptional Bilingual Space and a Successful Bilingual Preschool Program ……………………………………………………..………………. 58 V.4. Daily Routine ……………..………………………………………………………. 62 V.5. Parent Involvement in Bilingual Education …………………………………...….. 67 VI. SECOND LANGUAGE ACQUISITION DEVELOPMENT IN EARLY YEARS VI.1. English Language Acquisition as a Second Language Steps ……………..…….. 69 VI.2. Comprehension of Second Language ………………...………………………….. 72 VI.3. Communication in Second Language ……………………………………………. 73

3

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII. TEACHING METHODS, TECHNIQUES, PROCEDURES …………………...... 74 VII.1. Classical Approaches to Teaching and Learning ……………………………….. 75 VII.2. New Approaches to Teaching and Learning VII.2.1. Role playing ……………………….………………………………….. 76 VII.2.2. Mosaic ………………..…………………………………………….…. 77 VII.2.3. Lotus ………..………………………………………………………… 80 VII.2.4. Cube …………….…………………………………………………….. 82 VII.2.5. Pair Teaching/Pair Changing …………………………………………. 83 VII.2.6. Mysterious Journey …………………………...………………………. 85 VII.2.7. Thinking Hats ………………………………………...……………….. 87 VII.2.8. Star Bursting …………………………….……………………………. 89 VII.3. Assessment Methods VII.3.1. Storytelling Organiser ……………………………………….……..…. 90 VII.3.2. Double Bubble ………………..……………………………….…………... 91 VII.3.3. Venn Diagram ……………………………………………..………………. 92 VII.3.4. Project Based Learning …………………………………………...………. 93 VII.3.5. Blazon/ Heraldry Technique ………………………………………………. 94 VII.3.6. Tour Gallery ………………………………………………………...……... 95 VII.3.7. Comics …………………………………………………………………….. 96 VII.3.8. ATA/ Ask – Throw –Answer ………………...……………………………. 97 VII.3.9. Riddles …………………………………………………………………….. 97 VII.3.10. Bunch …………………………………………………………………..… 98 VII.3.11. Poster ……………………………………………………………………... 99 VII.3.12. Pyramid and Diamond ………….……………………………………….. 100 VII.3.13. Unfinished Sentences ……………..…………………………………….. 101 VIII. CLIL LESSON PLANS Arts and Crafts ……………..…………………………………………….………… 102 Math …………………………………………………………………………..……. 106 Music ……………………………………………………………………….……… 114 Physical Education ……………..………………………………………………….. 118 Science …………………………………………………………………………….. 126 IX. REFERENCES AND FURTHER READING …………………………………….. 135 4

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

I. INTRODUCTION

Learning English as a Second Language is like other forms of learning, and learners should not be isolated from the mainstream program where the best models of natural language occur (Clarke 1992).

European Commission supports projects under the integrated Erasmus+ Program for Education, Training, Youth and Sport. The new Erasmus+ program aims to support actions in these fields for the period 2014-2020. The programme gives opportunities to students, trainees, staff and volunteers to spend a period abroad to increase their skills and employability. It supports organisations to work in transnational partnership and to share innovative practices in the fields of education, training and youth. It also supports national efforts to modernise Education, Training, and Youth systems. Erasmus+ will provide opportunities for over 4 million Europeans to study, train, gain work experience and volunteer abroad.

Curriculum for Preschool Bilingual Education CLIL is produced by Bilingual education: a step ahead Project co-funded by the Erasmus+ program of the European Union.

The content reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Curriculum for Preschool Bilingual Education CLIL is a comprehensive collection of knowledge-building and daily practice resources that explains the what, how, and why of teaching English as a Second Language to preschool speakers of other languages, using CLIL Methodology. It brings together the experiences and knowledge gained through the Erasmus+ Bilingual education: a step ahead Project and focused on the implementation of CLIL in early childhood education.

It contains useful information preschool teachers need to know to build and implement a high-quality preschool bilingual program. It is designed to offer a great support for preschool teachers working in classrooms where other language is spoken, but they want to implement bilingual education. Turn every minute of the day into English learning opportunities for your preschoolers.

5

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

For more information on the program, visit www.beclil.eu.

BILINGUAL EDUCATION: A STEP AHEAD is an Erasmus+ Key Action 2 – Strategic Partnerships – Cooperation for innovation and the exchange of good practices, No 2014-1-PL01-KA201-003382. It commenced on 01.11.2014 and will end on 30.10.2016, involving 14 institutions from 4 countries: POLAND 9 Przedszkole Miejskie Nr 152 odz; 9 Przedszkole Miejskie Nr 206 odz; 9 Rainbow English, odz; 9 Szko a Podstawowa Nr 41 odz; GREECE 9 Elementary School Neoi Porroi, Kentriki Makedonia; 9 Koundoura Language Centre, Katerini, Kentriki Makedonia; 9 Platon M.E.P.E. Katerini, Kentriki Makedonia; ROMANIA 9 Asocia ia de p rin i Perlu ele magice, Constan a; 9 Gr dini a Program Prelungit Perlu ele m rii, Constan a; 9 Asocia ia Creative Human Development, Constan a; 9 coala Gimnazial Nr. 5 Arad; TURKEY 9 Bahcesehir Koleji Gaziantep Ortaokulu; 9 Samsun Buyuksehir Belediyesi (City Museum); 9 Tekkekoy 19 Mayis Ortaokulu, Samsun.

Bilingual education: a step ahead Project bases on bilingual education and CLIL methodology. CLIL stands for Content and Language Integrated Learning. It refers to teaching different subjects to students through a foreign language. This can be done by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction.

Implementing these two ideas into the project and school institutions everyday work, teachers and students will improve their key competences, language skills and get motivated for further development of international relations by means of EU projects like Erasmus+ and/or eTwinning.

Knowing that the idea of CLIL is quite unknown to the wider publicity the actions of the Bilingual education: a step ahead Project will also aim at promoting this methodology among other educators, students and their parents in our countries and beyond them.

Most of the participating institutions have carried out projects that were international, linguistic and/or student-oriented. The natural consequence seems to be the need of doing something more sophisticated, scientific, innovative and developing teachers' professional profile. Because of CLIL universal values, the project concentrates all the effort in this direction.

The most significant innovation in the project is that it does not intend to offer short-cuts to CLIL methodology in schools. It is not a simple implementation of CLIL into school curricula but to go a step ahead, sharing good practices with other educators. The innovative dimensions can, therefore be described in the following “clusters”: ¾ CLIL approach will not be isolated in a subject or in a classroom, but be promoted through engaging in cross-subject real-life challenges; ¾ the real-life challenges will be addressed through collaboration with community organizations, thus opening the schools to the world of reality (e.g. outdoor classes, workshops in cultural organisations, lessons at home with parents' assistance).

6

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

It is important to implement content and language teaching by means of the latest technologies. CLIL includes so-called scaffolding, supporting preschoolers with visuals and other resources to simplify the content, make it more understandable. Most of the materials can be found online. CLIL also requires the use of IWBs for practising (web tools, games, exercises, other software). Multidisciplinary approach of our actions would focus on: 1. Bilingual education and CLIL in teaching 2. ICT 3. Strengthening cooperation between organisations acting for educational areas and the exchange of good practices Aims of the project All participants will promote the professional development of educational staff (knowledge and skills) within CLIL and bilingual education; moreover they: ¾ compares teaching methods in different European countries; ¾ develops and increases their skills on bilingual education learning the CLIL methodology; ¾ improves their skills on project management and team collaboration; ¾ improves skills in creating educational resources at preschool and primary level used for bilingual teaching (themes: Arts and Crafts, Music, Science, PE and Maths) with ICT use; ¾ develops their skills of writing curricula and methodological resources for bilingual education (CLIL); ¾ improves their language skills; ¾ improves their professional profile and increase motivation for further bilingual teaching development; ¾ promotes a close cooperation within and between regional educational and cultural organisations; Under ideal conditions, young English learners would be taught in their first language 90% of the time and in English 10% of the time in kindergartens and schools.

Early childhood education and care can lay the foundations for later success in life in terms of education, well-being, employability, and social integration, especially for children from disadvantaged backgrounds. By 2020 at least 95% of pre-school children of 4 years or older should participate in early childhood education. Countries’ improvements in relation to the target are monitored on a yearly basis. EU countries are currently developing methods to monitor the quality of early childhood schooling and care.

Nowadays, multiculturalism in education is a fact. There may be students with different cultures who also speak a different language in the same classroom. Moreover, students learn how to become citizens of the world, given the fact that mobility among countries is now common which mostly happens due to financial or vocational reasons. At this point, the issue of bilingualism is evident and its usefulness is pointed out. Afterwards, we talk about the relationship between bilingual education and kindergarten in European reality.

In public schools, teaching English in kindergarten is not part of the curriculum.

However, the majority of private schools strongly believe that teaching a second language (English mostly) at an early age is essential. Teaching English at this age is definitely different to how and what is taught to older pupils. Teaching English to preschoolers involves games, music and movement. Preschoolers learn simple words through games, songs and pictures. They create English letters with play dough. They dance to the rhythm of English songs and they repeat the lyrics. As stated by teachers who teach English in kindergarten, they make sure that their preschoolers learn words that they have already heard in their everyday life. Preschoolers enjoy 7

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

it and they acquire them quickly. Besides, the aim is not to learn as many words as possible but to familiarize them with what is different and to feel positive towards learning.

The kindergarten principle underlines the significance of quality education in early age.

First of all, as it mentions, technology rules in our everyday life, so children already know enough English words. Therefore, it is easy enough to have a good start and to familiarise preschoolers with the basic vocabulary. Moreover, preschoolers, at this age acquire the new knowledge faster and easier, especially when it is provided through games, songs and drawing, things which are fun for them. It is very important for them to love a language from the beginning because it will be a stepping stone for the rest of their lives.

Parents believe themselves that it is very significant for their children to familiarise with the English language from an early age. They show great interest from the beginning of the school year to meet the English teacher and they offer to cooperate and help whenever possible and in any way possible (e.g. keep practising English at home).

In conclusion, as it emerges from the implementation of bilingual education in preschools, there are plenty of positive outcomes. The children have fun, they enjoy the originality of the activity procedure and they have a positive attitude towards learning English.

The teachers and their parents can see their children’s progress and they are very happy about it.

8

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

II. EDUCATIONAL SYSTEM II.1. EDUCATIONAL SYSTEM IN GREECE

Educational policy reform in Greece has always been a hot political issue. Its main thrusts, especially in the post-World War II period, have been the modernization and democratization of what was believed to be an anachronistic and deficient educational system, one that was extremely centralised and bureaucratised, economically inefficient, socially exclusive and inequitable, and pedagogically authoritarian.

This reformist orientation has obtained greater salience in the 1970s. This orientation came after the collapse of the military coup in 1974 and the following restoration of democracy, partly as a consequence of Greece’s commitment to the new European ideal after 1981, and the construction of a new European space that this ideal has entailed. According to the Greek Constitution, education is a central mission of the state. It aims the Greeks’ moral, intellectual, professional and physical education, the development of national and religious awareness and the formation of free and responsible citizens.

According to the legislative framework prevailing in the Hellenic Republic, Pre-school, Primary and Lower Secondary Education are compulsory and free to all levels. The main point of the educational policy is that the education constitutes a social resource and a right of every citizen. The Greek educational system is highly centralized. The general educational policy is formulated and issued by the Ministry of National Education and Religious Affairs (

/YPEPTH) which is responsible for the administration of all the schools units. An administration carried out through the Central and Regional Services and through the councils of consultative and scientific nature that have been created and function within the Ministry's Central and Regional Services (Eurydice 2006).

Public education, which is fully supported and controlled by the state, is organized vertically into 4 levels: Pre-school, primary, secondary (lower and upper) and tertiary. The vast majority of Greek students attend state/public pre-primary, primary and secondary schools. All tertiary institutions (university and non-university level) are, by constitutional mandate, public establishments.

Pre-school education is intended for children aged from 3 to 6 years; the final year of the three years, as of 2007-08, is compulsory. Its stated aim is “to help little children to develop themselves physically, emotionally, socially and mentally within the broader aims of primary and secondary education (Law 1566/85)”. Primary education is compulsory and lasts 6 years (usually for the children aged from 6 to 12 years). It aims “the pupils’ all-round mental and physical development, their familiarization with the national, religious and moral values, and the development/acquisition of basic spoken, written and computational skills (Law 1566/85)”. The secondary level of schooling is divided into two self-contained cycles: (a) an undifferentiated three-year Gymnasium, which is also compulsory, and (b) a differentiated three-year Lyceum, and two-year Technical Vocational Schools (EPAL-Epaggelmatika Lykeia- Law 3475/2006).

The admission into both cycles does not require examinations. The Gymnasium is envisaged both as a continuation of the basic general education of the primary school and as the lower cycle of the secondary stage. Its purpose is described as “to promote the pupils’ all-round development in relation to the abilities which they have at this age, and to the corresponding demands of life (Law 1566/85)”.

9

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

At the apex of the general public sector stand the universities and the university - level institutions, officially referred to as “the highest educational institutions” or AEIs, and below them, the non-university level establishments, which are known as “higher education”. Tertiary education in Greece is quite distinct from secondary; the latter does not lead automatically into the former. A system of highly competitive national examinations is set by the Ministry of National Education and Religious Affairs (MOER). The unsuccessful candidates either try again the following year, or choose to study abroad, or attend the privately-operated “centres of free studies” or become unemployed (Kazamias et al. 2001).

The fact that primary and secondary education is characterized by a centralized structure should guarantee schooling of equal quality across regions and schools. However, the existing direct and indirect evidence suggests that this is far from true. Public schools in poorer areas are considerably less well equipped in terms of infrastructure. Additionally, there is a clear evidence of a strong correlation between the educational level of parents and the success in the secondary education exams (Katsikas and Kavadias 1994).

The educational pyramid in Greece has a shape, not unlike that of other European countries. Student flows in all levels and types of schooling decrease progressively as one moves up the educational ladder and becomes quite noticeable at the tertiary level. All have the opportunity to access, but few are able to finish. Compulsory education has recently been extended by one year having added one-year pre-school attendance (Eurydice 2008). It, therefore, includes the one-year pre-school, six-year elementary school and the three-year Gymnasium. However, not all the students who enter formal education are able to complete the ten years of compulsory education; quite a few drop out. At the top of the educational pyramid, however, Greece reveals a rather a unique phenomenon. Until recently all students who entered the universities were able to graduate, perhaps not after the customary 4 years, but, at some time or another, they were able to graduate (Tsakloglou and Cholezas 2005). Recent educational policy legislation has attempted to put into place clearly defined parameters of sanctioned years of study per particular courses and degrees. It is too soon to comment on its efficacy and whether or not it will combat or create educational inequalities.

Minority, intercultural and multicultural education have only recently become subjects of educational discourse in Greece. It should be noted that in Greece the use of terminology, referring to diversity-related educational intervention approaches, varies. For example, in some official documents, references are made to cross-cultural education (see Eurydice 2006) while in others these are supplanted with the term intercultural education. Most of these interventions target at least four categories of subjects and educational areas: (a) The education of the Muslim minority in Western Thrace, the only officially recognized minority in Greece (b) the education of repatriated Greeks, mostly from former Soviet Union countries and Germany, (c) the education of immigrants and foreigners who entered Greece in the 1990s; they include, among others, Albanians, Poles, Filipinos, Greek-Russians, and (d) the education of Roma minority.

10

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

II.2. EDUCATIONAL SYSTEM IN POLAND

The educational system in Poland is regulated by: ¾ The Act of 7 September 1999 about the Educational System (Dz.U.2004 Nr256, poz.2572 ze zm); ¾ The Act of 26 January 1982 – The Teacher's Charter (t.j. Dz.U. 2014 poz. 191 ze zm) The system is divided into compulsory education and extracurricular education.

Within the compulsory education can be distinguished: ¾ Preschool education which may be begun at the age of 3 (a decision is made by the parents). Until the school year 2011/2012 all 6 –year-old children used to realise an obligatory yearlong preschool course. Since 2014, when the school age was reduced, all 5-year-old children have participated in this course. It can be implemented in kindergartens or other forms of preschool education. The Act about the Educational System establishes a 5-hour long day of obligatory and free of charge educational classes at a preschool institution. If a child stays in kindergarten for more than 5 hours, their parents must pay a fee for this time and additional activities and meals. The fee for that stay may not exceed 1.00PLN per hour. ¾ Primary School where the curriculum (created by a team of experts) is implemented within a school year which begins in September and ends in June (about 180 days). Education is realised in two stages: 9 The first stage (grades I- III), early education run by one class teacher except foreign language classes that are arranged by a foreign language educator.

9 The second stage (grades IV- VI); classes are run by subject teachers.

Primary School education finishes with a general test taken in Grade VI. ¾ All graduates of the primary education level are approved at a Junior High School.

This is the third educational stage, during which the subjects are taught separately. The third stage is completed with a compulsory examination. This exam is divided into three parts: the humanities, mathematics and natural sciences and a modern foreign language.

The post-compulsory education can be divided into: ¾ High School ¾ Technical High School ¾ Vocational School ¾ Post-secondary school Junior High School graduates are enrolled on the basis of the score they have obtained at the final exams and the grades on their school certificate. The subjects are taught at a basic and an extended level. This stage of education is completed (apart from vocational schools) with the Baccalaureate examination. It consists of external written and internal oral exams. Passing the examination entitles to apply for academic education. Vocational schools are completed with an exam (partly written and partly practical) confirming qualifications in the profession. A bearer of the Baccalaureate certificate can apply for admission in the following types of universities: universities, colleges, academies. This level of education may be free or paid by students.

11

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

II.3. EDUCATIONAL SYSTEM IN ROMANIA

The education system is managed at the national level by the Ministry of Education and Scientific Research (Romanian: Ministerul Educa iei i Cercet rii tiin ifice, MEC ). The general legal framework to organise, administrate and provide education in Romania is established through the Constitution, the Law of National Education (Law 1/2011) – organic law, ordinary laws and governmental ordinances. Specific procedures and regulations are established through Government Decisions and Orders of the Ministry of National Education.

Institutions belonging to State Pre-tertiary education (pre-primary, primary, secondary and post-secondary non-tertiary education) are subordinated to the Ministry of National Education through County School Inspectorates. These inspectorates ensure observance of the legislation and evaluation of the education system and process, as well as the implementation at county level of education policies, established at central level.

Current legislation provides the general framework for the establishment of private education institutions at all levels. The educational ideal of the Romanian school consists in the free, and harmonious of human individuality, in forming the autonomous personality and in assuming a system of values which are necessary to personal fulfilment and development, the development of the business spirit, the active participation of citizens in society, social integration and employment1.

The state provides Romanian citizens with equal rights of access to all levels and forms of pre-university and higher education, as well as lifetime education without any form of discrimination. The citizens of the other EU states and the states belonging to the European Economical space and Swiss confederation enjoy the same rights. The rights are equally acknowledged for all under-age population who request or have received a form of protection in Romania, foreign under-age and stateless children whose residence in Romania is officially acknowledged according to the law.

In 2014/2015 school year, the structure of the education system was as follows: ž Ante-preschool education (0-3 years); ž Pre-primary education – organised for children aged 3-6 in three age-groups: low (34 years), middle (4-5 years), high (5-6 years). Pre-primary education is not compulsory. ž Primary education (compulsory) – organised for pupils aged 6-10 and including the preparatory grade and grades I to IV; ž Lower secondary education - organised in two successive cycles (both compulsory): 9 Gymnasium – Gimnaziu – grades V to VIII for pupils aged 10-14; 9 Lyceum – Liceu - lower cycle - grades IX and X for pupils aged 14-16; ž Upper secondary education, organised in: 9 Lyceum – Liceu - upper cycle (non-compulsory) – grades XI to XII/XIII for pupils aged 16-18(19), with the following paths: theoretical vocational (a duration of 3 years) and technological; ž Post-secondary non-tertiary education, including post-high schools; ž Tertiary education, including university and post-university education.

Primary and lower secondary education are compulsory (10 years of study). Highschool, vocational and technological education, training and high-school education are 1

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview

12

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

organized for specialization and qualifications set by the Ministry of Education and Scientific Research, according to the National Qualifications Register. The general compulsory education consists in the primary education, the lower secondary education and the first 2 years of the upper secondary education2.

Higher education is coordinated by the Ministry of Education and Scientific Research, complying with the principles of the university autonomy. The transition from primary education to lower secondary education is conditioned only by the successful graduation of primary education, respectively of the first four grades. (Eurydice, 2015) According to the provisions of the Law of National Education (Law 1/2011), public education is free of charge, based on an egalitarian system in compliance with the law. Access to free education is guaranteed by Article 32 in the Constitution of Romania. The state provides basic finance for all preschool children and pupils attending compulsory state, private and accredited religious education. The state also provides basic finance for the accredited vocational and high school state, private and religious education, as well as for state post high-school education. They shall be financed on the basis and within the limits of the standard cost per pupil or per preschool child, according to the methodology set by the Ministry of National Education.

2

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview

13

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

II.4. EDUCATIONAL SYSTEM IN TURKEY

Education in Turkey is governed by a national system which was established in accordance with the Atatürk Reforms after the Turkish War of Independence. It is a statesupervised system designed to produce a skilful professional class for the social and economic institutes of the nation. Compulsory education lasts 12 years. Primary and secondary education is financed by the state and free of charge in public schools, between the ages of 6 and 18, and by 2001 enrolment of preschoolers in this age range was nearly 100%. Secondary or high school education is mandatory but required in order to then progress to universities. By 2011, there were 166 universities in Turkey. Except for the Open Education Faculty (Turkish: Aç kö retim Fakültesi) at Anadolu University, entrance is regulated by a national examination, ÖSYS, after which high school graduates are assigned to university according to their performance.

In 2002, the total expenditure on education in Turkey amounted to $13.4 billion, including the state budget allocated through the National Ministry of Education and private and international funds. On November 22, 2010, the government initiated the Fatih project which seeks to integrate state-of-the-art computer technology into Turkey's public education system.

After the foundation of the Turkish republic, the organization of the Ministry of Education gradually developed and was reorganized with the Law no 2287 issued in 1933. The Ministry changed its names several times. It fell under the Ministry of Culture (1935–1941 and was named Ministry of National Education, Youth, and Sports (1983–1989). Since then it is called the Ministry of National Education. Before the Republic, education institutions were far from having a national character. Schools were organized in three separate channels which were vertical institutions independent of each other. The first and the most common in this organization were the district schools and madrasas based on the teaching of the Quran the Arabian language and memorizing, the second were the Reform schools and high schools supporting innovation and the third were the colleges and minority schools with foreign language education.

The Law of Integration of Education, no 430 was issued on 3 March 1924. With this law, the three separate channels were combined, the first one was closed, the second was developed and the third one was taken under the inspection and monitoring of the Ministry of Education.

One of its aims was to apply secularism in the area of education. By the law for the Educational Organization no 789 issued on 22 March 1926 the Ministry of National Education was given responsibility for defining the degrees and qualities of the public and private schools already opened or to be opened by a ministry other than the Ministry of National Education. This Law brought new arrangements such as "no school can be opened in Turkey without the permission and agreement of the Ministry of National Education" or "curricula shall be prepared by the Ministry of National Education". The vocational-technical education institutions formerly directed by local governments were put under the responsibility of the Ministry of Education.

In 1923–24, there were in Turkey, slightly more than 7,000 secondary school students, almost 3,000 high school students, some 2,000 technical school students and officially 18,000 Madras students, of whom 6,000 are claimed to be actual students and the rest who registered to be excluded from military service. The population of Turkey was at that moment some 13–14 million. On 1 November 1928 Law no 1353 introduced a new Latin-based alphabet was accepted. In 1931, the Turkish Association of History, and in 1932, the Turkish Language Association were established to protect Turkish from the influences of foreign languages, improve it as science suggests and prevent misuse of the Turkish language. Until 1997 14

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

preschools in Turkey were obliged to take five years of education. The 1997 reforms introduced compulsory education for eight years. New legislation introduced in March 2012 prolonged compulsory education to 12 years. ¾ Preschool education is optional. Pre-primary education institutions, independent nurseries are opened as nursery classes and practical classes within formal and non-formal education institutions with suitable physical capacity. ¾ Primary school (Turkish: lkö retim Okulu) lasts 8 years. Primary education covers the education and teaching directed to children between 6 - 14, is compulsory for all citizens, boys or girls, and is given free of charge in public schools. Primary education institutions are schools that provide eight years of uninterrupted education, at the end of which graduates receive a primary education diploma. The first four years of the Primary School are sometimes referred to as "First School, 1. Level" (Turkish: lkokul 1. Kademe) but both are correct. The primary education stages, which includes the first two stages of a four-year education each, will entail four years of mandatory elementary education, followed by an additional mandatory four years of middle school education, in which students will be able to choose whether they want to study at a general education middle school or a religious vocational middle school, which are referred to as Imam Hatip schools. The new legislation includes the reopening of Imam Hatip middle schools. Primary education establishments will be set up separately as independent elementary schools and middle schools. ¾ Secondary education includes all of the general, vocational and technical education institutions that provide at least three years of education after primary school. The system for being accepted into a high school changes almost every year. Sometimes private schools have different exams, sometimes there are 3 exams for 3 years, sometimes there's only one exam, but it is calculated differently, sometimes they only look at your school grades. Secondary education aims to give preschools a good level of common knowledge and to prepare them for higher education, for a vocation, for life and for business in line with their interests, skills, and abilities.

In March 2012, the Grand National Assembly passed new legislation on primary and secondary education usually termed as "4+4+4" (4 years primary education, first level, 4 years primary education, second level and 4 years secondary education). Preschoolers will begin their primary education in the first month of September following their sixth birthdays and will come to a close during the school year in which students turn 14 years old.

In some educational institutions, regularly individual development of each and notes about every individual student are kept in a special Evaluation form which is shared with the families through the STOYS three times in a term. STOYS is a service based school management system that provides convenient solutions for your educational institute to perform tasks related to education and management. The usage of Student Follow Up system in STOYS is: to share works activities and useful websites by foreign language department, to follow up individual development reports, to follow up guidance counsellor reports.

15

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.

PRESCHOOL EDUCATIONAL SYSTEM III.1. PRESCHOOL EDUCATIONAL SYSTEM IN GREECE

In Greece, pre-school education has been established by law since the 19th century. The organization, the duration and the content of the training of Kindergarten teachers, was lastly defined in 1985 by law, along with the structure and, generally, the operation of Primary and especially of Pre-school education; the structure and operation of the latter are in force until today with specifically added regulations concerning more specific subjects.

The objective of the Nipiagogeio (Kindergarten) is to give an equal opportunity to all young children to develop physically, emotionally, mentally and socially within the framework defined by the broader objectives of Primary and Secondary education. Specifically, Nipiagogeio helps young children to: ¾ develop their senses and organise their motor and cognitive abilities; ¾ enrich and enable each child to make sense of the experiences deriving from their physical and social environment and to acquire the ability to distinguish the relationships and interactions existing in it; ¾ develop the ability to understand and express themselves through symbols, generally, and especially in the fields of language, mathematics, and arts; ¾ create interpersonal relations that will assist their gradual and harmonious integration in the life of the community; ¾ Develop initiatives freely and easily within the framework of the organized environment and to become accustomed to the give-and-take relationship between the individual and the group.

Kindergartens in Greece are free and non-compulsory. Children can begin this stage of their education at the age of 4 years and stay until they are old enough to attend the first stage of primary school. There are 2 types of Kindergartens - half day schools with hours from 08:30 a.m. to 12:15 p.m. and all-day kindergartens (Oloimero Nipiagogeio) which operate from 7.45 till 16.00. Generally speaking, the morning kindergartens employ one teacher, who could be male or female. This teacher would have between 7 and 30 children between the ages of 4 and 5.5 years.

The children would be together in the same class but activities are differentiated with regard to the pace and degree of difficulty in accordance with each child's ability. The all-day kindergartens would employ 2 teachers and could expect to have 31-60 children. The school year for Nipiagogeio begins on September the 1st and ends on June the 21st, while classes begin on September 11th and end on June 15th.

The Pre-School Curricula is prepared by the Pedagogical Institute, and is used as complete manuals in order to carry out the educational task. This is published as a Book of Activities which contains detailed instructions and practical recommendations to assist the teacher in organizing and conducting each class. The overall aims are for the education and cognitive-motor development of small children, their social, emotional, mental, moral and religious development, both on the individual as well as the collective level and finally their development of aesthetic abilities both practically and theoretically.

The basic principle of the curriculum is to secure each child's active participation in achieving all-round development by getting involved in situations that promote their critical 16

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

thinking. The child is encouraged to anticipate, investigate, experiment, compare, discover relations, classify and grow mentally while at the same time developing the mechanisms necessary to acquire knowledge.

The daily activities that a kindergarten teacher would plan are organised according the above criteria and would include the spontaneous engagement of children in "activity corners" without the direct involvement of the teacher, and the engagement of children in activities targeted on the achievement of objectives pre-selected by the teacher, or on those "arising" from spontaneous or planned activities. In this case, kindergarten teachers follow the procedure below: 他 they select one or more objectives from one or more fields of development, based on their evolutionary position in the curriculum and on the children's level of development; 他 They select and organize activities correlating with the general objectives. The content of these activities may be drawn from the same or from different "areas of experience and knowledge"; 他 they assist and encourage the children to become involved in activities; 他 They assess the results of the educational effort.

Teaching English in Greek Kindergartens Teaching English at these ages is definitely different to how and what is taught to older pupils. Teaching English to kindergarten preschoolers involves music, movement and games.

Preschoolers learn simple words through songs and pictures. They dance to the rhythm of English songs and they repeat the lyrics. Besides, the aim is not to learn as many words as possible, but to familiarise with what is different and to feel positive towards learning.

The kindergarten principle underlines the significance of teaching English in an early age (4-6 years old). First of all, as she mentions, technology rules in our everyday life, so preschoolers already know enough English words. Therefore, it is easy enough to have a good start and to familiarise pupils with the basic vocabulary. Moreover, she continues, pupils at this age acquire the new knowledge faster and easier, especially when it is provided through games, songs and drawing, things which are fun for them. It is very important for them to love a language from the beginning because it will be a stepping stone for the rest of their lives.

17

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.2. PRESCHOOL EDUCATIONAL SYSTEM IN POLAND

Preschool education is regulated by law – the Act of Education System of 7th September 1991 (Dz. U. z 2004 r. Nr 256, poz. 2572 z pó n. zm.). Preschools are entitled to attend nursery school from the beginning of the school year, which follows in the calendar year when they reach the age of 3 and graduated at the end of the school year which follows in the calendar year when they reach the age of 6. In particular cases, children aged 2 and a half are entitled to attend nursery school. Preschools with special educational needs are entitled to attend nursery school no longer than till the end of the school year, which follows in the calendar year when they reach the age of 8. In such cases, compulsory schooling may be postponed till the end of the school year, which follows in the calendar year when they reach the age of 8. Preschools aged 5 are obliged to attend a one-year preschool preparation in a nursery school, a preschool class in a primary school or another form of preschool education. The obligation starts with the beginning of the school year, which follows in the calendar year when they reach the age of 5.

Preschool education may be implemented by a nursery school, another form of preschool education (preschool education centre or nursery association) or preschool class in a primary school. Fulfilling community's collective needs for public education which involve organising preschool education is to be done by the city/town/village council. Therefore, the council sets up a chain of public nursery schools. In some cases, when justified by demographic and geographic conditions, the council may supplement the chain of public nursery schools and preschool classes in primary schools with other forms of preschool education.

The primary act under which Polish nursery schools are run is the Act of 19th March 2009 (Dz.U.nr 56, poz.458) changing the Act of Education System of 7th September 1991.

According to the law, a nursery school may be public or private. Public nursery schools may be set up by the city/town/village council or a community association. Parents are not charged for public nursery schools within a particular range. All services within the national curriculum - a five-hour working day are free of charge. Any additional cost and the boarding cost are to be paid by the parents.

Pre-school education in Poland covers the first years of a child's life (from 3 to 5 years old) that determines child's development and future; it is a part of the whole educational system, a combination of care, play and learning. As a result of the directional government programmes a better access to education was provided and the 6-year-old children are allowed to start early education in a primary school. The priority in education is to give equal educational chances by promoting the preschool education of children aged 3 - 5, including the obligatory year of school preparation for children aged 5, and provided by kindergartens.

A kindergarten as the first educational institution for children fulfils also an important service function. It makes easier for working parents to reconcile professional and parental roles.

It is well-organized, with the programme tailored to the needs of children and supports parents in the care and upbringing. Moreover, it helps children prepare to attend primary school. Pre-school education in Poland is carried out by various public and private institutions. Childcare from age 3 to 5 years may be run by: ¾ Kindergartens run by units of local government; ¾ Private kindergartens run by individuals or legal entities; ¾ Alternative forms of preschool education, operated by municipalities; 18

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ Private alternative forms of preschool education, operated by civil or legal persons; ¾ Forms of preschool education supported by religious associations. In such institutions teaching and education stay in a close contact with the realization of religious content and a large proportion of the community of the faithful; ¾ Kindergartens and other forms of preschool education take care of educational and instructive functions. They provide children with the opportunity to have fun and learn in friendly and safe conditions, tailored to meet their development needs.

Public nursery schools employ teachers with preschool pedagogical qualifications and their privileges are respected in accordance with the Teachers Act. A public nursery school has a statute passed by the school's teachers' council and is controlled by the Board of Education. A class must not be bigger than 25 children. Recruitment to a nursery school is based on the principle of universal accessibility.

Private nursery schools may set up and run by a natural person or a legal person, religious associations, churches, congregations and secular associations only after entering the register held by the city/town/village council obliged to run a nursery school. Pedagogical supervision of private nursery schools is done by the Board of Education. The local council donates education of every preschool in a private nursery school with 50% of the current cost of a preschool education born by a public school, and if the preschool is handicapped the amount of the donated money is the same as the donation for a handicapped preschool in a public school. In a private nursery school, parents may be charged even for following the national curriculum. A private nursery school may set recruitment requirements. Teachers employed in private nursery schools must have the same qualifications as the public ones; however, they are not employed in accordance with the Teachers Act. The person running e private nursery school must establish a statute. There is no limit as for the number of preschools in a class. Bath, private and public nursery schools must follow the national curriculum.

Depending on the number of preschools there should be established nursery schools with one class or many classes. ¾ One- and two-class nursery schools working 5 hours a day are usually established in villages. ¾ Nurseries working for 9 hours or more with 3 or more classes are established in cities. ¾ Some nurseries may work 14 hours a day and they are designed for parents working unusual hours and some may run a night class for parents working night shifts. ¾ There are preschool classes in primary schools for children aged 5.

There are special nurseries set up for slightly retarded preschools, which are blind and sand-blind, preschools with musculoskeletal disorders and chronically ill children. These are separate nurseries or separate classes established in health and rehabilitation centres. If possible, teachers follow the national curricula with those preschools or modify it to comply with their needs. In special nurseries there is a wider range of caring tasks, the classes are small, and the teachers must be suitably qualified.

The inclusion of preschools with development disorders means bringing them together with a group at the same age and giving them the same rights and duties. Inclusive nursery schools must integrate the disabled preschools socially and psychologically with the healthy preschools by promoting mutual acceptance, understanding each other's needs, ensuring the sense of stabilization and safety and preparing the disabled preschools for school education and real life. Usually, the number of disabled preschools equals a third of the total number of preschool in the class. Inclusive nurseries are designed for preschool that are slightly or moderately retarded, a preschool with musculoskeletal disorders, preschool with emotional development disorders, problems with perception, motorized functions, speech, conceptual 19

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

thinking and somatic diseases. Therefore, there a need to individualize educational activities, ensure specialist rehabilitation and therapeutic care. Inclusive nurseries employ educators, special pedagogues, psychologists, physiotherapists and speech therapists.

Preschool education carries out the following functions: ¾ Caring – taking care of the child. Providing the child with appropriate material conditions and security, conducive to satisfy their needs. Preventing and counteracting any threats to their physical and mental health. ¾ Stimulating and educating – focusing their development and potential, and abilities. ¾ Educational - developing skills social participation in a wider context than just within family. Introducing the child into the world of social norms and forming the child's personality through learning activities and education. ¾ Corrective and compensational – preschool educational activities leading to correction of any malformations, disorders as well as all necessary activities towards the neglected children, aiming at strengthening their growth and activeness. Providing the child with certain skills and self-confidence.

Taking care of the right development and the course of upbringing and education of preschool age children in Poland it is recommended that the child being in the kindergarten would spend 1/5 of the time hanging out and having fun, 1/5 time playing in the garden or in the open air. No more than 1/5 should be assigned to curricular lessons and 2/5 of the time is for activities connected with caring, self-service and time management. Kindergartens, other forms of preschool education and teachers are obliged to undertake actions supporting the development of each child, adaptation of the educational process to their needs and possibilities. It is a teachers' task to conduct and document observations aimed at understanding the child's abilities and development needs.

Preschools have to organise extra-curricular activities in accordance with the child's needs and abilities. Among the activities that are carried out in institutions are corrective gymnastics, speech therapy, dancing, karate, ceramics and much more, being in line with the concepts of development offered by each kindergarten. The primary purpose of the preschool education in Poland is to stimulate cognitive, social and cultural development and to prepare children for early learning activities in reading, writing, and basic math concepts. In accordance with the regulations of the curriculum the goals of preschool education are: ¾ Supporting children in pursuing their talents and shaping the intellectual activities, needed in everyday situations and further education; ¾ Building the system of values, and by the same raising children, so that they are familiar with what is good and what is bad; ¾ Development of children emotional resilience necessary to deal with new and difficult situations, including methods of relieving mild stress and failures; ¾ Developing children's social skills, which are essential for building healthy relationships with other children and adults; ¾ Creating conditions which would be conducive to a common and consistent play and teaching to all children, including the ones with different physical and intellectual capabilities; ¾ Taking care of children's health and physical fitness; encouraging them to participate in games and sports; ¾ Building children's knowledge about the social world, nature and technology as well as developing skills necessary to present their thoughts and to be understandable to others; ¾ Introduce children to the world of aesthetic values and develop the skills to express themselves through music, dancing, singing, small theatrical forms and visual arts;

20

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ Forming a sense of social belonging (to the family, the peer group and the national community) and patriotic attitudes in children; ¾ Providing children with better educational opportunities by supporting their curiosity, activity and independence, as well as shaping the knowledge and skills that are important in further school education; ¾ Preparing children to speak a foreign language by arousing their awareness of linguistics and cultural sensitivity, and building positive motivation towards learning foreign languages at later stages of education; ¾ Allowing children from ethnic minorities to sustain and develop their sense of national identity, ethnics and language.

In the interests of the educational impact the teachers have an obligation to actively cooperate with the child's parents. Other obligations are: to inform them about the principles and the curriculum for pre-school education, to engage them into the processes of education and upbringing; to brief on the successes and difficulties of their children and invite parents to take part in decision-making in terms of preschool issues by co-organisation of events where children are involved.

Investing in the education of young children and providing them with a better access to modern preschool education is the most effective way to equalise educational opportunities. A modern kindergarten of the XXI century is a haven from which the child flows to the port of the future adult. What ship is the child going to sail during their journey? It depends on what their family and preschool education will build for them. Will learning good manners develop their personality and talents? Will the child stay open, creative and self-confident? This will be possible provided there is a good cooperation between the family and kindergarten, as well as understanding their needs and openness to changes brought by the contemporary world.

MORNING ROUTINE 9 Preschoolers are getting together. The games result from the children’s own activity and child’s need, free, inspired by teacher. Games and moving activities. Individual contacts – conversations, observations (diagnosed) of children’s behaviour and abilities.

9 Morning exercises, self-service activities, hygienic, organizational, duty hours – breakfast preparation.

9 Breakfast and completion of programme tasks in this field.

9 Integration games. Tasks’ design, cognition and experiencing, searching for the solutions of problems – completion of tasks in the field of basic programme. Education for self-reliance, its own activity and need of a child. The group activity, in groups, individual – inspired by a teacher (indoors and outdoors) – education for health and safety: moving activities, meeting with a psychologist, a policeman or a fire fighter, education for healthy nutrition, observations – ecological and life sciences classes, walks and trips. Mathematical education, language education, arts education etc. English language (led by English language teacher and other teachers within the bilingual education of Erasmus +). Diagnostic, forecasting, therapeutic and compensatory activities with preschoolers about SPE. 9 Self-service, hygienic, and organizational activities, duty hours in meals’ preparation.

9 Meal and completion of programme tasks in this field.

21

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

NOON ROUTINE 9 Games that result from children’s own activity and needs (indoors and outdoors), walks, moving activities, sports activities and environment observations. Therapeutic and compensatory activities with children about SPE. The continuation of previously started activities according to needs and individual pace of children’s work. Reading aloud the literature for children.

Games/activities resulting from the education for self-reliance. Bilingual education.

Rest/relaxation/visualization.

9 Self-service activities – hygienic, organizational, duty hours in meals’ preparation.

9 Meal and completion of programme tasks in this field.

AFTERNOON ROUTINE 9 The games that result from children’s own activity and needs (indoors and outdoors).

Games/activities resulting from the education for self-reliance. Individual work, development of specific psychophysical features, aptitudes, tendencies. Therapeutic and compensatory work led by the specialists and educators. Bilingual education. Furthermore: additional activities financed by the City according to the schedule acquired for the given school year. Self-service and hygienic activities.

9 Snack break

22

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 9 Self-service, hygienic, organizational activities, duty hours. Reading aloud the literature for children. The games that result from children’s own activity. Furthermore: additional activities according to the schedule acquired for the given school year.

PRESCHOOL ROUTINE IN POLISH PRESCHOOLS Proposals of time development for preschoolers GAMES 1/5 time spent in preschool

OUTDOORS 1/5 time spent in preschool

Various activities Games are a result of child's individual needs and activeness; are free and inspired by teacher, e.g.: the language, manual, thematic, scientific, physical, constructional, reading ones.

Outdoor activities in garden and any other natural environment. Organisation of outdoor activities, sports events, nature watching, gardening, as well as free time games, walks, outings, art/ecological open air activities, festivals, social events, etc.).

DIDACTICS & EDUCATION Up to 1/5 time spent in preschool

Didactic and educational activities in a form of group work; team work, individual work, meetings with specialists.

OTHER ACTIVITIES 2/5 time spent in preschool

Various activities such as: caring, hygienic, self-service, meals, festivities.

23

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.3. PRESCHOOL EDUCATIONAL SYSTEM IN ROMANIA

Preschool or pre-primary education (kindergarten – gr dini in Romanian) is a public education service that is addressing children from 3 to 5/6 years of age providing a national curriculum and qualified educational staff. The present Law on Education – Law of National Education (Law 1/2011) addresses issues related to the educational needs of children between 3 to 5/6 years of age who are enrolled in preschools. Preschool education can be organised in public and private kindergartens. Kindergarten attendance is optional. There are no entrance requirements for preschool education.

According to the provisions of the Law of National Education, art.23, (a), early education (0 – 5/6 years), includes ¾ the ante-preschool level (0-3 years) ¾ pre-school education (3-6 years), which includes 9 little group for preschools aged 3 - 4 9 medium group for preschools aged 4 - 5 9 big group for preschools aged 5- 6 Children are organised in age-level groups: ¾ First Level (3-4 years old); ¾ Second Level (4-5/ years old) The pre-school education is organised in three types of programmes, offered in the same or different kindergartens: ¾ normal (4 periods) 9 providing educational activities and adequate preparation of the children for school and social life; 9 one teacher assigned to each group and works with the same children throughout all three stages; ¾ prolonged (10 periods) 9 providing educational activities and adequate preparation of the children for school and social life as well as social protection of the children (meals, supervision and rest time); 9 two teachers (Romanian: educatoare) assigned to each group, working in 5 shifts and teaching the same children; ¾ weekly (Monday to Friday) programme 9 providing educational activities and adequate preparation of the children for school and social life as well as social protection of the children from socially disadvantaged areas and/or families (supervision and full accommodation during the working days of the week); 9 Two teachers assigned to each group, working in 5 shifts and teaching the same children.

The organization of the early preschool education institutions, the educational content, quality standards and organization methodology for this type of education are decided by Government Decision initiated by the Ministry of National Education. Romanian Preschool Education includes institutions where teaching is carried out in the Romanian language and institutions where teaching is in the language of the national minorities.

24

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

In general, the territorial distribution of kindergartens meets the population needs.

In urban areas, each residential district has at least one kindergarten, in the neighbourhood of children’s homes. If parents wish to enrol their child to a different kindergarten that the one existing in the neighbourhood, it is their responsibility to ensure transportation of the child.

In the rural area, the kindergarten network is well developed, in most villages existing at least one kindergarten.

Parents or legally appointed guardians can enrol their children in the kindergarten of their choice from the age of 3. For children attending prolonged or weekly programmes, parents or legal guardians have to pay a fee which partially covers the costs of the meals and accommodation (compensation to the public subventions provided). Children have to be registered with the kindergartens before the beginning of the school year. In some cases, registrations are accepted during the school year. Children’s admission in kindergartens is within the limits of available places, based on the criteria of: 9 age; 9 home proximity to the kindergarten; 9 parent workplace proximity to the kindergarten; 9 Having or not siblings attending that particular kindergarten.

Parents are free to choose the service provider, considering the criteria mentioned above. When going to enrol their children, parents must present to the kindergarten staff documents showing the child’s health history, results of recent analyses, as well as special information which needs to be considered by the educational and care staff. Children with special educational needs can be admitted in kindergartens, and those with difficulties attested by a specialist diagnosis can benefit from the support of an assistant teacher.

The daily timetables for pre-primary education are established by the administration council of the kindergarten subsequent consultations with the teachers and the parents and based on the following criteria: ¾ The type of programme offered (normal, prolonged or weekly); ¾ The number and types of activities per week established by the National Curriculum for each age-level group and type of programme; ¾ The total minimum and the maximum number of activities per week established by the National Curriculum for each age-level group and type of programme.

Activities organised with the children in the afternoon (prolonged and weekly programme) are supervised by the teachers and can include: recreational activities, resting, development and exercising individual aptitudes, remedial teaching3.

Pre-primary education ensures the free, integral and harmonious development of the child’s personality, according to his/her own rhythm and needs. Pre-primary education is equally provided for all children, including the ones with special educational needs or the ones that need recovering/rehabilitation and integration – either in special education institutions or in mainstream institutions. All activities organised in pre-primary education have to respect the right of the child to play – as a form of activity, method, procedure and mean to attain educational objectives. According to the provisions of the Law of National Education (Law

3

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Organisation_of_Early_Childhood_Educati on_and_Care

25

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

1/2011), the national early education curriculum focuses on the physical, cognitive, emotional and social development of children and on the early correction of the development deficiencies4.

At the present time, no assessment is undertaken in preschool education, although their mental and physical development is monitored. Preschools are not required to repeat a class but are automatically moved up. Preschools with mental or sensory disabilities are referred by psycho-medical commissions to special forms of education.

There are alternative education programmes that are developed within the public system that promote a different educational philosophy, such as: ¾ Step by Step Program that addresses children from 3 to 5/6 years of age; ¾ Montessori Program that addresses children from 3 to 5/6 years of age; ¾ Waldorf Program that addresses children from 3 to 5/6 years of age; ¾ Jena Plan that addresses also children from 3 to 5/6 years of age; ¾ Freinet Program that addresses children from 3 to 5/6 years of age.

The national curriculum for preschool establishes the following experiential domains: ¾ Language and Communication: development of the oral communication, understanding and correct utilisation of the oral structures skills; education of correct phonetic, lexical and syntactic oral communication; development of creativity and expressivities in oral communication; development of the skill to understand and transmit intentions, thoughts and significances through writing; ¾ Sciences – Curricular area Mathematics and Sciences: development of pre-mathematic intellectual operations; development of the capacity to understand and use numbers, digits, measurements units, using an adequate vocabulary; development of the capacity to recognise, name, construct and use geometrical forms; development of the capacity to solve simple arithmetic problems through the acquisition of adequate strategies; stimulation of curiosity by explaining and understanding the environment; development of the capacity to solve problems through the acquisition of adequate strategies; development of the capacity to know and understand the environment as well as stimulation of investigative curiosity ; development of the capacity to observe and establish causal, spatial and temporal connections; use of an adequate language when presenting natural phenomena; development and exercise of basic skills for the protection of the environment and education of a positive attitude towards protection of the environment; ¾ Domain Man and Society – Curricular area Civic Education and Practical and home activities: knowledge and respect of the behaviour norms in society; education of the skills to get into relations with the others; education of positive willingness and character features and building a positive attitude towards oneself and the others; development of the skills to accept, tolerate and respect the diversity; knowledge of history, geography and religious elements defining spiritually the Romanian people; knowledge of materials and their use; development and consolidation of practical skills; development of practical and aesthetic sense; development of home practical skills and use of the specific vocabulary; ¾ Domain Aesthetic and creative – Curricular area Arts – Plastic education and Musical education: development of working skills in order to realize drawings, paintings and modellings; establishing connections between various elements of the aesthetic language, shapes and objects from the environment (nature, art and social life); stimulation of expressivities and creativity through drawing, painting and modelling; development of the skills to intercept the sound

4

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Teaching_and_Learning_in_Early_Childho od_Education_and_Care

26

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

environment and the music; development of the skills to express through music; knowledge of national and universal values of musical creation. ¾ Domain Psychomotor – Curricular area Physical education: development of the basic motor and applicative skills; stimulation of the intellectual and emotional qualities in order to practice independently the acquired skills; knowledge of the sanitary-hygienic skills in order to maintain a healthy life.

There are psychologically and pedagogically proper elements of continuity and convergence among the frame and reference objectives of preschool and primary education at the level of all domains and curricular areas.

School-Based Curriculum The European dimension through the curriculum at the pre-primary education level is based on the initiatives of the educational institutions and of the teaching staff. The activities organised with this purpose might be included within the study of foreign languages through inter-cultural approaches, the ''chosen activities'' (school based curriculum) focusing on historical and geographical basic, simple aspects related to the position and role of Romania in the European community, etc. In the recent years, teachers' initiatives in this area have been facilitated and specific support has been provided through the in-service training programmes5.

Besides the activities established by the common core curriculum, teachers can decide on other supplementary/optional activities according to the development level of the children and within the established maximum number of activities for each group and type of programme. A large number of public kindergartens mostly in the urban areas have developed enriched programmes of study, including for example study of a modern language, sports, etc. In some of these cases kindergartens employ supplementary teachers for the subjects offered6.

The School-Based Curriculum is the general policy established by the Curriculum Development Council for schools' consideration. A School-Based Curriculum is a curriculum that meets the specific needs of the particular preschool. Preschools are encouraged to elaborate a School-Based Curriculum to suit parents’ preferences for their preschoolers and, in the same time to take into consideration their unique contexts. Preschools plan and develop a coherent School-Based Curriculum, proposing the learning targets, learning objectives and learning outcomes and providing a wide range of learning experiences to develop preschoolers’ competencies.

The annual educational offer of the kindergarten proposes English as a Second Language (ESL) at early ages (optional activities included in School-Based Curriculum), which are highly requested by parents for their children. Preschool teachers can carry out a large variety of schoolbased activities in the curriculum such as sports, dance, foreign language, arts, etc.

School Based Curriculum - optional English Language activity is designed for all groups of preschoolers who study English for the first time. For this reason, successful activities at this level are games and action songs, Art activities, nursery rhymes. Learning English may seem a too ambitious plan for preschool children, but mental malleability, yet unfinished, can be an advantage for an approved educator. Learning English may seem hard, but from 3 to 6 years of age is the right time for its realisation because early childhood means a great fun and happy days for children.

5

http://www.erisee.org/downloads/2013/2/r/Organization%20of%20edcuation%20system%202009%20ENG.pdf https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Organisation_of_Early_Childhood_Educati on_and_Care

6

27

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.4. PRESCHOOL EDUCATIONAL SYSTEM IN TURKEY

The Ministry of National Education (known also as MoNE) conducts educational activities on a central level in the Republic of Turkey. Each level of education is made up of PreSchool, Primary and Lower Secondary, Upper Secondary and Higher Education. Compulsory education is 12 years consisting of three stages including 4+4+4 years7.

After the age of primary school was decreased to 66-69 months, preschool has become more important especially for the children who are between 36 and 68 months old. Age 0-6 is an important period for a child to gain basic habits and to develop the mental abilities. It is the period when they can learn fast and gain the information given.

School which offers education to 36-66 months of children is called kindergarten, while 48-66 months of children receive education in a nursery school (Regulation of Early Childhood Education and Primary School Education Institutions on 26 July 2014 and 29072 numbered in Official Journal. The primary objective of Early Childhood Education is to provide pre-school education for those in need of special education in pre-school education institutions through mainstreaming. According to Article 19 of the Basic Law of National Education (Millî E itim Temel Kanunu), pre-primary education is optional and takes place in formal educational institutions. The expression "children who have not reached compulsory education age are educated in pre-primary education institutions" exists in Article 13 of Primary Education Law8.

With the Law numbered 652 on Regulation on Organization of Ministry of National Education, Primary Education General Doctorate of Early Childhood Education and of Basic Education became united and is called as of 14 September 2011. Children who are between the months of 36 and 66 by the end of September each year are eligible for the enrolment of early childhood education. If there are not sufficient number of children of these ages, children of 36 and 47 months can also be enrolled into kindergartens and nursery schools. Enrolment is made online through e-school system. Parents of children who are enrolled are required to submit information of people who need to be contacted in case of emergency. Pre-school activities in educational institutions are prepared by branch teachers at the beginning of the school year. In this program administrators and teachers organize the classes as 50 minutes in 6 activity hours in line with children's interests, wishes and capabilities. Monthly flows are planned accordingly.

However, despite the enrolment of all children in nursery classes, if many children cannot be found to create a group for dual training, the school teaching may also be in the shape of a normal education. It is essential that the number of children in a group should not be less than 10 and more than 209.

Preschool education supports children's motor development through the following activities: ¾ small muscle activities (drawing activities, manipulative studies); ¾ big muscle activities (sports training, balance, and coordination activities); ¾ supporting language developments activities (poems, songs, finger plays, stories); ¾ educational games (focusing activities); 7

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Turkey:Overview https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Turkey:Early_Childhood_Education_and_Care 9 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Turkey:Organisation_of_Early_Childhood_Educatin _ and_Care 8

28

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ music works (Orff, rhythm activities); ¾ Cognitive development and Math activities (colours, numbers, shapes, graphs).

And all these activities together train individuals with high academic knowledge, advanced skills, high self confidence and self-expression.

The skills gained in early childhood education refer to: ¾ Physical – preschoolers develop fine motor skills by regular activities such as: cutting, gluing, colouring or using a pen; they develop their gross motor skills by activities like running, jumping, throwing or climbing. ¾ Cognitive – preschoolers gain the Math and Science skills with the help of activities such as matching objects, observing and classifying and develop their imagination by imitating and dramatizing games, their language skills with the help of show and tell activities or presenting their portfolios and their early reading and writing skills with the help of activities such as colouring, reading and observing the books or drawing.

Preschoolers are given to some learning gains. Turkish, drama, science and math are done through activities such as games and movement. Programs used in Turkish preschool education: 9 Science program (gems) and levelled math program; 9 greeting the day activity and time to count activity; 9 education of global citizenship and values education; 9 drama education and show and tell activity; 9 discovery trips and educational games; 9 project education and portfolio presentation 9 Orff education.

Teachers guide preschoolers in the learning process. Mental, social and physical development of a child is observed by the psychological counsellor and child's communication with family is also evaluated. During the school year, psychological consultants provide support to the families about how the needed environment should be created for their children at home.

The administrators and teachers meet at the beginning of the educational year. In these meetings, families can decide in what way they can contribute to the program. The teacher pays attention to each child's home to make home visits at least once a semester. Home visits can be used as learning experiences for families. Children and families can play together or educational activities can be planned. Children and their families can be observed in the home environment.

(MONE Preschool Education Program, 2013).

In Early Childhood Education Institutions, Progress Report that is prepared based on children’s progress during the semester is uploaded on e-school system so that the parents can easily monitor it. Confidential and non-pedagogical information is not posted online. Evaluation is one of the most fundamental elements of the pre-primary education process. In pre-primary educations, an observation-development file regarding the development, health and education of every child is kept. Teacher fills in the Children Personal Information Form and Achievement Evaluation Forms (Regulation on Early Childhood Education and Primary School Education, Article 30)10.

10

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Turkey:Assessment_in_Early_Childhood_Education _and_Care

29

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.5. PRESCHOOL ENVIRONMENT

Preschool Classroom Space, where a child lives and fulfils all of the needs, is a kind of social area – arranged and filled with some objects on the one hand, but also shared and endowed with functions. A well considered and arranged area for a child should be a source of cognitive, social and emotional motivation. Because of this reason, space for preschoolers ought to be an inspiring place, encouraging to exploring and discovering. It should make for joyful and spontaneous entertainment and enable children to experience the world with all senses. Children have conditions to develop their self-reliance, creativity and edify positive image of their personalities.

Classroom design determines how comfortable preschoolers and families are. Uncomfortable children tend to be unproductive. Uncomfortable teacher does not function well. The classroom layout can decrease or increase negative behaviours in the classroom.

Preschool teachers must pay a great importance of physical environment for playing and learning. In a well-designed preschool classroom, you see children and adults working together in a productive surrounding. There are children constructively engaged and teachers busy observing, facilitating, and challenging the children.

Set up a classroom taking into consideration: 9 safeness; 9 cleanness and hygiene; 9 comfort; 9 attractiveness; 9 preschoolers’ cultural background; 9 adequate natural light and temperature; 9 esthetical sense - wall decorations should be aesthetic, colourful, appealing and relevant to current class work; they should be rotated and refreshed frequently; 9 green effect – have live plants and give preschoolers the responsibility to take good care of them; 9 quality and high standard of the equipment – furniture, toys, sports equipment, tools; 9 functionality – low furniture, easy access to equipment; 9 visibility of all centres – classroom dividers should be low so that all areas to be visible; 9 freedom of places to choose from: to play, to rest, to have access to the thematic corners, etc.; 9 facilitate a variety of group sizes and configurations: small group time, large group time, individual time, one-on-one with a teacher, and time to work with a partner; 9 a space to be alone – do not miss it, give privacy, yet make sure this place is easily observed by teacher; 9 centres for group work should not be next to quiet areas where preschoolers read independently; 9 Art or other messy areas are best located near a sink; 9 interesting and attractive visual aids: Thematic Centre, bulletin boards, posters, Art Gallery space, Preschool Work Museum, pictures, rules, signs, etc.; 9 visual aids must be displayed at locations and heights that are physically and visually comfortably accessible to children of various ages; 30

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 9 Most of the wall display area should be utilised for preschoolers’ own work, or charts made by teachers; avoid commercial art, cut-outs, and stickers. What these actually teach preschoolers?

9 encourage preschoolers to make the classroom space their own – their work products are welcome to classroom decoration; 9 use lots of storage space – each child should have a personal space for his or her own things; 9 a range of varied toys, ex. doll carriages, kitchen sets with accessories, various shop equipment, doll houses, puppet theatres, drawing boards, train sets, garage sets with model cars, tool sets, bricks; 9 enough materials, but not too many materials, as teachers want to encourage negotiation and sharing; 9 have cosy and home-like touches (e.g., pillows, baskets, curtains, and cushions); 9 give comfort to children with special educational needs, too – create sensitive environments where their needs to be satisfied; 9 Direct access to multimedia equipment and Information Communication Technology (ICT) for teachers.

All furniture should be low, chairs and tables should be adapted to children’s height, boards should be put on the level of children’s eyesight and the toys or tools – be available. All amenities in each classroom, both for the youngest and the oldest preschoolers should be made of wood or other long lasting ecological materials. Children would be able to learn while playing and having a good time.

Dolls corner

Cars corner

Books corner

Theatre corner

31

Games and puzzles corner

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

There in a preschool classroom must be set up some learning centres. They are activities located in specific places around the classroom. Preschoolers work in small groups, as well as independently and some activities are done with teacher, while some activities are completed with peers. ¾ ART CENTRE ¾ BOOK CENTRE ¾ BUILDING CENTRE ¾ ROLE PLAY CENTRE ¾ SCIENCE CENTRE ¾ QUIET CORNER Benefits of having centres in preschool classroom: 9 engages preschoolers in both life and learning 9 multiple-stage learning opportunities; 9 enhance learning; 9 social interaction with both peers and adults; 9 language development; 9 development of literacy skills; 9 development of social skills and responsibility; 9 development of imagination and fantasy; 9 development of both gross and fine motor skills; 9 development of critical and creative thinking skills; 9 cooperation with peers; 9 learning to control their impulses and wait; 9 time management; 9 Experiencing new things in a safe environment.

32

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

33

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

34

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

35

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Gym Space At the time in the preschool children grow very fast. Sport is an essential condition of physical, psychological and social development. Each child gains impressions and insights, expands experiences, perception and ideas, trains memory and thinking processes. Each sport activity should be adjusted to children’s needs and capabilities. A well equipped gym is the place to expand motion and artistic activities and to organize kindergarten’s ceremonies or parties. The gym should be equipped with: ladders, obstacle courses, team games sets, sensory games sets, varied balls, skipping ropes, bollards, animation scarves, pins, mattresses, punch bags, etc. We must remember that each game and activity should bring joy and be a spontaneous action.

Varied kinds of balls

Ladders

Sacs, skipping ropes, bands

Hula hop, rims

Bollards

Tunnels

36

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Animation scarves

Balance beams

37

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Gardens in kindergartens should fulfil: 9 A recreational function. It should be equipped with: sandboxes, benches, slides, sprung and chain swings, merry-go-rounds, fitness trail with an obstacle course, a climbing wall/rock and a playground; 9 An educational function. Trees, bushes and various plants (including herbs) grown in the garden are the base to introduce interesting lessons about health and environmental education. It is a way to use all senses (sight, smell, and hearing, taste) to get knowledge about these topics. We should teach the children about ecological attitudes from the earliest age, influence their awareness of the environment. These days, it is trendy to lead an ecological lifestyle.

Chain swings

sprung swings

Merry-go-rounds

The slide

The playground

The sandbox

38

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

39

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

III.6. ADULT – CHILD INTERACTION

A preschool community is not only about children, teachers and parents. It also concerns the whole background with non-pedagogical employees and specialists. Their creativity, engagement, empathy, openness on the child's need is extremely important in terms of the educational process. Understanding, patience and trust represent an essential condition for a positive contact among all participants of the community. In the child's neighbourhood the interpersonal dialogue takes place on various levels, e.g. child-parent, child-teacher, child-nonpedagogical employees (teacher's assistants, caretaker, cook, administrative workers, maintenance worker, etc.).

The cooperation within the institution of the preschool concerns all their members – both adults and children; its dimension is not only material but foremost educational and formative.

The cooperation between teachers and non-pedagogical staff affects the atmosphere and makes it conducive to undertaking various educational challenges. It is realized both at the micro level (in groups) and the macro level (in the preschool). We are aware that the quality and effects of the work in the preschool depend on the staff, their engagement, understanding, and knowledge.

With no doubt, the cooperation within the preschool should be based on partnership e.g. the participation in joint action striving for a common goal.

In the process of cognitive development, the communication processes between the child and the adult are crucial. Communicating with different partners in a number of situations, the child shapes their knowledge about the surrounding world and themselves. While communicating, we have to bear in mind that in mutual relations both the adult and the child share the same dignity and equal human rights. This mutual respect for the rights is the foundation of the partnership.

Positive touch is an important part of healthy brain development in young learners.

Touch reduces stress, aids in healthy emotional development, and demonstrates a love for the preschools in our care. Appropriate touch is defined as non-intrusive and causing no feelings of discomfort or confusion for preschoolers. Such contact should also not cause feelings of discomfort or confusion for caregivers. Each preschooler should be allowed to determine what kinds of touches he or she finds acceptable.

Interactions between preschoolers and adults provide opportunities for children to build trust, to develop an understanding of self and others, and to encourage respect for the feelings and rights of others. All interactions between preschoolers and adults will be respectful and supportive of each preschooler’s gender, culture, language, ethnicity and family composition.

Teacher - preschooler relationships play a significant role in influencing young children social and emotional development. Preschoolers who had a secure relationship with their parents and kindergarten teachers demonstrated good peer interactions and positive relationships with teachers and peers in primary school. Moreover, preschoolers who had secure relationships with their teachers demonstrated lower levels of challenging behaviours and higher levels of competence in school.

Strategies that premote positive adult-child interaction recommended for both parents and preschool staff: ¾ Join preschooler’s games and play at their physical level. Take roles assigned by children, be a pretend play partner and follow the play scenario children have created. ¾ Set high reasonable standards or rules. Keep them short, specific, and positive.

Always be firm and smooth in applying them.

40

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ Engage as a partner in conversations. Allow the conversation to continue without pressuring the child for a response. ¾ Listen, but really listen. Physically get down to the child level. Establish eye contact. Be really interested in what they tell you. Remember what children tell and ask questions. ¾ Value children’s’ ideas and opinions. Ask, What do you think of that? Many opportunities for children to express their thoughts are story time. Preschoolers can also be asked their opinions about daily events. ¾ Encourage child problem solving. Help preschoolers to develop their own problemsolving abilities through trial and error. ¾ Explain why. Find solutions together, negotiate and choose the most reasonable one. ¾ Offer real choices. Preschools should be able to select the centres and activities in which they wish to participate. Give choices about which story to have read, or whether they want apples or bananas for a snack. Choices need to be limited to acceptable options only. ¾ Encourage independence. Provide materials and supplies and encourage children to try to take care of their own wishes or self-help needs. Resist the temptation to do those small but important tasks for children. A preschool can get dressed or undressed by him/herself, button a shirt, zip a coat (after you get it started), display artworks, collect toys, water plants, etc. ¾ Use redirection. Redirection and diversion are particularly effective with the very young. Redirection is a form of discipline that is intended to guide a child's behaviour from inappropriate to appropriate, from not wanted to wanted. Redirection strategies reduce the use of punishment techniques and promote exploratory learning, according to Family Development Resources, Inc. This form of discipline also helps children to stay safe and develop patience and self-control when dealing with their emotions and desires. Family Development Resources, Inc. published The Nurturing Parenting Programs® which has been promoting non-violent parenting practices since 1983. ¾ Use encouragement instead of praise. Rather than statements that evaluate or judge, make objective, specific comments that encourage preschoolers to expand their competences and think about what they do.

Top Ten DO’s – in order to develop positive healthy relations with preschoolers, both parents and kindergarten staff, always remember to: 1. have positive behaviours; 2. smile sincerely; 3. use affectionate words, and appropriate physical contact; 4. show warmth and respect toward them; 5. treat them fairly and gently; 6. be respectful listeners and keen observers; 7. find out about their interests and intentions 8. be prepared to negotiate ways and solutions; 9. be sensitive to their current level of understanding; 10. Help them to reach their full potential.

Acting in such a way the adult influences the child development. The preschoolers become: ¾ independent and decisive in different areas of activeness starting with everyday activities up to thinking and operating – learning; 41

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ interested in the world, ready to undertake various tasks and satisfied while they are completed; ¾ cooperative – ready to undertake task realisation in groups/ teams/ pairs, respect the rules and norms of cooperation; friendly and willing to help, thoughtful towards the younger group mates, the handicapped, the weak, the elderly people; tolerant; capable to show the difference between good and bad in certain age-appropriate situations; ¾ active - ready to make questions, put the hypothesis, foresee and experience; eager to learn, likes to explore and test; becoming an inspiration of their own discoveries; expanding the scope of their scientific interests; ¾ hard-working – engaged into work that starts with pleasure, in accordance with their choices, abilities, and interests; eager to make an intellectual effort; ¾ practical – ready to use their knowledge and skills in everyday situations; making use of ICT; ¾ creative – able to act creatively; able to express their ideas, beliefs and values in various forms; ¾ resistant to failures – believing in themselves and ready to work on the selfdevelopment; ¾ aware of their needs and abilities; aware of threats; able to make use of the basic rules of a healthy lifestyle; ¾ responsible – diligent and reliable at work, able to complete the tasks they are in charge; responsible for their choices, themselves, their process of learning; ¾ cultural – able to make positive emotional contacts, sensitive to art; expressing their opinions in an assertive and respectful way; using „magical words" while socialising; ¾ Communicative – able to describe their experiences; express their needs and expectations, making proper contacts with others, controlling their emotions.

42

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

IV. PRESCHOOL CURRICULUM CONTENT

For implementing CLIL, we will use the conceptual model proposed by the authors of European Framework for CLIL Teacher Education (2011) which has five components.

1. Designing CLIL classroom curricula a. Theoretical constructs of curriculum design b. CLIL course construction - Objectives/targets of content learning - Course syllabus Cross-curricular linkages - Planned learning outcomes (content, language, learning skills and cognition) - Intercultural aspects of course design - Design of teaching and learning units/modules c. CLIL course scheduling - Embedding CLIL in the school curriculum - Time allocation Teacher interaction and cooperation 2. Anchoring CLIL in the classroom a. General principles of educational practice applied to CLIL b. CLIL core features - Multiple focus - Safe and enriching learning environments Authenticity - Active learning - Scaffolding - Cooperation c. CLIL driving principles - Cognition - Community - Content - Communication d. Interdisciplinary and multimodality - Constructivist and cognitive psychological approaches - Lessons from brain sciences - Integration of subjects - Blended modalities e. Learner autonomy and agency - Deciding on and managing one’s own learning Planning targets - Benchmarking and self-assessment - Intrinsic motivation 3. Interweaving psychological and pedagogical aspects in the CLIL classroom a. Affective dimensions of learning b. Impact of e-learning c. Vehicular language threshold levels d. Expansion of personal learning styles repertoire e. Attitude awareness f. Group dynamics 4. Accessing and adapting CLIL learning resources and environments a. Criteria for and evaluation of learning materials b. Common European Framework of Reference for Languages c. Learning materials and environments which support peer co-operation, authenticity and autonomy d. Teacher co-operation through networking 5. Becoming an evidence-based practitioner a. Evidence-based analysis, planning and decision making b. Research questions, design and testing c. Data analysis and reporting d. Application of evidence-based learning The preschool curriculum should include specific, measureable goals for language development, and explicit instruction in vocabulary should be part of each day's activities11.

11

Tabors, 2008

43

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

The 10 key developmental indicators with the objectives for English Language define important development and learning goals for preschoolers.

1. COMPREHENSION: Preschoolers understand English language.

Objectives: a. Follows directions 2. SPEAKING: Preschoolers express themselves using English language.

Objectives: a. Speak clearly b. Use simple conventional grammar c. Use language to express thoughts and needs d. Use appropriate conversational and other communication skills e. Use social rules of language f. Engage in simple conversations 3. VOCABULARY: Preschoolers understand and use a words and phrases.

Objectives: a. Uses a vocabulary 4. PHONOLOGICAL AWARENESS: Preschoolers identify distinct sounds in spoken language.

Objectives: a. Notice and discriminate rhyme.

5. ALPHABETIC KNOWLEDGE: Preschoolers identify letter names and their sounds.

Objectives: a. Identify and names letters b. Use letter–sound knowledge 6. READING: Preschoolers read for pleasure and information Objectives: a. Read simple monosyllabic or disyllabic words.

7. CONCEPTS ABOUT PRINT: Preschoolers demonstrate knowledge about environmental print.

Objectives: a. Use and appreciate English books 8. WRITING: Preschoolers are able to write for many different purposes Objectives: a. Write simple monosyllabic or disyllabic words.

Children learning English must learn a very different sound system and they must distinguish English phonemes that may not be part of their native languages. A child may therefore have difficulty hearing and/or producing the sounds of English.

For a successful implementation of a curriculum take into consideration the following aspects: 9 Fidelity of implementation 9 Professional development support 9 Ongoing assessment of preschool learning

44

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

V. BILINGUAL PRESCHOOL EDUCATION V.1. WHY ENGLISH? 10 REASONS TO LEARN ENGLISH

Language is the most powerful tool in the development of any human being. It is undeniably the greatest asset we possess. A good grasp of language is synonymous with a sound ability to think. In other words language and thought are inseparable (Vygotsky 1986).

English language is important all over the world and in most of the countries English is studied as a Second Language, being included in their school syllabus. Children start learning English at a young age. Here are 10 reasons to learn English: 1. English is the second most spoken language in the world. People with different languages commonly use English to communicate. English is spoken in more countries than any other language.

2. English gives you wider access to knowledge.

3. English gives you access to some of the world’s best universities.

4. Knowing English will make you bilingual and more employable in any country in the world.

5. English opens your job prospects. Speaking English immediately opens up opportunities regardless of your ethnicity, colour, or background.

6. English is the global language of business (business meetings, customer service and sales, marketing and communications, international conferences and events).

7. English increases your standard of living.

8. English is the language of science. To excel in science you need to know English.

English is also the language of the Film Industry.

9. English gives you access to a great wealth of entertainment. You will be able to have a greater cultural understanding.

10. Over half of the world’s websites are written in English.

Children under six years old are still in the stages of acquiring their first language.

However, by three years of age, they have achieved much of the development of spoken language. Many children at this age are already fluent in their home language, which provides a sound basis for learning English as a second language. By this time children have knowledge of language and how it works. They are practiced in communicating with others and will transfer these skills to the learning of their second language. Language development in preschool period is characterized by the development of pronunciation and speech. Language development includes the following: developments in the phonetics, lexical, grammatical and semantic. It is already known that preschoolers are some excellent conversation partners - not only ask a lot of questions, but they also love to tell. This feature greatly helps parents and educators in the development of the activities vocabulary and communication skills with children. Accumulated vocabulary and communication skills of children depend mostly on the environment and stimulating the child in conversations with adults. The language is a first and essential step in the formation of cognitive and affective behaviour of the child. Also is the main tool in the integration and social-emotional adaptation of preschool children.

Children can feel English as an addition to their first language and moreover they discover its benefits when they watch their favourite TV programmes or animation movies. The 45

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

manner of teaching is conducted by educators in such a way that they stimulate the learning process of English by other educational means that preschoolers enjoy. Teachers learn preschoolers’ greetings, key function words and the names of familiar objects in English.

There are some key factors affecting the rate of acquisition of English as a Second Language: 9 the age of children when they are first exposed to English; 9 the length of time exposed to English; 9 the extent of the exposure to English; 9 the ways in which children are exposed to English; 9 the similarities and differences between English and the home language; 9 Individual characteristics of the child (including personality, confidence and learning styles) that may influence their willingness and readiness to interact with others and try to use their new language.

9 Individual characteristics within families – their strengths, needs and support.

46

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

V.2. CLIL METHOD ON BILINGUAL TEACHING

CLIL represents the best framework in terms of a content-based bilingual approach. CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe.

CLIL is a form of bilingual teaching, with its own special methodological and organizational characteristics. CLIL and bilingual education are increasingly popular across Europe. The acronym CLIL (Content and Language Integrated Learning) started to become the most widely used term for this kind of provision during the 1990s. CLIL is the platform for an innovative methodological approach of far broader scope than language teaching. Accordingly, its advocates stress how it seeks to develop proficiency in both the non-language subject and the language in which this is taught, attaching the same importance to each. Furthermore, achieving this twofold aim calls for the development of a special approach to teaching in that the nonlanguage subject is not taught in a foreign language but with and through a foreign language.

This implies a more integrated approach to both teaching and learning, requiring that teachers should devote special thought not just to how languages should be taught, but to the educational process in general12.

Content and Language Integrated Learning (CLIL) plays an increasingly important role in language education, both as a feature of foreign language teaching and learning, and as an element of bilingual and plurilingual education13.

The benefits of CLIL: 9 language learning and teaching are more interesting and more challenging; 9 improvement of language skills and subject knowledge; 9 language is a means not an end; 9 offers the opportunity for learners to develop both their intercultural knowledge and understanding; 9 encourages acquisition over conscious learning; 9 development of intercultural communication skills; 9 support and promotion of more general and comprehensive dimension to learning; 9 promotes the development of diverse learning strategies, the application of innovative teaching methods and techniques; 9 increases learner’s motivation; 9 improves cognition; 9 combining language classes with subject learning is a way of using time more efficiently; 9 prepares children for the real world in which language learning is very important; 9 Language is presented in real-life contexts in which language acquisition can take place even in a monolingual/non-immersion environment.

The principles behind Content and Language Integrated Learning include global statements such as all teachers are teachers of language14. CLIL involves a constant effort from teacher to master both content and language. Majority of teachers working on bilingual programmes must be well-equipped to do the job adequately. Preschool teachers’ language level should be B1 up to C2.

12

http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf http://www.ecml.at/Thematicareas/ContentandLanguageIntegratedLearning/tabid/1625/language/enGB/Default.aspx 14 The Bullock Report - A Language for Life, 1975 13

47

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

It is very important stakeholders – preschoolers’ parents, administrators and education authorities – to be informed about what can and cannot be achieved by CLIL approaches.

There are numerous models of implementation which are included under the “umbrella term” of CLIL. CLIL promotes a natural and holistic approach. Using CLIL in kindergarten may have success because at preschool level the methodology is holistic and preschoolers learn in real experiences and tasks.

According to Mehisto et al. (2008, page. 13-18), the typical models for preschool level are language showers and totally early immersion. Language showers represent daily lessons/activities and totally early immersion starts in kindergarten or in the first primary grade.

For this Bilingual education: a step ahead Erasmus+ project, the CLIL model used is language showers. Language showers are about 30 to 60 minutes expose a day, using games, nursery rhymes, songs, visuals, animated stories for children, handling objects/toys, movement.

Language showers for preschool education are aimed at boosting natural use of English and a good attitude towards English learning. Preschoolers present a positive attitude in foreign language learning.

Marsh (2000, p.6) offers an important statement that CLIL offers opportunities to allow youngsters to use another language naturally, in such a way that they soon forget about the language and only focus on the learning topic The following strategies support the successful delivery of CLIL lesson15: ¾ Multiple focus – teacher keeps a balance supporting language learning in content classes and also content learning in language classes; ¾ Safe and enriching environment – make sure preschoolers feel good in a bilingual classroom; ¾ Authenticity – make CLIL lessons relevant and challenging for preschoolers, connecting with their lives and using current materials from the media and other sources; ¾ Active learning – preschoolers are the centre of teaching and learning process; ¾ Scaffolding – is building on student`s existing knowledge, skills, attitudes and experience; is a sheltered learning technique that helps students feel emotionally secure, motivates them and provides the building blocks-such as language or background knowledgeneeded to do complex work16; scaffolding strategies includes brainstorming, breaking materials into chunks, shortening sentences, showing examples of desired outcomes, using realia and pictures, and giving clues and asking follow-up question17; ¾ Co-operation – teamwork is crucial to success in CIL programmes. CLIL and nonCLIL teachers need to work cooperatively planning the lessons, projects and themes, all the school community has to be involved in this practice. Also, families have to be aware of the importance of CLIL and support their children in order to get the best from it. If possible, the local community, authorities and employers should be implicated participating in activities, courses and events18.

In CLIL aspects of good pedagogy are applied in a new manner. Due to the challenges of learning through an additional language, many aspects of good pedagogy require enhanced and detailed scaffolding. A wide range of knowledge and skills relating to methodology and 15

Mehisto et al., 2008, p.29; Mehisto et al., 2008, p.139; 17 Mehisto et al. 2008, p. 140; 18 Patricia Fernandez Lopez, 2014, p. 10.

16

48

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

assessment are integrated in order to create meaningful and supportive learning experiences for students.

Regarding CLIL fundamentals, CLIL teachers should be able19: a. to describe core features of the CLIL approach (definition, models, planned outcomes, methodology, driving principles); b. to describe common misconceptions vis-à-vis CLIL; c. to contextualise CLIL with respect to the preschool, regional and/or national curriculum; d. to articulate and discuss CLIL with preschool’s internal and external stakeholders; e. to describe strategies for integrating CLIL and existing kindergarten ethos.

Regarding CLIL content and language awareness, CLIL teachers should be able20: a. to identify the appropriate content to be taught and obstacles to content learning; b. to view content through different cultural perspectives; c. to deploy strategies to support language learning in content classes; d. to create opportunities for reinforcing content learning in language classes; e. to apply strategies for fostering in preschoolers the habit of linking new learning with their personal experience (e.g., language, content subjects, personal experience and the out-ofkindergarten world); f. to promote learner awareness of language and the language learning process; g. to describe how the first language can support additional language learning h. to model strategies for making the transition from monolingual to bi/plurilingual teaching and learning; i. to describe the implication of age for language learning and use; j. to link language awareness issues to content learning and cognition; k. to scaffold language learning during content classes; l. to propose instructional strategies that take into account learners’ age m. to draw on knowledge and theories from language learning fields such as Second Language Acquisition to propose instructional and learning strategies.

Regarding CLIL methodology and assessment, CLIL teachers should be able21: a. to constructively give, receive and use teacher and peer assessment/feedback; b. to identify and analyse preferred learning styles, and to expand and effectively use these and others; c. to cooperate with other teachers so as to reflect on, and improve learning; d. to nurture cooperation with colleagues and have a repertoire of cooperation strategies and skills; e. support continuous language growth through a repertoire of didactic strategies (e.g., Zone of Proximal Development, error awareness and correction, first language transfer and interference, translanguaging, anti-plateauing strategies and modelling); f. to design CLIL modules and lessons within the context of a given curriculum; g. to maintain a triple focus that supports content, language and learning skills development; 19

European Framework for CLIL Teacher Education, 2011, p.18 (adapted text) European Framework for CLIL Teacher Education, 2011, p.19 (adapted text) 21 European Framework for CLIL Teacher Education, 2011, p.21-23 (adapted text) 20

49

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

h. to create supportive structures to foster contact and communication with other speakers of the CLIL language; i. to articulate CLIL-specific assessment needs and goals, and to develop and implement related assessment tools.

Regarding CLIL research and evaluation, CLIL teachers should be able22: a. to conduct action research in collaboration with colleagues and other stakeholders; b. to articulate key research findings relevant to CLIL and learning in general (e.g., second language acquisition research, psychology of knowledge and evidence-based teaching); c. to critically analyse research articles on CLIL. Regarding CLIL learning resources and environments, CLIL teachers should be able23: a. to maintain a triple focus on content, language and learning skills; b. to design and use cognitively and linguistically appropriate learning materials; c. to create criteria for developing CLIL resources (including multimedia) that embed the core features of CLIL; d. to describe criteria and strategies for using nonclassroom and non-school learning environments; e. to assess learning resources and environments and to identify potential difficulties and solutions to overcome them.

Regarding CLIL classroom management, CLIL teachers should be able24: a. to use diverse classroom set-ups to promote student communication and cooperative learning; b. to use appropriate language for classroom interaction in order to manage classroom proceedings.

According to the 4Cs curriculum defined by Coyle (1999, a successful CLIL lesson should combine elements of the following: ¾ Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. ¾ Communication - Using language to learn whilst learning to use language. ¾ Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language. ¾ Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

In a CLIL lesson, all four language skills should be combined. The skills are seen thus: ¾ Listening is a normal input activity, vital for language learning. ¾ Reading, using meaningful material, is the major source of input. ¾ Speaking focuses on fluency. Accuracy is seen as subordinate. ¾ Writing is a series of lexical activities through which grammar is recycled.

For preschool level create a wide variety of opportunities to develop two of language skills, listening and speaking.

22

European Framework for CLIL Teacher Education, 2011, p.24 (adapted text) European Framework for CLIL Teacher Education, 2011, p.25 (adapted text) 24 European Framework for CLIL Teacher Education, 2011, p.26 (adapted text) 23

50

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

AIMS

Teach basic greetings and farewell expressions

Teach preschoolers words and expressions used when they address

Teach preschoolers how to say their names

Teach words and expressions related to toys

CONTENT

THEME

GREETINGS AND FAREWELL EXPRESSIONS

Hello! /Hi! Good morning/ afternoon/ evening!

Good night!

Good bye! Have a nice day! See you soon!

Good Morning, Dear Teacher!

Good morning, dear teacher Good morning, how are you?

We all are very happy To say ‘hello’ to you!

Stand up! – Sit down!

Please! Sorry! Thank you!

Come here! Return to your seat!

Be quiet! Silence!

POLITE ADDRESS

Let’s Try to Be Polite!

Let’s try to be polite In everything we do.

Remember always To say “please” And don’t forget ‘Thank you!’

What’s your name? My name is …….

Nice to meet you! How are you?

I’m fine, thank you!

SOMETHING ABOUT YOU

Together Together, together Together every day.

Together, together We work and play.

MY TOYS

Toy, doll, teddy-bear, car, plane, train ball, bicycle, book, puppet Plural; Add –s Toys, dolls, teddy-bears, cars, trains, balls, bicycles, books, puppets Teddy Bears Teddy bears, teddy bears Turn around, Touch the ground, Switch off the light And say Good night!

51

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

One–two–three–four–five six–seven–eight–nine–ten Let’s count! Count the dolls!

One doll, two dolls.

Teach preschoolers how to count from 1 to 10

NUMBERS

Look, Teacher, Look!

Look, teacher, look!

One is a boy Two is a toy Three is a book Look, Teacher, Look!

Four is box Five is a fox Six is a bear Seven is a hen Eight is a door Nine is a floor And ten is for me!

Ten Little Indians One little, two little, three little Indians.

Four little, five little, six little Indians.

Seven little, eight little, nine little children.

Ten little Indians – boys and girls!

How old are you?

I am five years old. I am five.

Teach preschoolers how to say their age

Teach words and expressions used when describing family

MY AGE

MY FAMILY

Baby Play This is the way the baby goes: Clappity clap! Snappity snap!

This is the way the baby goes: Peek-a-boo! I see you!

This is the way the baby goes: Creep, creep, creep, creep.

This is the way the baby goes: Sleep, sleep, sleep, sleep.

Mother/mum – father/dad, daughter – son, brother – sister, grandmother/grandma – grandfather/grandpa This is my family/ mum/ dad.

Lullaby – “Hush, Little Baby” Happy Family Mother and father Are very happy – you see They have a big son And a daughter - me!

52

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Teach colours through colour songs

COLOURS

Teach preschoolers how to describe things through colours

Teach prepositions of place, alongside rooms and things at home

MY HOUSE

CHRISTMAS CAROLS

Teach preschoolers some Christmas related words

Red, orange, yellow, white, black, blue, green, purple, pink What colour do you like? I like red.

Show me something blue. It is a blue car.

I See Something Blue! I see something blue!

Blue, blue, blue, blue I see something blue!

“Jingle Bells”

“Santa Claus Is Coming to Town”

“We Wish You a Merry Christmas”

The Rainbow Red and yellow and pink and green, Purple and orange and blue.

I can sing the rainbow, Sing the rainbow, Sing the rainbow, too.

House, kitchen, bedroom, bathroom, living room, hall, floor, ceiling, wall, door, window In, on, under, behind Chair, desk, table, sofa, bed My House Up is the ceiling Down is the floor Here is the window There is the door.

Jingle Bells Jingle Bells, Jingle Bells Jingle all the way!

What fun it is to ride In a one-horse open sleigh.

Santa Claus Is Coming to Town You better watch out, You better not cry, You better not pout!

I’m telling you why: Santa Claus is coming to town!

We Wish You a Merry Christmas We Wish You a Merry Christmas, We Wish You a Merry Christmas And a Happy New Year!

Five Little Candles Five little candles twinkling on the tree.

The first one said, "What do you see?"

The second one said, "I see Santa big and jolly."

The third one said, "I see Christmas wreathes or holly."

The fourth one said, "What do you hear?"

The fifth one said, "Children singing loud and clear," A very Merry Christmas and a Happy New Year."

53

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Teach preschoolers parts of the body

Teach preschooler s words and expressions related to parts of the face

MY BODY

MY FACE

body, head, neck, arm, hand, finger, leg, knee, foot/feet, ankle, shoulder, back, chest Singular-Plural one leg-two legs, one arm-two arms one finger-five fingers, one toe-ten toes 5 Little Fingers Tommy Thumb, Tommy Thumb Where are you? Where are you?

Here I am, here I am How do you do! How do you do!

Repeat for each finger: Peter Pointer, Bobby Big, Robby Ring, Tiny Tim Face, hair, forehead, eyebrow, eyes, nose, cheek, mouth, lips, teeth, chin, ear Singular – Plural one eye-two eyes, one ear-two ears HEAD AND SHOULDERS Head and shoulders, knees and toes knees and toes Head and shoulders, knees and toes knees and toes Eyes and ears – mouth and nose.

Head and shoulders, knees and toes knees and toes Let’s Do Gymnastic!

Touch your head and Touch your toes.

Touch your knees and Touch your nose.

Head, toes – Knees, nose.

Stand up straight And count to ten: One-two-three-four-five Six-seven-eight-nine-ten!

My Hands On my head my hands I place.

(Place hands on head) On my shoulders, On my face,/ On my hips,/ And at my side, (Drop hands to sides) Then behind me they will hide, (Hide hands behind back) I will hold them up so high, (Raise hands high above head) Quickly make my fingers fly, (Wiggle fingers) Hold them out in front of me, (Hands in front of body, arms extended) Swiftly clap them. One, two, three!

(Clap, clap, clap) 54

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Teach preschoolers how to ask about the weather and describe it

Teach preschoolers how to talk about clothes relative to the weather

WEATHER

CLOTHES

MOTHER’S DAY

Teach preschoolers adjectives

Teach preschoolers how to express preference by using vocabulary related to farm animals.

Teach names of pets

ADJECTIVES

What’s the weather like today?

It’s sunny/rainy/ windy/ frosty/ Cloudy/ snowy/ foggy.

Good morning Good morning, good morning What a sunny morning! / Rainy morning! / Windy morning! / Frosty morning!

Blouse, skirt, dress, jeans, trousers, shirt T-shirt, sweater, shoes, slippers, pyjamas, cap I wear a skirt when it’s sunny.

I wear boots when it’s rainy.

The Colours of our Clothes Oh, who is wearing red? x 2 Please tell me if you can, Oh, who is wearing red ?

Oh, [name of child] is wearing red x 2 That's the colour of her [name of clothing] Oh, [name of child] is wearing red Mummy, I Love You! Mummy, I Love You For all that you do.

I’ll kiss you and hug you Cause you love me, too.

YOU ARE MY SUNSHINE You are my sunshine, my only sunshine.

You make me happy when skies are grey.

You’ll never know, mummy How much I love you!

You are my sunshine, my only sunshine.

TWINKLE, TWINKLE LITTLE STAR Twinkle, twinkle little star How I wonder what you are!

Up, above the world, so high Like a diamond in the sky!

Twinkle, twinkle little star How I wonder what you are!

Big, small, fat, thin, long, short, fast, slow, nice, good, bad, beautiful, cute dog, cat, rabbit, cow, donkey, horse, sheep, goat, pig, mouse, puppy, kitten, bunny, pony

DOMESTIC ANIMALS

1-2-3-4 One, one, one/ Please cat run!

Two, two, two/ The dog is after you!

Three, three, there/ Three birds on a tree!

Four, four, four/ Four cats on the floor!

55

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Teach names of domestic birds and give a brief description using personality adjectives.

Teach preschoolers how to express preference by using vocabulary related to wild animals; give a brief description of animals using personality adjectives

Teach preschoolers some Easter related words

turkey, rooster, hen, chicken, goose, duck My Black Hen Hickity-pickity My black hen, She lays eggs For gentlemen.

Sometimes nine And sometimes ten.

Hickity-pickity My black hen.

DOMESTIC BIRDS

Fox, wolf, bear, deer, lion, elephant, tiger, monkey, zebra, giraffe, crocodile, snake A lion is fast. A tiger is strong.

A snake is long. A bear is big.

Cunning Fox! Cunning Fox You stole my goose Give it back to me! x 2 Otherwise I bring my shotgun And three big dogs.

Cunning fox don’t be a villain And stop stealing! x 2 Roasted goose and tasty pies Those aren’t for you!

Easter eggs, Easter Bunny, Chocolate Bunny, Easter Egg Hunt Happy Easter Day! Counting Finger play for Easter

WILD ANIMALS

EASTER IS COMING!

Five little Easter rabbits Hold up five fingers Sitting by the door, One hopped away, and then there were four.

Bend down one finger.

Hop, hop, hop, hop, / Clap on each hop.

See how they run!

Hop, hop, hop, hop, / Clap on each hop They think it is great fun!

Four little Easter rabbits Hold up four fingers Under a tree, One hopped away, and then there were three.

Bend down one finger Repeat refrain.

One little Easter rabbit Left all alone, He hopped away, And there were none.

56

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Hand behind back.

Hop, hop, hop, and hop!

Clap on each hop.

All gone away!

They'll come back some day.

Teach preschooler how to express preference by using vocabulary related to see animals.

Teach preschooler how to express ability using simple action verbs.

UNDER THE SEA

fish, whale, dolphin, shark, crab, jellyfish, starfish, octopus, sea horse, snail What do you see?

I see a blue whale.

ACTION WORDS

What can you do?

I can eat/drink/read/sing/cook /fish/sleep/ dance/jump/wash/run/walk/paint/draw.

I can eat a banana/ tomato/carrot.

I can drink water.

I can draw a lion/ dog/ house/ plane etc.

Brother John Brother John, brother John, Are you sleeping? Are you sleeping?

Morning bells are ringing, Morning bells are ringing, Ding-dang-dong!

Ding-dang-dong!

Teach preschoolers how to describe jobs using action verbs Teach preschoolers names of fruit, fruit colour and how to express likes

Teach preschoolers about the things we eat, drink and to express want

JOBS

Vet, Sailor, Farmer, Doctor, Teacher, Barber, Cook, Gardner, Tailor, Worker, Policeman, Postman, Fireman, Driver, Waiter, Waitress What do you want to be?

I want to be a vet.

FRUIT

apple, pear, grape, peach, cherry, watermelon, orange, banana, lemon What’s this/that? This/that is a pear.

Do you like apples? Yes, I do! No, I don’t!

I like grapes. I don’t like lemons. strawberry juice orange juice, coffee mineral water, milk, tea sausages, chips, chicken cheese, bread, salad, fish omelette, ketchup, salt pepper, cake, popcorn ice-cream , candy

FOOD AND DRINKS

AT THE RESTAURANT What would you like?

I’d like fish and chips. car, train, bus, plane, helicopter, boat, ship, bicycle, motorcycle 57

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. Teach preschoolers different means of transport and talk about going around

MEANS OF

Traffic Light Red on top, Green below, Red means stop, Green means go, Yellow means wait, Even if you're late.

TRANSPORTATION

Useful links for nursery rhymes, songs and stories for preschoolers Short Story for Children (13 Moral Stories) | Three Little Pigs & more https://www.youtube.com/watch?v=krBxNvLUxU4 Short Story for Children (16 Moral Stories) | The Fox and The Goat & more https://www.youtube.com/watch?v=A3rycfe-dOI Animated Stories for Kids - Cartoon Stories | Ant and Grasshopper | Short Stories for KIDS https://www.youtube.com/watch?v=ekHIQSJfXnI Bedtime Stories for Kids (15 Moral Stories) | The Boy who cried Wolf and more https://www.youtube.com/watch?v=i9-iPmP_z0E Top - 50 - Stories Collection For Kids 2015 - Stories for Children & Kids By Hooties The Owl Family https://www.youtube.com/watch?v=riWnj140rFI Bedtime Stories for Kids (10+ Moral Stories) | Goldilocks Story and more https://www.youtube.com/watch?v=OL0n7h9qsUI Finger Family Collection https://www.youtube.com/watch?v=_Nag0k2haWU Finger Family Rhymes for Children | Halloween Songs for Children 2015 https://www.youtube.com/watch?v=yxKUH9oLuZA Food Songs | And More Nursery Rhymes https://www.youtube.com/watch?v=WUleZmFMEVQ Summer Summer Song https://www.youtube.com/watch?v=E29L1M2cR78 Five Little Monkeys Nursery Rhymes Collection https://www.youtube.com/watch?v=4BVUVi7tuBk T-Series Kids Hut https://www.youtube.com/user/kidshut http://www.agendaweb.org/songs/english-songs-for-kids.html www.bussongs.com www.kids-songs.tv www.supersimplelearning.com www.bygosh.com www.communication4all.co.uk www.english-for-students.com www.kidsgen.com www.kidsworldfun.com www.kidsworldfun.com www.preschoolrainbow.org www.shortkidstories.com www.babytv.com www.superteacherworksheets.com www.bussongs.com

58

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

V.3. FIVE REQUIREMENTS TO HAVE AN EXCEPTIONAL BILINGUAL SPACE AND A SUCCESSFUL BILINGUAL PRESCHOOL PROGRAM

Teachers can support language learning by providing a language-rich environment with lots of opportunities for children to hear and practice both languages with peers and adults (Ford, 2010). Bilingual education represents a safe and enriching environment where preschoolers can discover, understand and use the second language. A good bilingual preschool program is an excellent way to support the development of preschoolers in their native language and also jump-start them toward a future of fully bilingual professional adults.

It is mandatory that preschool teachers to be trained through familiarization with the CLIL methodology. Experience sharing between teachers in preschool education and knowledge of best practices at European level will help improve bilingual educational practices and increase the attractiveness of bilingual educational activities. On long term, the qualitative development of educational services for early education, including learning English at early ages, will ensure all children a successful school start.

1. Transform your traditional classroom into a rich bilingual classroom Structure the classroom space and routine to provide scaffolding for English young learners’ language learning. Label classroom centres in English: 9 Art Centre/ Arts And Crafts Centre 9 Book Centre/ Library Centre 9 Building Centre/ Blocks Centre 9 Math Centre/ Puzzle Centre 9 Music Centre 9 Quiet Corner 9 Role Play Centre/ House Centre/ Housekeeping Centre 9 Science Centre Print and cut out images of classroom objects, classroom rules, centre signs and furniture then label them in English. Get two copies of each label - one for the storage container and one for the area where the item is stored. Also use labels for: 9 dramatic play materials; 9 table toys; 9 blocks; 9 science materials and supplies 9 Art materials; 9 Math and Language manipulative.

Teacher’s job during centre time in a bilingual classroom is to: 9 observe – if preschoolers use English greetings, words, commands or short phrases (verbs and verb phrases, nouns and noun phrases); 9 listen – preschoolers’ English pronounciation while they speak or sing;

59

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 9 model good practices of talking and listening; speak slowly and articulate clearly; repetition is also required; 9 ask questions – check if preschoolers understand simple questions and answer accordingly; 9 help preschoolers by showing them how to do – e.g. Cut! Paste! Stick! Cross!

Change!; check if preschoolers understand simple directions in English; 9 participate in activities if you are invited by preschoolers – initiate simple conversations in English; use facial expressions, gestures and pictures to reinforce meaning; encourage preschoolers to speak English (simple words or phrases, even if they are not grammatically correct); 9 Praise preschooler’s minimal efforts to communicate including use of nonverbal responses; find ways to recognize their success and display their work.

2. English Corner There in the classroom create a corner, named English Corner. It will be the English version of your traditional Thematic Corner (also named Curiosity Corner or Learning Corner).

This should be an area easily reached by everyone who is going to use it. Have a display table or notice board for this place. English Corner is a place reflecting the work teachers do in English and giving preschoolers a chance to practise the words they learn. It is important to display things in this area: 9 Bulletin boards; 9 Word flash cards; 9 English books; 9 Posters; 9 Pictures; 9 Worksheets; 9 Drawings.

Always remember to use one word label for each item pictured—in English and native language. Place the word label under the flash card, picture label on the item container or in the storage area to help build language skills. Place labels on common classroom furniture items, such as the door, table, chair, etc.

Make the corner as attractive as you can. Put comfortable chairs in your corner so that children want to sit and read and also add some toys and stuffed animals. Give toys English names as Teddy the bear, Fred the turtle or Snake Bob, Penny Pony. Encourage children to play with them and actively use their names. There can also be the Disney characters, Donald Duck, Daisy Duck, Mickey Mouse, etc. Preschoolers enjoy making their own rhymes. Allow them to create names using rhyming words of their choice. Words do not have to make sense. Tell preschoolers the story of Chicken-Licken and his friends: Henny-Penny, Cocky-Locky, DuckyLucky, Draky-Laky, Goosey-Loosey, etc.

60

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

61

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

3. English Teaching Aids 9 visual aids – flash cards, graphic organizers, pictures, posters and charts 9 books, with CDs where possible 9 CDs to listen to 9 games 9 letter cards 9 things to look at and touch 9 visual dictionaries 9 word games 9 writing materials 9 puppets 4. English Teacher Resources 9 Worksheets 9 Lesson plans 9 A collection of English nursery rhymes, stories, songs, chants, games and indoor and outdoor activities 9 Teaching tools (publications and online resources) 9 CLIL activities and materials on teaching English 5. Provide fun and interactive language-learning environments – make sure you have a large and diversified collection of songs, nursery rhymes, games, stories, educational activities for all five themes (Music, Science, Math, Art, and Physical Education).

9 play games with flashcards; 9 teach rhymes and songs; 9 sing and dance; 9 recite poems with rhyming words; 9 read short stories; 9 watch short animated stories and movies; 9 play board games in English; 9 make puppet shows, shadow theatre; 9 make own preschoolers’ books or stories.

Well-designed learning activities should: 9 be linked to specific learning goals and objectives; 9 be engaging for children; 9 provide opportunities for children to engage in hands-on active learning experiences; 9 Use good bilingual materials.

6. Involve parents – they are instrumental in supporting early language development.

Encourage parents to teach and practice English with their children at home as a way of strengthening preschoolers English language skills.

62

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

V.4. DAILY ROUTINE

The second language in early childhood encourages the communicative and linguistic competences of the preschoolers as well as an openness and ability to learn languages in general.

A bilingual education offers the chance of getting to know other cultures and acquiring intercultural competences. Daily routine activities are very important in preschool education because preschoolers learn new words in a knowing way, they can predict and deduce the meaning of new words from context and also, preschoolers’ participation and communicative skills are increased. These activities should be used daily in the preschool classroom.

A. CIRCLE TIME – morning program of each day starts with circle time. ¾ Circle Time Songs and Rhymes – each week preschoolers learn a new song or a few new rhymes for that week’s theme. They like repetition so sing any song they really like on a daily basis. Preschoolers will follow along to the hand movements to the songs and nursery rhymes they hear often and before you know it they will start singing right along.

Greetings and can be learned through songs and nursery rhymes. Preschoolers learn how to apologize in both languages, and greet and take leave from teacher and other preschoolers at the end of the day. Good bye! Have a nice day! Bye-bye! Also they can be taught to say Good bye! Have a nice day! See you tomorrow! to their parents and teachers.

Songs and Rhymes: 9 10 Little Indians 9 ABC Song 9 Baa Baa Black Sheep 9 Five Little Monkeys Jumping On The Bed 9 Five Little Monkeys Teasing Mr. Crocodile 9 Hey Diddle Diddle 9 If your Happy And You Know It 9 Itsy Bitsy Spider 9 Jack and Jill 9 Old McDonald Had A Farm 9 One Two Buckle My Shoe 9 Peek a Boo 9 Ring Around the Rosie 9 Rock a Bye, Baby 9 The Wheels On The Bus 9 Twinkle, Twinkle Little Star ¾ Morning Greeting Time – each morning teacher and preschoolers say good morning to teacher and teacher says good morning to preschoolers. ¾ Let’s count – this activity introduces preschoolers to count in English. Teacher asks preschoolers How many preschoolers are missing today. Preschoolers and teacher count together missing spots on the Preschool Attendance Chart. This is used to store preschoolers’ photos, promote face and name recognition, name writing, and serve as an attendance taking tool. When preschoolers enter the classroom each day they are required to find their own photo card and

63

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

place it in the corresponding pocket on the chart. Each pocket on the chart is labelled with the preschooler’s name. The labels are also used as a model whenever preschoolers want to write their names.

Alternative: Let preschoolers move their photo or name to the I am here today Chart.

It is important always to repeat the same question and also introducing more questions such as How many girls are in the classroom? How many boys are in the classroom?

Preschoolers can count the number of rainy days in the month, sunny days, and so forth. ¾ Hello Song (www.supersimplelearning.com) Hello! [Wave your right hand.]

Hello! [Wave your left hand.]

Hello, how are you? [Wave your right hand, then gesture towards someone else, placing your arms in front of you in an "And you?" kind of gesture.] (Repeat) I'm good! [One thumb up!]

I'm great! [Two thumbs up!]

I'm wonderful! [Jump in the air!] (Repeat) Hello! Hello!

Hello, how are you? (Repeat) I'm tired. [Slouch your shoulders and sigh.]

I'm hungry. [Rub your tummy.]

I'm not so good. [One thumb down!] (Repeat) Hello! Hello!

Hello, how are you? (Repeat 3x) ¾ Calendar – this activity introduces preschoolers to the days of the week, months and seasons. Teacher helps them to set the right date until they can to do it by themselves.

Preschoolers say Today is Monday and teacher can say the rest of the date. This activity is carried out by one preschooler and it changes every day. Teachers should ask preschoolers to say or sing the days of the week in order. Preschoolers can sing the Four Seasons Song and identify each of the seasons on a chart. ¾ Weather – this activity presents the different climate changes. Choose a weather helper to look out the window and tell what the weather is (Today is rainy/sunny/windy/cloudy/foggy/snowy. It is cold/hot.). The teacher uses flashcards with the vocabulary to help preschoolers to memorize words. Talk about weather all the time with preschoolers. Encourage them to check the weather during the day by looking out the window and listen to the sounds of nature (rain, thunders, strong winds). Sing along The Weather Song (Weather, weather/ Weather, weather, / What will the weather be today? / sunny and warm/ sunny and warm/ That’s what the weather will be today.)

If preschoolers may not be able to answer correctly, then teacher should give them hints; such as, Is the sky white or blue? if it is white Does anyone know what that means? It’s cloudy. Is it raining outside? Is it snowing outside? Is it cloudy outside? Is it windy outside? Yes, it is! No, it is not!

Alternative: Weather Wheel – create a weather wheel to engage all preschoolers during morning circle time and weather observations. ¾ Let’s dress Dolly/Tommy – after the calendar and the weather, the preschoolers can dress up a doll. On the wall it is necessary a poster of a doll and different stickers of clothes. The

64

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

whole group decides what clothes are suitable for Dolly/Tommy depending on the weather. The teacher can use this activity to teach the clothes, body parts and reinforce numbers and colours. ¾ Morning Exercises/ Gym – movement activities for preschoolers to clap, skip, stretch, sit-ups, run in place, and so forth.

Use simple funny chants and do not forget to use props that illustrate the poems (e.g. flashcards, pictures, puppets, stuffed toys).

A bear, a cow, a fish, a turtle (repeat) Touch your head, touch your shoulders Touch your knees, touch your toes!

An elephant, a hippo, a horse, a lion (repeat) Touch your eyes, touch your ears Touch your mouth, touch your nose!

A panda, a rabbit, a duck, a frog (repeat) Say hello, say hello Wave your hands and say hello!

Here we go! clap your hands, clap, clap, clap wash your hands, wash, wash, wash shake your hands, shake, shake, shake brush your teeth, brush, brush, brush wash your face, wash, wash, wash comb your hair, comb, comb, comb hands up, hands down hands in front, hands behind I like English (x3) ¾ Let’s get-to-know-each other – is a circle game aimed to encourage the use of English; a preschooler give a puppet/stuffed toy to the next child saying My name is Maria.

Please, take Mousey. The child says Thank you Maria. You’re welcome! The game finishes when everybody says their name.

B. PLAN-DO-REVIEW SEQUENCE 9 planning time – 10 minutes for preschoolers to plan what they want to do during work time (the centre to visit, materials to use, and friends to play with); 9 work time – 45-60 minutes for preschoolers to carry out their plans (or shift to other centre and new activities that interest them) 9 Recall time – 10 minutes for preschoolers to review and recall with teacher and the rest of preschoolers what they've done and learned.

C. GROUP TIME ¾ Small-group time – a small group of preschoolers meet with teacher to experiment with materials, try out new skills, and solve problems. ¾ Large-group time with parents — Large-group time builds a sense of community.

Be diligent in identifying parents who have more free time and would be interested in becoming a class parent. Invite parents to join activities in classroom and propose them to play an instrument, teach preschoolers a song or simple dance moves, read a story or play a game with 65

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

preschoolers. Use parents as special class readers. Preschoolers, one teacher and one parent come together for movement and music activities, interactive storytelling, and other shared experiences.

D. OUTSIDE TIME – spend at least 30 minutes outside every day, enjoying vigorous and often noisy play or sports in fresh air.

E. TRANSITIONS – transitions are the minutes between other activities of the day, as well as arrival and departure times. Plan meaningful learning experiences for these times F. EATING AND RESTING TIMES – Meals and snacks allow children to enjoy eating healthy food in a supportive social setting. Rest is for napping.

Preschoolers can be a tremendous assistance to teachers. Preschool teachers should assign every day little helpers, classroom helpers or teacher’s helpers, taking into consideration the age of preschoolers and what they can handle. In this way they learn to be responsible for the classroom. Use some badges or vests for this special purpose.

9 Weather helper – a preschooler keeps daily weather chart using illustrated flashcards; 9 Bell Ringer – a preschooler rings bell to indicate clean up time; 9 Sink Monitor – a preschooler stands by sink when kids are lined up to wash hands; 9 Line Leader – a preschooler leads to line while going to a different room or outside; 9 Snack Helper/ Lunch Helper – place napkins on tables; 66

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 9 Plant Helper – water and take good care of alive plants; 9 Helper of the Day.

At the end of the day, review classroom helpers – listed on the Job Chart – and reward them for best efforts with Good Job stickers.

67

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

V.5. PARENT INVOLVEMENT IN BILINGUAL EDUCATION

Many adults who are put into English-speaking situations while travelling abroad, attending a business meeting or a conference, understand nothing of what they are hearing. In this "sink or swim" situation, many flounder. Do not want this for your child! Get involved in early childhood bilingual education of your child! Parents need to participate in both the development of the bilingual educational program and its implementation. A real and active partnership with parents is essential, if preschoolers learning English as a Second Language are to have positive outcomes in the early childhood setting.

Preschools and teaching staff should provide meaningful opportunities for parents to participate in their children’s bilingual education: 9 daily/ weekly class participation – parents are invited to read stories, dance, sing, and play with children (let them be Class Reader, Class Singer, Class Dancer, Football Coach, etc.); 9 share information with parents – have a display board in entrance hallway so that they can easily get informed about weekly theme and daily activities; 9 establish meaningful dialogue with parents; 9 organise workshops for parents on bilingual education and teaching English at home using CLIL methodology; 9 monthly meetings with teachers to discuss their individual and team responsibilities; 9 Have a friendly, welcoming environment for parents.

A good bilingual preschool program is an excellent way to support the development of children in their native language and also jump-start them toward a future of fully bilingual professional adults. Encouraged parents to take an active role in the early childhood bilingual program and support learning English at home. This Erasmus+ Project, Bilingual education: a step ahead is a great opportunity for both parents and children to do so inside the participants’ institutions or home.

Teachers involve parents in their children’s English learning process asking them to use their language experiences, for example: 9 to respond with short sentences; 9 to engage children in shared conversations such as waving goodbye or inviting them to play, sing, run (Let’s play football! Let’s sing Hello Song!); 9 to use easy interactive games such Ring Around A Rosie or Wheels on the Bus’; 9 to play games with flashcards; 9 to play action games; 9 to clap, stamp, jump, hop, run etc. with children; 9 to play singing games If you’re happy and you know it, Old Macdonald had a farm, One elephant balancing; 9 to sing action songs when playing; 9 to exercise simple rhymes (cat-mat, see-bee, fat-rat, ducky-lucky); 9 to read and short stories every day (for example the wonderful stories for children by Leslie Patricelli – Yummy Yucky, No No Yes Yes, Huggy Kissy, Tubby); 9 to make shopping lists with children; 68

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

9 to cook and prepare food using easy recipes.

Do not afraid your child is too young to learn a foreign language. Support your child all the time in order to help him or her become familiar with English, for example: ¾ greet him or her everyday using repetitive language such as Hello, How are you? ¾ use routine phrases every day such as, Let’s sing/ play/ go outside!, It’s dinner time!, Wash your hands!, Sleep well!, Wake up, sleepyhead!; ¾ use gestures to describe what is happening; ¾ encourage your child to repeat words learnt in class; ¾ always use visual clues when speaking with your child (such as pictures, photos, toys and puppets).

When you read to children, in order to support language development in English: ¾ point to the pictures and name objects, for example This is a car; ¾ use puppets to encourage children to communicate; ¾ use a single word to ask a question or point to an object by repeating the word; ¾ provide books with cardboard pages that are easy to turn, or ‘lift the flaps’ books; ¾ use books with large, simple and realistic illustrations.

There are many fun ways of learning other languages. The best way is to surround children with natural language use in play, in conversations with adults and other children, in songs and games, stories and rhymes. All children can learn the meaning of words in other languages.

69

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VI. SECOND LANGUAGE ACQUISITION DEVELOPMENT IN EARLY YEARS VI.1. ENGLISH LANGUAGE ACQUISITION AS A SECOND LANGUAGE STEPS

The early years are the foundation years for children's development. Language helps preschoolers to understand where they fit in the environment where they are entering.

Bilingualism involves understanding and speaking two languages at the same time. Bilingual education is an education system where everything is taught in two languages, native and foreign. For an excellent learning of two languages, preschoolers have to deal with them daily.

The best way to help preschoolers learn effectively is to cater to their learning styles or multiples intelligences, visual-spatial, logical-mathematical, bodily-kinaesthetic, musicalrhythmic, intra-personal, inter-personal, naturalist, and spiritual. Young learners should be exposed to English on a daily basis. Teachers should give preschoolers visual exposure to English, followed by exposure to listening. Preschoolers are incredibly adapted to learning languages, and pick up new words, phrases and grammar structures easily.

Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. There are six stages of Second-Language acquisition, but during the early childhood perioud only two of them will be marked by preschoolers, pre-production stage (steps 1 and 2) and early production stage (steps 3, 4, 5 and 6). The strength of first language skills may accelerate second language learning.

Scaffold instruction so preschoolers receive comprehensible input. Have visuals or other hands-on items available to support content learning. Keep messages simple, combine words with gestures, use Simple Present Tense, and repeat key words. Avoid excessive error correction because constant correction will not improve preschooler’s ability to speak English. Reinforce learning by modelling correct language usage.

STEP 1 In the pre-production stage of second-language acquisition, also called the silent period, a common second-language acquisition phenomenon, preschoolers take in the new language but do not speak it. This period often lasts six weeks or longer, depending on the individual. The younger preschooler, the longer the silent period tends to last. Immerse preschoolers in English language. Expose young learners to English through nursery rhymes, songs, videos, animated movies. In this stage do not yet ask them to repeat new words; do not pressure them to speak. Use visuals and have preschoolers point to pictures or act out vocabulary. Say and show the objects (e.g. Say This is a car and show the picture of a car or a toy car). Gesture, point and show as much as possible.

Some other great ways to expose preschoolers to English language: 9 play CDs with simple songs and rhymes in English; 9 watch short videos; 9 watch short animated movies; 9 watch short simple animated stories.

70

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

STEP 2 Start using common classroom commands using short phrases in the imperative form: 9 Stand up! - Sit down!

9 Close/shut the door!

9 Look at me!

9 Silence, please! / Be quiet!

9 Raise your hand!

9 Listen! / Listen to the music!

9 Come here!

9 Colour!

9 Draw!

9 Paint!

9 Let’s sing!

Translate given commands into native language. Later on, when preschoolers are well familiarised with classroom commands, stop translating them. Use motions and gestures during activities to reinforce learning. Use body language. E.g. thumbs up mean Right/Well done! Index finger on lips means Be quiet! /Silence! Say and show the meaning (e.g. Say Wash your hands! and pretend you wash your hands while preschoolers observe).

STEP 3 Expose preschoolers to words. Teach them vocabulary. Presenting vocabulary thematically helps children make associations between words and scaffolds students' learning (McGee & Richgels, 2003).

In the early production stage of Second Language aacquisition preschooler begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage. Always ask preschoolers to repeat new words. Teachers may like to teach some of these topics, obviously according to weekly theme: 9 numbers (1–10) 9 colours 9 adjectives (e.g. big, small, tall, happy, sad, tired) 9 human body 9 emotions 9 weather 9 toys 9 clothes 9 animals (e.g. pets, farm animals, wild animals) 9 vegetables and fruit 9 food and beverage 9 jobs 9 means of transportation 9 action words (verbs)

71

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

STEP 4 Practice English vocabulary in classroom and ask parents to do the same thing at home.

Preschoolers will start to understand familiar English and use single words holistically to convey meaning. They grow familiar with playroom speech, including routine language associated with the environment. Ask preschoolers to point to pictures and say new words.

9 play picture lotto, bingo and flashcard game; 9 play word games – I spy 9 play pretend games 9 play action games – Simon says, Charades, What’s the time Mr. Wolf?

9 use finger plays 9 do arts and crafts - colouring, drawing, painting and crafts 9 learn songs and nursery rhymes; 9 learn singing games; 9 learn skipping and counting games; 9 read and tell stories everyday (especially with repetitive phrases in books); 9 introduce new words; 9 tie words to actions and objects; 9 play sports.

STEP 5 Teach grammar and sentence structures. There is no need to explicitly teach young English learner grammar rules, but instead get them used to hearing and using different grammatical structures in context. Preschoolers will soon distinguish between ‘he’ and ‘she’ and begin to use singular and plural nouns. Keep everything as simple and short as possible. For example: 9 verb to be conjugation (I am Maria. You are Miss Lily. He is Tom.); 9 pronouns and verbs (I walk. You dance. He plays.); 9 adjectives (I am tall. You are happy. He is hungry.); 9 conjunctions (Mary and Lily, Tom or Jerry); 9 interjections (woof-woof, quack-quack, splash, oh); 9 ask yes/no and either/or questions.

Encourage preschoolers to take charge by having them lead activities such as morning exercises, read images, games, puppet shows, song and nursery rhymes contests. Allowing children to demonstrate their learning will build confidence and give them real-life language skills. Select appropriate activities such as: 9 do arts and crafts - colouring, drawing, painting and crafts; 9 sing songs; 9 play sports; 9 make puppet shows, shadow theatre; 9 make own preschoolers’ books or stories.

Model a phrase and have preschoolers repeat it and add modifications. Teacher says, It is a lion. Preschooler repeats it and says, It is a big lion./ It is a strong lion./ It is a fast lion.

Continue with as many modifications as possible.

72

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Through all the steps Use everyday expressions in casual classroom communication. Build an interactive environment for preschoolers. These expressions are meant to be accompanied, if possible, by gestures. Make sure you use the followed expressions: 9 Greetings and farewells (e.g. Hello! Good morning! Good bye! Bye, have a nice day!

Enjoy your day! See you tomorrow!); 9 Spontaneous reactions (e.g. Thank you! You're welcome! Bless you! Congratulations!

Please! Sorry!); 9 Getting their attention (e.g. Listen! Look! Pay attention! Watch out!); 9 Telling preschoolers to do something (e.g. Repeat after me! Can you repeat, please?

Work in groups! Work in pairs! Get together in groups of four! Speak louder!); 9 Encouraging expressions (e.g. Well done! Very well Good job! Great job! Excellent!

Wonderful! Go on! Go ahead!); 9 Organising contents, time and places (e.g. Let's start our class. Today, we are going to... I'm going to count if you are all in the classroom. Who is not here? What date is it today? / What's the date today? What’s the weather like today?); 9 Showing sympathy (e.g. Try again! Once again! Say it again! Relax!); 9 Checking their understanding (e.g. Do you understand me? Is it clear? Are you ready?

How do you say.... in English?).

VI.2. COMPREHENSION OF SECOND LANGUAGE

Second language listening comprehension is a complex process, of the essence in the development of second language competence. It is vital preschoolers to have adults to support them during the silent stage because this can help develop their comprehension of the second language. Listeners use linguistic knowledge and prior knowledge to comprehend. When preschoolers are first exposed to a second language, frequently they focus on listening and comprehension. Preschoolers need to distinguish sounds in English speech therefore they need lots and lots of exposure. Give them opportunities to listen, listen and listen some more. This helps preschoolers become familiar with the pronunciation, sounds, stress and rhythms of English. Train their comprehension skills using some of the following methods: 9 listen to English songs – preschoolers should listen to it repetitively; 9 watch short animated stories and movies – preschoolers should listen to them as repetitively as you would a song; 9 use colouring pages and ask preschoolers to colour some specific pictures (e.g. Colour a pear green. Colour two cars blue.); 9 do matching activities where you ask preschoolers to match the pictures of two words you say aloud (a rabbit and a horse, a tree and a bird).

9 comprehension worksheets 9 give commands and ask objects from preschoolers (e.g. Give me a blue toy car. Show me a teddy-bear. Jump three times! Shut the door!); 9 address simple factual questions about the story; 9 role play situation – short dialogues at a restaurant, in a park, in a toy store, in a pet store, etc.; 9 Flashcard games and unfinished sentences method (e.g. This is a cat.); 73

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

9 Riddles – Riddle me this, riddle me that! Short funny riddles for preschoolers (e.g. It is small/ It loves milk and fist/ It meows/ What is it?)

9 Riddles and drawings – while reciting a riddle, teacher can draw what preschoolers have to guess and in this mode, preschooler associates the draw with the word.

Preschoolers, as any other non-native English speaker, need to have a lot of exposure to native speaker conversation in classroom or home in order to get better at it. Initiate Erasmus+/ eTwinning projects with preschool institutions from English speaking countries. Organise live English classes for preschoolers via Skype with native English speakers, English native speaking preschoolers or English preschool teachers.

VI.3. COMMUNICATION IN SECOND LANGUAGE

In the third stage of Second-Language acquisition, speech emergent, spoken communication becomes more frequent, words and sentences are longer, even if student still relies heavily on context clues and familiar topics. This stage will be fulfilled in primary school.

It is that part of the language which represents a challenge to English learners. This stage will be continued with the beginning fluency stage.

Preschoolers, like adults, have different abilities and ways of learning and communicating. So, in this part of Second-Language acquisition, allow preschoolers to communicate non-verbally (for example, pointing, showing, bringing objects and people). Later, preschoolers may communicate relying on single words, formulae, routines and whole memorised phrases. They try to communicate as best they can. It is important preschool teachers to know and be aware that preschoolers’ comprehension of English always exceeds their ability to speak English and that the ability to communicate is not measured by grammatical competence.

74

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII. TEACHING METHODS, TECHNIQUES, PROCEDURES

The teacher is fully responsible for choosing the methods, taking the structure of the group into consideration and the teaching aids available in the kindergarten (gr dini ) and following the general methodological guidelines provided by the National Curriculum and the teachers’ guides. During a given activity, the management of the age-level group is the responsibility of the teacher. Teachers can decide to organise the activities with all the children (frontal activities), in smaller groups or individually (differentiated activities) – depending on the specific objectives of the activity and the level of the children. Regarding the teaching methods, the following general remarks can be taken into consideration: ¾ The oral communication methods utilized can be classified as expository methods (story telling, description, explanation, etc.) and conversational methods (conversation, heuristic conversation, questioning on a special subject, etc.); ¾ Teachers also use exploratory learning methods: direct exploration of objects and phenomena (systematic and independent observation, small experiments, etc.) and indirect exploration (demonstration through pictures, films, etc.); ¾ During most of the activities, teachers use extensively methods based on the pupils’ direct voluntary action (exercises, practical work, etc.) and simulated action (didactic games, learning through drama, etc.); ¾ In pre-primary education the game is the major modality to stimulate the mental and physical capacity of the pupils and to facilitate adaptation of the pupils to the requirements of formal education.

The teaching aids used in pre-primary education consist of: ¾ natural materials (plants, shells, seeds, insects, rocks, etc.); ¾ technical objects (measurement instruments, home appliances, etc.); ¾ intuitive materials (cast and clay models); ¾ figurative aids (pictures, photographs, atlas books, maps, albums, table games, etc.) ¾ printed teaching aids (children books, workbooks, etc.). Printed teaching aids can be acquired by the kindergartens (gr dini a) or recommended by the teacher and acquired by the children’s parents25.

Teaching method is an effective way of organizing and managing learning, a common procedure that brings together all teacher‘s efforts as well as his/her children’s efforts. Teaching methods fall into two categories: traditional and modern/ interactive methods. Traditional methods are: exposure, conversation, observation, demonstration, exercise, explanation.

Interactive methods are modern ways to stimulate experiential learning, to exercise the ability to analyse, develop preschoolers’ creativity. Use interactive methods for involving preschoolers, learning by discovery, cooperative groups or teams, or individually. The focus is on vocabulary, fluency in speaking, pronunciation and less on grammar. Preschoolers are encouraged to participate, communicate, give their opinion, but they are not required to speak English.

The techniques most used by teachers in English learning for Preschool Education are: ¾ Mimic and gestures to comprehend and assimilate vocabulary and actions; 25

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Teaching_and_Learning_in_Early_Childho od_Education_and_Care

75

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

¾ The use of stories, songs and rhymes in order to improve pronunciation, intonation and listening skills; ¾ Flash cards for introducing vocabulary and ideas without translating, as the images help students to relate word and image; ¾ Oral activities and repetition, which reinforce and encourage language learning; ¾ Puppets for increasing learners motivation and participation in lessons; ¾ Games and playful activities as a base for children’s development and learning at this stage; ¾ Videos, because they are an attractive material for children and reinforce listening skills and vocabulary.

It is important to create an atmosphere where children can actively explore the new language and learn familiar and stimulating activities.

VII.1. CLASSICAL APPROACHES TO TEACHING AND LEARNING

Traditional teaching methods are: exposure, conversation, observation, demonstration, exercise, explanation, problem, storytelling, description, didactic game.

Exposure is a method that ensures orderly transmission, systematic and continuous knowledge, representing a simple, fast, economical and effective training. A great deal of information is transmitted and received in a relatively short amount of time.

Conversation method is a conversation or dialogue that takes place between teachers and pupils, so as, based on questions and answers, to stimulate and guide the learning activity.

Observation method consists of careful and systematic tracking of objects and phenomena used to describe and explain their interpretation. It is also a way of obtaining new information, but also a genuine exercise for causal thinking, analytical, synthetic, training of investigative skills, and awakening interest in our environment.

Demonstration method is used to present objects, real phenomena or substitutes, as well as to perform or cause certain actions, events, experiences in order to provide perceptual support (concrete - sensory) of teaching and learning or familiarizing pupils with the proper execution of certain actions.

Exercise method consists in making conscious and repeated actions and operations in the formation of theoretical and practical skills, strengthening knowledge, development of capacities and skills, stimulate creative potential.

Explanation method consists in clarifying, disclosing content of concepts, principles, relationships, laws, hypotheses, by revealing the essential notes, the causal links between objects and phenomena by showing their genesis and becoming. Reveal the truth based on deductive argument.

Problem Solving is the method based on creating issues the solution of which requires a genuine effort to find solutions investigations leading to the enrichment of cognitive horizon.

Storytelling it is an oral form of narration through the portrayal facts, events, bygone distant in time and space and that pupils can’t know otherwise. The goal of the story is to provide knowledge based, intuitive images which are developed based on a series of generalisations.

76

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.2. NEW APPROACHES TO TEACHING AND LEARNING

VII.2.1. ROLE PLAYING This strategy will help preschoolers: 9 Work collaboratively in small groups 9 Develop an awareness of empathy 9 Practice implementing specific language and skills.

Preparation Before starting role play 1. To ensure effective role-plays, a supportive classroom environment must exist. Establish rules for role playing including: 9 One person speaks at a time; 9 Everyone's responses and feelings are to be treated with respect; 9 Everyone is entitled to express his or her opinion or have the option to pass.

2. Ensure that preschoolers have a clear understanding of the purpose of the role-play (e.g. to demonstrate assertive communication and to practice negotiating when there is a conflict).

3. If there is an audience, prepare and encourage their active involvement in the role-play by giving them a specific role. For example, audience members can identify the feelings about the role-play characters, comment on the appropriateness of actions and provide relevant feedback.

4. Set the scene by choosing a scenario relevant to preschoolers or alternatively have preschoolers select their own.

5. Use character names rather than preschooler names. Some preschoolers may become more engaged in the role-play if given a small prop (e.g. bag, hat or mask).

6. Avoid using extreme stereotypes or allowing the issues to become exaggerated.

During role play: 1. Give preschoolers enough time to practice the role-play, especially if it is to be performed to an audience. Performing in front of others is not always necessary, as it is the processing rather than the performance that is important.

2. Facilitate the role-play by allowing preschoolers to direct the action. Wait until the end before making any comments. Do not judge the actions of a preschooler in any given scenario as right or wrong. Instead, focus attention on alternatives and/or consequences of actions.

3. Start the role-play by reminding students to keep the action brief (i.e. a few minutes are usually sufficient). If the role-play starts to deteriorate, stop it quickly, discuss what is happening and re-focus the action.

4. If preschoolers become angry, switch roles so they have to argue the opposing view. This may help preschoolers develop understanding and empathy for the views of others. Make a point of taking preschoolers out of their role (i.e. by removing props, costumes or character nametags) or just by stating their role had finished.

After role play 1. Use open-ended questions that focus on the feelings about the role-play characters, attitudes expressed, consequences of actions, alternatives to decisions/actions, and what preschoolers have learned about the characters portrayed, to debrief the role-play. Remember to include the observers at the debrief time. Allow plenty of time for de-briefing and provide positive feedback for effort and participation.

77

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

2. As a result of the role play, ask preschoolers to personalize the content by considering what they would do in a similar real-life situation. Ensure they reflect on their learning and consider its application to future experiences. The role-play can be re-enacted by switching roles to demonstrate other courses of action.

3. Remember, it is not the role-play that is of prime importance, but the examination, discussion a reworking of the situation that takes place following the role-play. Its effectiveness rests on the knowledge, skill and sensitivity of the facilitator.

Implementation Create appropriate scenarios so that students can adopt different roles in order to build empathy and experience a variety of perspectives for simulating real life situations.

VII.2.2. MOSAIC Definition: It is the learning process through cooperation and the group’s interdependence to solve the given tasks.

Objective: Documenting and presentation of an independent study, thus becoming expert in the topic studied.

78

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Steps: 1. Establish the theme and divide it into 4-5 sub-themes: For each sub-theme the teacher must establish which topic the preschoolers focus on. We can formulate questions to guide the study. Develop an expert- set and cast it to the children to complete it.

79

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

2. Organising learning groups: Teacher organizes the children into 4-5 groups, and then gives each preschooler a symbol or a number corresponding to a sub-theme. A sub-theme will be studied independently by each group and one preschooler will become an expert in that matter.

Example: Number 1 will study CATS, number 2 will study DOGS, number 3 will study HENS, and number 4 will study DUCKS. Independent phase – preschoolers investigate the sub-theme sheet date and the expert-sheet. For other sub-themes, preschoolers will study independently at home.

3. Building expert groups: Expert groups are formed by preschoolers with the same symbol or number with the purpose of debating and deepening, clarifying and ordering the obtained independent knowledge.

Expert group discussions – Preschoolers show the result of the independent study.

They discuss to clarify the new obtained knowledge in order to pass it on to their teammates.

The objective of the expert group is to understand and retain the discovered information in order to pass it on in an attractive, clear and effective way to their colleagues.

4. Activities in the initial learning study group: a) Team report The experts report in an attractive way the knowledge to their teammates who are also experts in other sub-themes. The teaching /learning method will be based on intuitive, audio, video, materials to facilitate both the learning and the teaching. Preschoolers can use the computer, files, folders, board games or silhouettes. Preschoolers actively listen while one exhibits, then they address questions to the teacher and the expert- preschooler is sure that he/she understood the entire information of the target expressed by one expert. The expert- preschooler address questions to his/her group until he/she is sure that they understand, remember and learn the exposed material.

In turn, each expert pursues the same objectives.

5. Assessment: Demonstrating results Each group of preschoolers shows its results as original as possible showing what it has learned. The assessment is organized either verbally or in writing. Teacher designs evaluation sheets or questionnaires with questions for each preschooler. Then teacher can approach other alternative assessment strategies as: game, drawing elliptical, elliptical story, etc.

The chart shows: the items that preschoolers must emphasise when studying independent materials to become an expert in sub-theme. The images that will be studied have an understandable content for the preschooler.

The expert-sheet may be different from one topic to another, for example: ¾ Incomplete drawings; ¾ Mazes; ¾ Crossword puzzles and riddles; ¾ Elliptical short texts; ¾ Questionnaires.

Teacher will fill the blank spaces from the sheet during the execution method. The teacher will take notes from each presentation in order to help the preschooler in case he/she gets inhibited during the presentation.

80

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

The benefits of Mosaic method: ¾ This method develops listening abilities, cooperation, an active involvement in solving independent tasks; ¾ Preschoolers learn to document from many sources; ¾ Preschoolers learn to cooperate with several colleagues; ¾ Preschoolers practice presentation skills and exposure by using various ways to teach others; ¾ Preschoolers learn to evaluate their own skills; ¾ Preschoolers learn their capabilities to gain courage in becoming intrinsically motivated; ¾ Preschoolers are cooperating with colleagues who studied the same topic; ¾ Preschoolers gain confidence in each other. Preschoolers learn very well from others and learn to appreciate them.

VII.2.3. LOTUS TECHNIQUE Definition Lotus technique is an interactive mode for preschoolers to work in groups. This technique offers the possibility of establishing relations between the ideas of a basic theme that will be divided into eight sub-themes.

Objective The stimulation of multiple intelligences and the creative potential in individual and group activities on themes from various domains.

Method description Lotus technique starts from a main theme, which will be divided into eight sub-themes embodied in eight ideas that will become topics used in small group activities.

Steps: 1. Creating a schematic or diagram technique; 2. Placing the main theme in the middle of the graphic scheme; 3. Preschoolers think of contents / ideas / knowledge related to the main theme; 4. Approaching the 8 sub-themes for the three dials; 5. Establishing (in small groups) new connections / relations / to these 8 subthemes and transferring them on the diagram; 6. Presenting the results of the working group. Both the teacher and the children will be analyzing the products of the activity, will be evaluating the assessment and will be highlighting new ideas that can be applied in a next step.

Benefits: ¾ Stimulation of creative potential; ¾ Development of skills and abilities: 9 Cognitive; 9 Communicative; 9 Leadership; 9 Self -assessment and self- appreciation.

81

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

82

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.2.4. CUBE Definition This teaching and learning strategy discovered in 1980 follows an algorithm which is aiming at the description, comparison, combination, analysis, implementation and argument when you wish to explore a new topic or to improve the one already known by adding new knowledge or to analyze a situation from different perspectives.

Steps ¾ Form groups of 4-5 preschoolers; ¾ Every preschooler in the group plays a role depending on the tasks performed; ¾ Preschoolers solve individual tasks in a given time; ¾ Preschoolers present another reply. All preschoolers in the group explore the answer, make comments, and may require reformulation of the question to make sure that the load is correctly solved.

Attention!

If the strategy is simultaneously applied in multiple groups, it is required the presence of a second teacher to monitor the group's activities and solve problems.

The cube method has very good results in observation activities conducted frontally, teacher finding a suitable task for each preschooler to motivate the learning process.

Advices

¾ To diversify the games, the teacher creates cubes of different sizes –he/she creates an exercise in which the cube becomes the “intellectual star" of the lesson. ¾ The teacher enunciates different learning tasks in the form of questions. ¾ The teacher writes tasks or topics of study through specific symbols in words or in words accompanied by images (flowers, leaves, trees, flags, stars).

Follow the steps: ¾ Describe ¾ Compare ¾ Associate ¾ Analyze ¾ Apply ¾ Argue 9 Preschoolers answer questions and solve the tasks that have an accessible formulation and stir the thinking towards the right answer.

9 In order to observe, teacher has to follow the 6 steps: describe, compare, associate, analyze, apply and argue. In other activities the tasks are random and the order is chosen by rolling the cube.

83

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.2.5. PAIR TEACHING/ PAIR CHANGING Definition: Pair Teaching/ Pair Changing is a method of teaching and interactive learning group, which consists of solving the task in pair.

Objective: This method stimulates communication and problem solving by working in pairs.

Method description Steps 1. Collective organization of preschoolers ¾ The team splits into two equal groups of preschoolers who are placed in two concentric circles chairs. ¾ Preschoolers sharing is done through various ways: 84

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

a) Preschoolers are given two kinds of symbols (flowers and stars, balls and flags, etc.) one for each group. The symbols are extracted from a bowl, or divided by a preschooler or a teacher. One group (flowers sit in a circle, while the other preschooler – flags outside the circle).

85

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

b) Teacher forms a circle with all the preschoolers and gives them number 1 and number 2 repeatedly, then the preschoolers who have the number 1 sit inside the circle and the preschoolers with number 2 sit outside the circle or vice versa. c) Preschoolers from large groups can receive cards with capital letters and others cards with small letters. Preschoolers who receive the smallest letters sit inside the circle, the other preschoolers sit outside the circle forming the initial pair (e.g. A-a, B-b. Preschoolers are placed face to face). d) If the number of preschoolers in the group is odd, then teacher will be paired with a preschooler.

2. Teaching load communication / problem ¾ Teacher communicates a task or issue to preschoolers in order to be solved.

3. Work in pairs ¾ Preschoolers work in pairs. Preschoolers from the initial pair. ¾ Preschoolers from the inner circle remain permanently in the same place ¾ Preschoolers from the outer circle have to move clockwise at the teacher’ signal ¾ Pairs are always changing; the preschooler is given a new task, the method reaches the end when the child that moved the place meets the initial partner.

4. Presentation of results ¾ Preschoolers back in the circle or semicircle. ¾ Considering ideas of the pairs. ¾ Teacher writes down the findings in a diagram on a sheet of paper or portfolio or a group diary.

Method benefits ¾ Pair swap stimulates learning in pairs using a whole team of preschoolers. ¾ The method easily applies to preschool for all categories of activities. ¾ The method allows preschoolers to work in pairs with every child from the group ¾ Develops multiple intelligences. ¾ Pair swap method stimulates cooperation and mutual support to each other’s opinion. ¾ Educates tolerance and understanding.

Develops thinking and its operational methods, also language and attention

VII.2.6. THINKING HATS Definition It is an interactive technique that stimulates the creativity of participants and is based on role playing through which the preschoolers can freely express thinking accordingly of the meaning of the colours of their hats.

There are six “Thinking Hats”; each one has a different colour: white, red, yellow, green, blue and black. Group members choose their hats and will perform a precise role, as demanded.

Steps: 9 A group of six preschoolers is formed; 9 The thinking hats are divided; 9 Teacher presents clearly a situation to be understood by the preschoolers; 9 Preschoolers debate the given case taking into account the colour of the hat.

86

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Organising method: Option 1: 9 The teacher chooses 6 preschoolers, which will each wear a hat.

Option 2: 9 The teacher forms 6 groups. Each group will have only a hat.

The meaning of the colours of the Thinking Hats: 1. Blue Hat 9 Is the leader of the game; 9 Sees everything, supervises and coordinates the activity, also analyses and clarifies the situation; 9 It is acknowledged by the others and they take into account its intervention; 9 Solves possible conflicts; 9 Chooses the right solution and give the signal to continue the game and also to finalise it; 9 The teacher will also stay under this hat.

2. White Hat 9 It has the information about the debated theme; 9 It thinks objectively, not boast; 9 Observes and quickly identifies relations, facts, connections; 9 Knows the route the solutions and materials that can be used to solve the problem; 9 The other hats seek its abilities to store the information; 9 It offers raw information without interpretation or opinion.

3. Red Hat 9 It is the hat with a big imagination and empathy towards the concerning problems; 9 It sees and analyzes the emotional problems, themes and situations of the game; 9 It experiences different emotions, empathy, rage, affection, kindness etc.; 9 It wants to know what the other hats feel and think and how they will react in different situations; 9 It is an explorer of the other’s feelings.

4. Black Hat 9 Has a negative thinking, but also logical and critical; 9 It cautiously judges the cause/ event; 9 It expresses a dark, sad perspective; 9 It underlines the errors, bad events; 9 It is the hat that draws the attention upon the risks and rule bending.

5. Green Hat 9 It formulates a bunch of new creative ideas, new possible solutions 9 It seeks alternatives, with its help children get new solutions, options, possibilities 9 It has no boundaries; it explodes and expresses new and unexpected ideas.

6. Yellow Hat 9 It has a positive, optimistic and logical thinking 9 It is a shiny hat with positive aspects 9 It takes into consideration the benefits, possibilities and information that are offered 9 It formulates suggestions, real and concise proposals 9 It seeks possible benefits 9 It studies the ideas, materials, creative solutions offered by the Green Hat

87

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Benefits: 9 Systematises and verifies the knowledge 9 Brings the act of studying close to the day to day life 9 Gathers and uses information 9 Preschoolers develop team spirit, they interact in a group 9 Preschoolers learn how to express their personal opinion.

VII.2.7. MYSTERIOUS JOURNEY Definition Mysterious Journey Method is an imaginative game where preschoolers are directed to guide themselves according to the spatial positions.

Objective: Examination of place-based spatial representations by short and precise indications.

Method description Mysterious Journey is characterised by involving preschool preschoolers who manifest: a creative spirit, calm, logical thinking, communication, orientation in space, good humour, curiosity, sense of observation, etc. Following the right steps facilitates the child’s route in order to achieve his goal.

Steps 1. Organising groups Preschoolers are divided into groups of four. Each group is given a serial number from 1 to n depending on the number of groups or different coloured dots, flags, etc. One group at a time becomes the guide of the journey. A place set from the beginning will be the starting point of the journey chosen by everybody (e.g. in a corner of the classroom, in the middle class, the cathedral).

2. Presenting the theme, objectives and tasks of teaching Teacher invites all his/her pupils to travel in Wonderland. Each group chooses a different location, and prepares for the theme and will think of questions to ask other groups. Teacher will write on a paper the names or symbols of all the groups and the corners of the classroom they have chosen. Teacher is the only person who knows all the “mysterious” places and he/she will keep track of the groups 3. Work in small groups This method occupies a temporal space higher than a stand-alone activity, it is necessary to concentrate several activities into one such as: language education, math activities, games and leisure activities and creations. Secretly, each group chooses a place which they decorate, then they document about the theme put into discussion, the group will make a brief presentation of the main document of the chosen site. Such actions will be taken during free games and activities, creative. A high role of this method is played by the guidance of the group through spatial positions (up, down, left, right, under, next) 4. The journey towards the final destination combines several types of activities (group work, individual, frontally) In chronological order or by ballot numbering depart for the first destination from the initial point. One preschooler from another group will be directed/ guided by the group using spatial position. E.g. “go ten steps forward”; ‘go five steps to the left and go two steps forward’.

If preschoolers exceeded the distance or traveller (preschooler) has made big steps, the guide (teacher) did not correctly assess the distance. The guide comes with the command “Stop”.

88

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 5. Mysterious arrival at the destination site 6. Assessment- is an integrated activity, preschoolers are evaluated on several levels 9 Group presentation; 9 Individual presentation; 9 Correct, clear, divergent questions

Benefits

¾ ¾ ¾ ¾ ¾ ¾ ¾

Stimulate competition between groups; Train all children; Still life with work combines movement; Assesses knowledge, expertise, skills; Check consolidation and spatial representation; Practice spatial orientation abilities; Stimulates creativity.

89

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.2.8. STAR BURSTING Definition Star Bursting is a method of stimulating creativity, a way to relax the preschoolers and it is based on enunciating questions in order to solve problems and also to make new discoveries.

Objective Formulating questions and making connections between preschoolers’ ideas discovered through group interaction or individually to solve a problem.

Materials: a big star, five- small yellow stars, five red arrows, counters.

Method description 1. Preschoolers sit in a semicircle and propose a problem to solve. On the big star it will be written or drawn the central idea.

2. On each of the five stars the teacher writes one question like Who? What? Where? When?

Five preschoolers will extract one by one the questions. Every child from the five chooses his three or four colleagues organising themselves in five groups.

3. The groups cooperate in developing the questions.

4. At the end, preschoolers return in a semicircle around the large star developed and communicate the questions-either a representative of the group or individually. Depending on the potential of the group, preschoolers from the other groups respond to questions or formulate other questions.

5. The following are taken in consideration: questions of preschoolers, their effort to develop the right questions as well as their cooperation and interaction.

90

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Method benefits ¾ It's a new way of achieving program goals. ¾ It is used in different activities: reading images, interviews, stories, educational games, math activities, poems, evaluation. ¾ Stimulates creativity individually or in a group. ¾ Helps asking questions, in order to solve the problem proposed. ¾ Develops and practices causal thinking, divergent, multiple intelligences, language, distributive attention.

VII.3. ASSESSMENT METHODS VII.3.1. STORYTELLING ORGANISER Teaching of storytelling is one of the best methods of teaching, teachers can employ in any lesson presentation. Teachers have assumed this important role of storytelling. Graphic organiser is a method to help preschoolers retell stories. When we retell a story, we tell the important parts, in the right order. This helps us to understand the story better and remember it longer. Preschoolers build on their knowledge of retelling to recall important details of a story.

They learn to discern what is most important to use in the retelling. Preschoolers can use retelling cards, small props, puppets, story guideline posters, story wands, and even the book to help them as they learn to retell. Teacher helps preschoolers to determine what is important to tell when retelling a story and for that they use graphic organisers. Retelling and summarizing actually are a part of synthesis. Preschoolers might benefit from some scaffolding in retelling.

Ask preschoolers to use their hand in order to organise a story. Fingers act as a reminder of the parts of a story.

9 Thumb – for story title – What is the title of the story?

9 Index finger – for story characters – Who are the story characters?

9 Middle finger – for main character – Who is the main character of the story?

9 Ring finger – for story events/ actions – What is the story about?

9 Little finger/ Pinky – for story ending – How did the story end?

Use Hand organiser Method and preschoolers will become accustomed to retelling stories. Model it many times with the class. It is a simple way to remember important aspects of a story. It is simple to learn and use it. It is a helpful reminder for preschoolers when they are asked to retell a story, especially when they are asked by other adults than their teacher. For example, parents sometimes cannot help children retelling stories because they don’t really know what additional questions they should ask. Share this idea with parents, so that it can be used at home. First use Hand organiser Method and when preschoolers are well familiarised with this method, teach them a more complex method, Body organiser. Ask them to touch every part of their body while answering questions: 9 Head – for story title – What is the title of the story?

9 Body – for story characters – Who are the story characters?

9 Neck – for main character – Who is the main character of the story?

9 Right arm – for positive story characters – Who are the positive story characters?

9 Left arm – for negative story characters – Who are the negative story characters?

9 Right leg – for story events/ actions – What is the story about?

9 Left leg – for story ending – How did the story end?

91

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.3.2. DOUBLE BUBBLE Definition: Double bubble technique groups similarities and differences between two objects, processes, phenomena, concepts.

Method description: Double bubble is plotted by two large circles and places the image denoting the subject. Example: 9 Spring – Summer; 9 Domestic animals – Animal wildlife; 9 Fruit – Vegetables; 9 Forest – Plain.

Images representing characteristics, peculiarities and distinctions are placed outside the circles, to the right and left key terms.

92

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.3.3. VENN DIAGRAM Definition It is applied with maximum efficiency in observation activities, stories, and educational games, conversations in order to systematise the knowledge or ideas.

93

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Steps 9 Communication about the task Between the domestic animals and the wild ones, there are similarities and differences.

Preschoolers are given two circles (red and green). In the red one the children must put images with domestic animals and in the green one they have to put images with wild animals.

In the middle of the two circles there is a yellow space where the children have to add the similarities between the two categories.

9 Work in pairs or in groups After the diagram is completed, preschoolers start working individually in groups in order to add or to correct their information.

9 Frontal activity All preschoolers are given a poster with the Venn diagram, which they have to fill in with images or drawings.

VII.3.4. PROJECT BASED LEARNING Definition It is a teaching method where preschoolers gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.

Project Design Elements include: 9 Key Knowledge, Understanding, and Success Skills - The project is focused on preschoolers learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.

9 Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.

9 Sustained Inquiry - preschoolers engage in a rigorous, extended process of asking questions, finding resources, and applying information.

9 Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to preschoolers’ personal concerns, interests, and issues in their lives.

9 Student Voice & Choice - preschoolers make some decisions about the project, including how they work and what they create.

9 Reflection - preschoolers and teachers reflect on learning, on the effectiveness of their inquiry and project activities, on the quality of student work, on obstacles and on the means to overcome them.

9 Critique & Revision - preschoolers give, receive, and use feedback to improve their process and products.

9 Public Product - preschoolers make their project work public by explaining, displaying and/or presenting it to people outside the classroom.

94

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.3.5. BLAZON/ HERALDRY TECHNIQUE Definition: Heraldry technique proposes the completion of a schematic with drawings, chips or phrases that aims to show the synthesis of a real aspect.

Objectives 他 The identification of the features of a theme either in a written or symbolic form. 他 Achieving a common task in a given time and in a relaxing and cooperating atmosphere.

Blazons can be realized by a large group of preschoolers (the whole class) or can work in small groups (4-5 preschoolers). Working time varies depending on the difficulty of the task, the number of preschoolers in the group. Preschoolers present blazons and compare the work in front of all classes.

The advantages Heraldry Technique can be applied in language education activities, environmental education, social education, in conversations, educational games, stories, observations.

Stages 1. Communication task 他 Groups of 4-5 preschoolers must solve the given theme in 15 minutes; 他 Each group of preschoolers will achieve a blazon with one of the sub-themes: shop, park etc.

95

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

2. Heraldry achievement in group ¾ Each group shall be given a divided blazon. The number and shape of compartments can vary from topic to topic. Preschoolers need to cooperate among themselves.

3. Frontal exposure and evaluation of blazon/ heraldry ¾ There will be a mini exhibit on groups’ blazon ¾ Preschoolers visit the exhibit and make comments ¾ Each group of preschoolers may present its blazon with details about each statement or image recorded in the boxes.

Remember! ¾ If several groups have the same theme, preschoolers will present each box of the blazon. ¾ The group leader explains the choice of content and symbols written on each box of the blazon. ¾ Another option of the blazon is completed by the entire group of preschoolers.

VII.3.6. TOUR GALLERY Definition: Tour Gallery is a cooperative learning technique that stimulates thinking, creativity and efficient learning, encouraging children to express their opinions regarding their colleagues’ solutions.

Objective: Developing a plan that will lead to the completion of a product that is the concept opinion of all group members.

Steps: 1. Form groups of 4 preschoolers; 2. The groups have to solve a task that allows multiple approaches or multiple solutions.

96

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

3. The product of the groups’ activity will be exposed on the classroom walls, which will turn into a gallery exhibit.

4. Teacher gave a signal at that time the preschoolers will examine their colleagues’ exhibits and register their observations or questions by using symbols in a place previously established.

After completing the gallery tour, the groups return to the baseline and read the comments, observations of their work re-examining their product.

VII.3.7. COMICS Definition: Comics is a method of stimulating creativity and achieving curriculum goals through a series of drawings, sketches, and picture presented chronologically. Comics is a medium used to express ideas via images.

Objective: Developing the capacity to carry out successive drawings Familiarising with Comics ¾ The work is performed with the whole group; ¾ Preschoolers observe, analyse, discover the content shown in the drawing; ¾ It is specified that these are comics and the teacher insists on the definition and content so that the children understand its meaning.

Steps: ¾ Cartoons are drawings arranged in chronological order which show actual behaviour or stories. ¾ Comics have two parts: one drawn and one written. ¾ Teacher reads the comics chosen by the Preschools. ¾ Teacher says that writing sits in bubbles / circles / ovals near the mouth comic characters. ¾ Teacher examines the exhibit’s impact on preschoolers: What comics you like the most? Why? You've seen comics? Where?

Would you like to draw comic bands?

97

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Benefits

¾ Comics method stimulates creativity, multiple intelligences, teamwork, cooperation, tolerance. ¾ Method develops the ability to analyse, observe, discover and synthesise; to associate images with text written characters to express feelings through drawing. ¾ Comics is a modern tool for learning differently; it is based on real possibilities for preschoolers.

VII.3.8. ATA/ ASK – THROW –ANSWER This method is particularly flexible and easy to apply in working with both large preschoolers. It is a simple game of throwing a ball from one child to another. The preschoolers who throw the ball ask a question of a catch. That answers the question, then throws the ball to another colleague and addresses another question aiming rated content.

Lost in the mirage of the game, even the shyest preschoolers gladly accept the challenge of this game, character or work; keep up the preschoolers’ attention. Participants take everything as a game.

VII.3.9. RIDDLES Definition ¾ Riddles are teaching methods to stimulate creativity in which the shows "as a metaphorical object, a being, a phenomenon to require the identification of children by association logic". ¾ Riddles are questions for clever minds. ¾ Riddles are descriptions of the characteristics of objects, beings, phenomena. ¾ A riddle poem of which the title is to be found, guessed Objective Stimulating creativity and the ability to practice synthetic formula descriptions of the characteristics. Usually, every riddle has two parts: one that summarizes the features, question (Guess who it is?). The description of a riddle must contain keywords about the phenomenon being to be discovered. Recite riddles in a clear, coherent and expressive manner so as to be understood and quickly find the answer.

Types of riddles: Riddles- description - these riddles are used in stories, games, observations, descriptions Riddles-- analysis- used in observation Riddles- comparison - used in didactic games in discussion topics, stories, readings Generalization riddles - used in observation, lectures by pictures, stories created etc.

Literary riddles - using words and phrases in a literary manner Musical riddles - teachers use high, lower tones, accompanied by onomatopoeia, interjections, timbre Elliptical riddles - these riddles are used in elliptical sentences completed with the vocalizations required Riddles rhyme- linguistic intelligence practice

98

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

To remember ¾ Teacher organizes and carries input riddles, games at different times of activity. ¾ Teacher prepares tasks at home to look, riddles to colour, on different topics. ¾ Preschoolers can make cards with riddles already made or created! ¾ Professor encourages children to create riddles. ¾ Read the talks in riddles morning circle ¾ Exhibit / show children creative riddles ¾ Preschoolers learn to "create" riddles from the description of known objects ¾ Preschoolers get familiarised with parts of a riddle ¾ Preschoolers can have a better understanding of the riddle components Benefits ¾ Riddles and practice capabilities stimulate synthesis, comparison, generalisation, description, evaluation. ¾ Exercices stimulate multiple intelligences riddles. ¾ Riddles develop observation, attention, language, cooperation, team spirit, tolerance. ¾ Riddles give impetus to preschoolers apply what they have learned in new situations. ¾ A riddle creates relaxation in learning.

VII.3.10. BUNCH Definition Bunch is a technique where preschoolers are practicing freethinking on a topic and facilitates connections between ideas by opening doorways and updating previous knowledge of children.

Objective Integrating information acquired during learning in clusters originally designed and supplementing it with new information.

Steps: a) Communicate workloads ¾ Individual working; ¾ Every child has a large sheet of paper, pens, pads and images. b) An individual activity c) Activity in pairs ¾ Preschoolers form pairs; ¾ Preschoolers show their colleagues pair clusters; ¾ Preschoolers must complete the information available from clusters with preschooler pair.

It was found that preschoolers resent wrong information and they do not transfer it into its own cluster. Preschoolers argue that they are not always accepted. Sometimes preschoolers remove their own idea. d) Group activities ¾ Each pair presents the own bunch to other pairs and adds further knowledge provided by other group mates by drawing chips, plates with written words. e) Front activity ¾ Bunch is fulfilled on the large sheet of paper; ¾ One by one, all the groups shall say one new idea that it hasn’t been said before; ¾ Where information does not correspond to the theme, write the question (?) in consultation with preschoolers.

99

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.3.11. POSTER Definition It is a modern method to fixate, consolidate or assess knowledge, stimulating children’s creative potential and originality and involving them emotionally.

Objectives ¾ Finding the cooperation of the characteristic elements of the topics concerning situations, processes, phenomena, and environment in general and relations between them, according to the study topic. ¾ Making an assembly in small groups, using various teaching materials, photographs, drawings, illustrations. ¾ Creating appropriate verbal structures - riddles, curiosities, messages, reflections.

Steps They form groups of four preschoolers 9 Each group will receive a sheet of A3 and A4 or appropriate illustrative material; 9 Preschoolers listen to a text; 9 Description of a situation or issue a message.

100

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VII.3.12. PYRAMID AND DIAMOND Definition Develop the ability to "synthesise" the main problems, information, ideas of a given topic or a literary text.

Requirements ¾ Comply with the rules and diamond pyramid building;

Tips

¾ Cutting several squares of different colours; ¾ Pyramid building after formulation of verbal guidelines: 9 Sort squares by colour (colour number corresponds to pyramid steps); 9 Sits on top of the sheet and yellow square means;

101

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. 9 Put red squares next to each other from left to right in the middle of each

square yellow. ¾ Preschoolers view pyramid presented on Flipchart; ¾ Preschoolers are sorted by colour bands; ¾ Place the strips of coloured squares horizontally from the shortest to the longest band; ¾ Preschoolers answer some questions: Are the bands set in squares?

How many bands are there in a pyramid?

All pyramids have the same number of lanes? ¾ Images are classified by their way and they are found the right place. Preschoolers name notions (fruit, vegetables, etc.).

The method can be integrated at the beginning of the activities to update knowledge, to conduct a game that varies in step, to teach or obtain feedback from observation activities, storytelling, reading the image. This method can successfully integrate activities addressed to math, language education, environmental knowledge, and free game round.

VII.3.13. UNFINISHED SENTENCES This strategy will help students: Reflect individually on their learning experiences and the way in which such activities can be applied to themselves; Generalize skills and knowledge to other situations; Monitor and evaluate a decision making process Understand and manage their emotions.

Implementation After being involved in a learning experience, or in a series of learning experiences, preschoolers consider then to answer the following questions verbally, in writing or by means of drawings. Such activities may be recorded in a journal.

E.g. The Very Hungry Caterpillar Story 9 On Monday, he ate…(one apple) 9 On Tuesday, he ate… (two pears) 9 On Wednesday, he ate… (three plums) 9 On Thursday, he ate… (four strawberries) 9 On Friday, he ate… (five oranges) 9 On Saturday, he ate… (one piece of chocolate cake, one ice cream cone, one pickle, one slice of cheese, one slice of salami, one lollipop, one piece of cherry pie, one sausage, one cupcake, and one slice of watermelon) 9 On Sunday, he ate…(a leaf)

102

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

VIII. CLIL LESSON PLANS ARTS AND CRAFTS PAPER CATERPILLAR Theme: Paper Caterpillar Age group: 4 - 6 Time: 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 To develop the vocabulary related to the topic of the lesson; 9 To develop preschoolers listening, speaking and creative skills; Objectives: By the end of the lesson, preschoolers will have had practice in: 9 Enlarging the use of English via art craft; 9 Narrative techniques; 9 Acknowledging shapes and colours; Forms of organization: individual long turn, pair work, choral; Didactic methods: conversation, discussion; Aids: YouTube, chart with the caterpillar’s food, worksheets.

Forms of assessment: continuous assessment to encourage the learning process; feedback will be provided on accuracy when eliciting vocabulary, on fluency during the speaking activities; Activity 1: Lead-in Activity: Speaking about “The Very Hungry Caterpillar” by Eric Carle; Aims: 9 getting ready to warm up via a speaking activity; 9 acknowledging the story of the hungry caterpillar; 9 illustrate the caterpillar’s story through art craft;

Aids: The Very Hungry Caterpillar Story by Eric Carle vividly illustrated in a book, 103

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

YouTube art craft Required resources: 1 x A4 piece of green construction paper; 1 x small piece of red construction paper; 1 x small piece of yellow construction paper; 1 x small piece of green construction paper (for the leaf); 1 x piece of brown foam board; glue; stapler; scissors; lead pencil; food template images.

Procedures Teacher enters the classroom, greets the preschoolers and introduces herself; Teacher tells the preschoolers that they will speak about: “The Very Hungry Caterpillar”. She uses the video on YouTube of “The Very Hungry Caterpillar” by Eric Carle; Teacher will read the story to the preschoolers from the book and show preschoolers different images of the caterpillar and explain unknown words; Teacher will ask preschoolers different questions: What is your favourite image from the book? What colours are used? What is the caterpillar eating? Teacher will help preschoolers create from paper a caterpillar; Each preschooler will decide what food is his/ her caterpillar eating so he/ she can recreate an image from the story; Acknowledged vocabulary: to draw, to create, to cut, to stick, to fold, to make.

Timing: 25 minutes; Activity 2: Art craft Aims: 9 to be able to explain physical characteristics of a caterpillar; 9 to be able to obey the task requirements accordingly.

Aids: a variety of vividly coloured socks for adults, red card stack, pom-poms, white buttons, cotton bedding, rubber band, craft glue, scissors, Procedures: 1. Teacher starts the discussion about the physical characteristics of a caterpillar. Teacher will ask preschoolers: “How does a caterpillar move?”

2. Teacher will tell preschoolers that they will create their own Muppet that will look like the hungry caterpillar; 3. Teacher will explain preschoolers that when they will complete the Muppet caterpillar they could retell and reinvent stories with its help; 4. Preschoolers will use the materials to create their own caterpillar following the advice of the teacher; 5. Each preschooler will speak about their caterpillar Muppet when their work is done (what it eats, what it will do etc) Timing: 25 minutes Activity 3: CLOSE-UP activity Aims: to assign homework, to end the lesson, to assess the students and to thank them for their participation; Procedures: Teacher makes a small revision with the preschoolers; Teacher comments upon the solving of the activities and praises preschoolers for their answers; Teacher thanks preschoolers for their participation and says ‘Goodbye’; Organisation: the whole class (individually and chorally); Timing: 10 minutes Useful links http://videos.kidspot.com.au/videos/19vxu3xyh/paper-craft-very-hungry-caterpillar#video YouTube: https://www.youtube.com/watch?v=9yn_pzsdhAY

104

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

UNDER THE SEA - DIORAMA Theme: Under the sea - diorama Age group: 4 - 6 Time: 45 minutes Aims: By the end of the lesson preschoolers will be able to: 9 To learn about the sea animal; 9 To make a Coral Reef Habitat Diorama.

Vocabulary: Language for identification – coral reef, fishes, jellyfish, starfish, seahorse, crab, octopus, sharks, whales, sea turtles, and dolphins, sea animals, to glue, to colour, to paint, to pierce.

Required resources: box, printable card stock or construction paper, crayons or colored pencils, acrylic paint, white glue, stick, scissors, paint brush, pencil, sand, sea shells, paper bowl.

Introduction: The preschoolers would pick up from a box a flashcard representing sea animals (dolphins, fish, seahorses, and jellyfish). Depending on the flashcards they have taken they are going to have four different groups. (Dolphins, Fish, Seahorses, Jellyfish).

Warm up: Teacher Says Game (Simon Says Game) Teacher Says is the name of our game and preschoolers are going to find out how to play it.

Dolphins would sit down, stand up and swim in place. Swim, swim, swim.... Now stop!

Fish would walk in a circle. Walk, walk, walk.... Now stop!

Seahorses would clap your hands. Clap, clap, clap. Now stop!

Run in place. Run, run, run. Now stop!

Jellyfish would do jumping jacks. Jump, jump, jump! Now stop!

105

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

After that they are going to receive a puzzle. Then I count to twenty and in this period of time preschoolers would finish solving the puzzle. Having finished the puzzle they would have to name the sea animals and plants in there.

Activities Each team is going to build up Under the sea – diorama by themselves. (Namely: painting, cutting, gluing, colouring) Preparing the box: Some preschoolers must paint the inside of the box with blue acrylic paint.

Making the animals So right now each team is supposed to have finished building up the diorama box and as we know they have only one sea animals each team. That is the moment when teacher asks what other sea animal preschoolers wish to have for there Under sea - diorama.

Creating paper tabs Make an L-shaped paper tab and glue this at the back of the animal's body. Position the tab at the bottom portion of the animal (bottom tab) or at the sides (side tab).

Adding backrgound details Glue some algae, and corals, fish and a seahorse onto the background.

Positioning the animals Animals without tabs can be positioned onto objects on the ground. The paper bowl we glued on is perfect for the octopus to rest on. You can also create a fish hiding among corals by gluing it on a stick and so we can position it among the corals by piercing the bottom.

Adding sand and seashells: The animals are in their place, you can put some sand to create a sandy sea bottom and real seashells, starfish.

Useful links http://www.firstpalette.com/Craft_themes/Animals/coralreefdiorama/coralreefdiorama.html http://www.teachingideas.co.uk/

WILD ANIMAL MASKS Theme: Wild Animal Mask Age group: 3 - 6 Time: 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 developed the planning of the space by using some components 9 use a variety of art materials according to the creativity 9 making the mask of the animal: tiger, lion, giraffe, zebra 9 show results of the work: 9 properly hold a crayon and brush 9 identify/indicate the zoo animals: zebra, tiger, parrot, lion, giraffe, kangaroo, monkey, camel General objectives: 9 Building/develop/preserve knowledge about the inhabitants of the zoo; 9 Develop of spatial vision skills and spatial planning - develop the creativity.

Required resources: paper symbols of the animal: tiger, lion, zebra, kangaroo, camel, giraffe, parrot, monkey; paper plates, glues, scissors, paints- black, orange, yellow; colored paper; pastel crayons; googly eyes; MP3 player; We live in the Zoo Song.

Vocabulary Nouns: animal, tiger, lion, zebra, kangaroo, camel, giraffe, parrot, monkey.

106

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Adjectives: white, black, brown, yellow, orange; Verbs: sing, sit down, cut, paint, choose, stick/glue, and cut Sentences and questions: Who knows what the name of this animal is? Let's sing!, Sit at the tables, Let’s make an animal!, Choose an animal.

Warm up: We live in the Zoo Song Tiger, tiger, you live in the ZOO, Live in the ZOO, live in the ZOO. And lion lives in the ZOO, too.

Giraffe, giraffe, you live in the ZOO live in the ZOO, live in the ZOO, And zebra lives in the ZOO, too.

Monkey, monkey, you live in the ZOO live in the ZOO, live in the ZOO, And camel lives in the ZOO, too.

Kangaroo, kangaroo, you live in the ZOO live in the ZOO, live in the ZOO, And parrot lives in the ZOO, too.

Introduction: Preschoolers are grouped in four teams and they shall draw pictures of animals.

Activity: Preschoolers make animals from a paper plates and various materials. Teacher discusses the stages of making animals and then preschoolers start the activity. Teacher supports individually teams and helps to communicate in English. Presentation of the results- each team present the animals.

Summary: Preschoolers stick completed paper plates of the same genre of animal preschoolers on the large cardboard. Preschoolers and teacher go out to the garden. Together with the teacher they hang cardboards behind the fence. All pretend of watching animals at the zoo.

107

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

WE SEW A BOW-TIE Theme: We sew a bow-tie Age: 5 - 6 Time: 30 - 40 minutes General objectives: Improving creativity and thinking.

Language Aim: needle, thread, scissors, fabric, buttons, to sew, to cut.

Required resources: A poem or a story from the canon of preschoolers’ literature about a thread, a needle and sewing; a fabric in any color; scissors, thread, buttons, ribbons, needles with a rounded tip; CD. Introduction: Teacher reads a poem from the canon of preschoolers' literature about a thread, a needle and sewing.

Needle and thread dance (Polish: Ta cowa a ig a z nitk by Jan Brzechwa) Needle and thread dance’ Needle danced with the thread, Needle – very lovely, thread – rather ugly.

Needle, the whole like a small needle, Thread has knitted all her muddle.

Needle forward – thread after her, Oh, how great it is to dance with you!

Needle is running very minor stitch, And after the needle – the thread is running.

Needle on the top, thread on the side, Needle is looking with one eye.

She slides very nimbly, cleverly, fickly, The thread whispers – What a needle!

So they danced, so happily together, As they finished a beautiful apron!

Warm up A needle and a thread Movement Game Preschoolers are divided into groups, e.g.: 5 kids in one group. They line up in a row and hold each other’s hands. The first preschooler is a needle; the rest of preschoolers are the thread. The thread must follow closely behind the needle. Preschooler who is the needle keeps its thread throughout the classroom until the music stops and then the first preschooler goes to the end of the row and becomes the thread. Another preschooler becomes a needle, and so on up to the last preschooler.

Procedure: Preschoolers are divided into pairs. They sit at the tables, where there are prepared: some fabric, scissors, needles, threads, buttons, and ribbons. Preschoolers work under the supervision of adults.

Activities: Implementation of a bow-tie: Teacher explains to preschoolers how to do the task. Teacher shows preschoolers how to sew.

Preschoolers shall pay attention to the right order of piercing the needle - once from a side of a cloth, once from under the button. Preschoolers slip thread and needle. They make and decorate bow-ties with buttons. Then they show their work to the rest of the preschoolers.

Follow up: Preschoolers can give their work as a gift to their grandparents or parents on special occasions. Display their work in a fashion exhibition labelled with a few key pieces of information.

108

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

MATH THE VERY HUNGRY CATERPILLAR Theme: The very hungry caterpillar Age group: 5 - 6 Time: 45 minutes Aims: By the end of the lesson preschoolers will be able to: 9 To develop the vocabulary related to the topic of the lesson; 9 To develop preschoolers listening, speaking and writing skills; 9 Enlarging the use of English via mathematics; 9 Chronological order; 9 Acknowledging sizes and colours.

Skills: Use of English, Speaking, Vocabulary Aids: YouTube, chart with the caterpillar’s food, worksheets.

Forms of assessment: continuous assessment to encourage the learning process; feedback will be provided on accuracy when eliciting vocabulary, on fluency during the speaking activities; Activity 1: Lead-in Activity: Speaking about “The Very Hungry Caterpillar” by Eric Carle; Aim: 9 getting ready to warm up via a speaking activity; 9 to be able to put in chronological order the images as they appear in the story; 9 acknowledging the days of the week; 9 Addition.

Aids: the story “The Very Hungry Caterpillar” by Eric Carle, graph with the caterpillar’s food (cut and paste).

Procedures Teacher enters in classroom, greets preschoolers and introduces herself; Teacher uses the video on YouTube of “The Very Hungry Caterpillar” by Eric Carle; Preschoolers will receive a graph with the days of the week, they will have to paste the food which the caterpillar ate in the poem and discuss with teacher what the caterpillar eats every day; Preschoolers will receive cards which preschoolers will have to put in order as they appear in the story.

Organisation: the whole class (individually and chorally); Time: 15 minutes; Activity 2: Use of English: Colours, observing sizes Aims: to be able to acknowledge the colours, to observe the differences Aids: worksheets, crayons Procedures Speaking activity: the teacher will revise together with preschoolers the numbers and colours in English. Using the graph, teacher will ask preschoolers: How many apples/ plums/ pears etc did the caterpillar eat on Monday/ Tuesday/ Wednesday etc?

Teacher gives preschoolers a worksheet of a butterfly that they will have to colour according to the numbers’ requests (1-yellow, 2- orange, 3- blue, 4- green, 5- purple, 6- red).

Preschoolers will have to observe sizes on a worksheet with 2 columns and to circle the picture that is similar in size as the image on the second column. Preschoolers will have to classify the butterflies according to their size (“smaller than”; bigger than”) Organisation: the whole class (individually and chorally, in pairs); 109

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Time: 20 minutes; Activity 3: Art Aims: 9 To be able to make differences between days; 9 To be able to obey the task requirements accordingly.

Aids: word document with images that will be coloured by Ss Procedures Teacher reminds preschoolers about the days of the week and ask preschoolers what does the caterpillar eats every day (“What food does the caterpillar eat on Tuesday?”; “What colour is each food that appears in the story?”). Preschoolers receive pages of the book which they will have to put in chronological order and colour the food products according to teacher’s requirements.

Organisation: the whole class (individually, chorally, in pairs); Time: 10 minutes Activity 4: Close-up activity Aims: to assign homework, to end the lesson, to assess preschoolers and to thank them for their participation; Procedures Teacher makes a small revision with the preschoolers; Teacher comments upon the solving of the activities and praises the preschoolers for their answers; Teacher thanks preschoolers for their participation and says ‘Goodbye’; Organisation: the whole class (individually and chorally); Time: 5 minutes Useful links https://www.youtube.com/watch?v=DD5eTSpuBQA

THE BUILDER AND HIS STRUCTURES Theme: The builder and his structures Age group: 5 - 6 Time: 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 Supporting the intellectual development of a preschooler with mathematical education 9 Developing skills in counting 9 Developing skills in measuring 9 Developing skills to recognize geometric shapes Required resources: tape recorder, CD, timer, photos showing different buildings (high and low), photos with the numbers 1-10, the building blocks of a different size, various occupations pictures: a teacher, a fireman, a policeman, paper bricks of different colors , tools and games: hammer, drill, helmet, screwdriver, the screw (several of each kind ) pots, glasses, cup , firefighter helmet, police cap, colorful sticky notes (red , green, yellow, blue), hoops in the colors (red , green, yellow, blue) 2 sashes of red and blue.

Language: numbers 1-10, long, short, tall, narrow, wide, the tallest, the shortest, more or less, the same, colours: yellow, blue, red, occupations: police officer, firefighter, teacher, and builder.

Activity Everyone has got a profession. We have just called to our mind some professions. The preschoolers are watching the illustrations with various occupations. The riddle time: Who of 110

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

you know the fairy tale in which the hero in his work needs tools such as a hammer, drill, screwdriver, and helmet? His friend’s Marta (Bob the Builder). We now know a new profession, „builders ". What does the builder do?

The kids watch illustrations depicting the work of the builder and his tools. „Wall” – Teacher chooses two preschoolers and makes them wearing red and blue sashes. In this way, we have two teams red and blue. The task of is to build the longest wall as possible in only 1 minute. The preschooler selected by the representatives of the teams set at the end of the train. The game ends after one minute. The team with the longer wall wins. We introduce new words in English wall, long, short, longer, shorter: - point the wall which is shorter - point the wall which is longer A widling preschooler according to the instruction points shorter and longer wall.

“Find high and low houses” - The teacher puts illustrations of two buildings in two circles on the carpet, in one circle there are low buildings in the other tall structures (they can be houses) then the teacher asks the eager preschooler to find on the carpet the photos with different buildings. After that preschoolers put the photos to the correct circles, low buildings to one circle and high to another.

English vocabulary: high or low.

9 Show me a circle where are low buildings 9 Show me a circle where are high buildings "Colourful paper bricks” - Paper bricks are put in 4 colors red, blue, yellow and green all over the carpet, there are also four hula-hoops in the same colours. Preschoolers go around the room hearing the music. While the break in the music, teacher holds in his hands a specific color. The preschoolers must find all the paper bricks of that color and insert them to the hula-hoops in the same colour. The game ends as all of the hoops are already filled. The teacher asks the preschoolers in what way hoops are the same (in each hoop are the paper bricks) and whether they differ (colour of the bricks) Show me a red hula-hoop; Show me a blue hula-hoop; Show me a yellow hula-hoop; Show me a green hula-hoop; How many is there red paper bricks –let’s count together – find such number and put it inside; How many is there blue paper bricks –let’s count together – find such number and put it inside; How many is there green paper bricks –let’s count together – find such number and put it inside; How many is there yellow paper bricks –let’s count together – find such number and put it inside.

Discussion with preschoolers about the buildings. Introducing a new vocabulary: the highest, the lowest, wide, narrow.

“We build your house” - Preschoolers are divided into 2 groups. Both groups get colorful building blocks from which they have to create a structure. Comparing the structure using the names: higher, medium, lower, high, low, wide and narrow.

9 Show me which building is the highest 9 Show me which building is the lowest 9 Show me which building is wide 9 Show me which building is narrow Follow up “My own house” – building small houses using building bricks, a spirit level.

111

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

‘DO-IT-YOURSELF’ – constructing own toys - Plays with using a hammer, nails. Calling to mind safety standards.

“On the building side” – using and carrying the bricks on a building side by a crane and other activities coming from previous observations made on the trip or during the film presenting a real building side.

AT THE ZOO Adverbs of place Theme: At the Zoo Age group: 3 - 6 Time: 30 - 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 Understand adverbs of place: on/above, over, under, beside, between; 9 Develop spatial sense and perceptiveness during tasks; 9 Enjoy participating in the games.

General objectives: Building/develop/preserve knowledge about spatial relations.

112

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Vocabulary: The names of the animals: snake, lion, parrot, elephant, monkey, body parts: legs, determine the size; What does a monkey eat? Bananas.

What is the name of the place where we can meet and watch animals?

What is the name of this animal?

What animals have legs? (Elephants, lions, monkeys, parrots), and What animals do not have legs? (Snakes).

What animals are the highest and what are the smallest?

What animals like to eat bananas?

Required resources: whiteboard, pictures of the animals: snake, lion, parrot, elephant, and monkey, At the zoo Worksheet, CD player, How are you Song, We are going to the zoo Song, glue, and scissors.

Warm up: How are you Song Lyrics I'm great/ I'm fine I'm OK/ I'm happy I'm wonderful today Hello, How are you? x 3 I'm tired/ I'm bored I'm OK/ I'm angry I'm very sad today Hello, How are you? x 3 I'm great/ I'm fine I'm OK/ I'm happy I'm wonderful today Hello, How are you? x 3 I'm very well today Introduction: Who is making that sound? Preschoolers recognise voices of wild animals.

Activities: Draw lots of image of animals and then they name the animal and imitate the sound.

Game - Find the animal, move around the room and listen commands from the teacher - sit in front of/ sit down/ stand next to/ stay between.

Whiteboard game – Preschoolers shall sort animals according to the teacher's instruction. Set the elephant next to a tree/ a parrot in a tree/ the snake under the tree.

We are going to the zoo Song Daddy's taking us to the zoo tomorrow Zoo tomorrow, zoo tomorrow Daddy's taking us to the zoo tomorrow And we can stay all day We're going to the zoo, zoo, zoo How about you, you, you?

You can come too, too, too We're going to the zoo, zoo, zoo Mommy's taking us to the zoo tomorrow Zoo tomorrow, zoo tomorrow Mommy's taking us to the zoo tomorrow And we can stay all day We're going to the zoo, zoo, zoo How about you, you, you?

113

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

You can come too, too, too We're going to the zoo, zoo, zoo We're going to the zoo, zoo, zoo How about you, you, you?

You can come too, too, too We're going to the zoo, zoo, zoo Worksheets Animals at the zoo Summary: Relax- listening to the music In the African bush Useful links https://www.youtube.com/watch?v=xC3xSij7n4c http://www.multimedia-english.com/videos/kids/song/hello-how-are-you-peter-weatherall-113 https://www.youtube.com/watch?v=0k2WL-eTUWQ

114

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

MUSIC SEASONS OF THE YEAR Theme: Seasons of the year Age group: 4 - 6 Time: 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 develop the vocabulary related to the topic of the lesson; 9 develop preschoolers listening and speaking skills; Objectives: By the end of the lesson, preschoolers will have had practice in: 9 speaking about the 4 seasons and the changes that take place with the coming of each season; 9 enlarging the use of English via the Season Song.

Required resources: YouTube, chart with the caterpillar’s food, green thread.

Forms of assessment: continuous assessment to encourage the learning process; feedback will be provided on accuracy when eliciting vocabulary, on fluency during the speaking activities; Activity 1: Lead-in Activity: Speaking about caterpillars, where they live, what they eat; Aims: 9 Getting ready to warm up via a speaking activity; 9 To be able to understand the meaning of the provided new words; Required resources: The Very Hungry Caterpillar Poem by Eric Carle, chart with the caterpillar’s food, green thread, YouTube Procedures: Teacher enters in classroom, greets prescoolers and introduces herself; Teacher tells preschoolers that they will speak about something very interesting: a caterpillar. Teacher reads The Very Hungry Caterpillar Poem by Eric Carle. Teacher asks preschoolers all sorts of questions: whether they have seen a caterpillar in real life, what does a caterpillar eat or where does a caterpillar live? Teacher presents to preschoolers a big chart that contains the food which the caterpillar ate in the poem. The chart has got holes and teacher passes a green thread through the holes, saying that this is the way that the caterpillar ate and got bigger and bigger. After this discussion, teacher and preschoolers talk about where a caterpillar might live. Preschoolers say that a caterpillar lives mostly on trees. They agree that the aspect of a tree changes during the succession of the seasons. Teacher proposes a song that illustrates these changes better.

Timing: 15 minutes; Activity 2: Use of English: 4 types of trees Aims: to be able to distinguish between the seasons and to be able to say what happens to a tree each season.

Required resources: blackboard, chalk, YouTube.

Procedures: Teacher and preschoolers discuss the changes that a tree undergoes each season and they listen to the Season Song again. Preschoolers try to learn it by heart. With preschoolers’ ideas, teacher makes a list and writes down on the blackboard exactly what happens to a tree each season.

Organisation: the whole class (individually and chorally, in pairs); Timing: 10 minutes; Activity 3: Art craft

115

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Aims: 9 to be able to make different types of trees.

9 to be able to obey the task requirements accordingly.

Required resources: white and coloured paper- brown, yellow, green, pink (for the trunk and leaves), scissors, glue.

Procedures: Teacher explains that there are many differences between the seasons, and that preschoolers will illustrate it better in a diagram. Teacher plays the Season Song one more time and explains that preschoolers are going to make four types of trees. Teacher explains the tasks. They have to cut and to glue the trees.

Organisation: the whole class (individually, chorally, in pairs); Timing: 20 minutes Activity 4 Listening: the Season Song Aims: to be able to draw a conclusion about today’s lesson.

Required resources: paper trees, YouTube.

Procedures: Teacher plays the song one last time and preschoolers sing. At the end they have to say what was the lesson about and how do they feel now that they have learnt something new about the changes in seasons.

Organisation: the whole class (individually, chorally, in pairs); Timing: 10 minutes Activity 5: Close-up activity Aims: to assign homework, to end the lesson, to assess the students and to thank them for their participation; Procedures: Teacher tells preschoolers to draw a specific object (a forest, a mountain, etc) and to emphasize the changes during the passing of the seasons. Teacher comments upon the solving of the activities and praises the preschoolers for their answers; Teacher thanks the for their participation and says ‘Goodbye’; Organisation: the whole class (individually and chorally); Timing: 5 minutes Useful links: (https://www.youtube.com/watch?v=8ZjpI6fgYSY Season Song Video) YouTube (https://www.youtube.com/watch?v=l2kv0VCthY0).

MUSIC GAMES WITH PROFESSIONALS – musician, conductor Theme: Music games with professionals Age group: 4 - 6 Time: 40 minutes Aims: 9 Improving of musical sensitivity 9 Recognition of recorded sounds: high, medium and low 9 Sets the pace in the music: fast, medium and slow 9 Distinguishes the dynamics of varying intensity (loud, low, medium) and an intensity graded (getting quieter, louder) 9 Implementation of logical thinking in English - CLIL 116

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Vocabulary: Register: high, medium, low; pace: fast, medium and slow; dynamics: loud, quiet, on average, more quietly, louder; Reminder: elephant, bird, soldier, musician, instrumentalist, singer, conductor, orchestra; instruments: flute, drum, violin, rattle, guitar.

Required recourses: CD sounds (the mysteries of the dice turns ex. rain or motorcycle, or playing with , loud rock music, etc) , cube with pictures (snails, racer, speaker, sleepy man, two question marks), instruments, rhythmic and melodic: flute, drum, guitar, rattle, violin, bells chromatic images to choose from such as: an elephant, a bird, a soldier, a coo , a baby in the stroller, illustration: guitarist, singer, conductor, orchestra - with words in Polish and English, riddles of instruments.

Introduction: Welcome Song Warm up: Game with movement - a cube image with reaction to the visual signal.

Preschoolers sit in a circle; selected preschooler throws the dice, which are the figures: Snail (slow), racer (fast), speaker (loud), sleeping man (quiet) one two question marks on the side; react to the drawing traffic: Snail - crawl, racer - run, speaker, screaming and trampling the sleeping man - walking on tiptoe with his finger to his mouth, a question mark – teacher asks the riddle (silently or out loud?). Teacher introduces the concept of the music: the pace fast, medium and slow.

Procedure: Movement game of responding to the tone and choose from multiple images: choosing a preschooler who plays an instrument rhythmic slowly - teacher asks What is the pace in English? - Preschoolers answer; Teacher asks What famous animal moves slowly? Select a picture. Preschoolers choose the image - an elephant; They move like elephants (preschoolers play in a free rhythm).

Teacher chooses the second preschooler: playing fast. Teacher asks What is a pace? Teacher asks What famous animal moves quickly? Preschoolers choose a picture - bird, moving on tiptoe waving his arms like wings (preschoolers play at a fast pace).

Teacher chooses the third preschooler: a play equal to a quarter note. Teacher asks What is the pace? Preschoolers respond, teacher asks Who moves marching? and preschoolers choose a picture - a soldier. March when a preschooler takes rhythm. Teacher asks preschoolers if they know the name of the man who plays instruments? Musician introduces a word in English.

Teacher tells preschoolers that musicians are instrumentalists and vocalists. Shows illustrations (can turn the presentation).

Introducing words high, low, higher and lower.

Puzzles word of instruments (introducing vocabulary - names of instruments): 9 Marching soldiers, widens the crowd one of them kick the rhythm: boom, boom, boom boom boom - What a soldier play? (a drum) 9 Whew whew whew whew whew whew, not a bird plays, you play here! - What do you play? (a flute) 9 The four-string playing, like a nightingale, bow fishing rod sounds like he caught which can play (a violin) 9 With a hole in the box, strings, fret board old, nothing else is like the beautiful sounds (a guitar).

9 You can put there, sand or peas, you can shake and rattle, please, then rattle to the beat (a rattle) 9 Which of these instruments playing high and that low?

Fun with reaction to the tone - the height of sounds. Teacher plays with preschoolers array in C major for rings chromatic singing the words Honey rises higher and higher, and there is a lower and lower in English, and preschoolers react rising from a squatting position for a high with raised arms and back to a squatting position.

117

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

What is the large group of people playing instruments? (Orchestra). Conductor your input words in English. Fun in the conductor Quieter, Louder. Preschoolers play instruments.

Teacher uses English phrases indicating how to conduct conductor (after reaching an agreement gestures). Impediment - preschoolers are divided into rhythm groups, one muted by observing the movements of the conductor, the second group game.

Have fun watching the new instruments – Just play!

Follow up: Games with objects issuing sounds, imitating sounds, movement, gesture, rhythmic fun, singing simple songs, rhythmic text, introducing elements of dance and music improvement reactions to the change of pace, laying the simple accompaniments to songs, arranging own songs, melodies, simple dance steps.

118

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

PHYSICAL EDUCATION CREEPING AND CRAWLING Theme: Creeping and crawling Game: Caterpillars Age group: 5 - 6 Time: 35 - 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 Move forward with belly on the floor pulling with arms and pushing with legs; 9 Move on hands and knees with stomach up, in quadruped.

Required resources: tables or benches, Open – Shut Song Introduction Preschoolers are spread out, standing on spots. Star with basic stationary movements marching, stomping, clapping, swinging arms. Next, start moving all over the gym using different movements. At teacher’s signal, preschoolers shall march like soldiers, walk in a squat position; walk on peaks with hands up. They shall listen carefully for stop and go signals.

119

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Warm up: Form two columns of preschoolers. Teacher starts out as a cat that all preschoolers want to copy. Once preschoolers get the hang of copy cat, ask for volunteers to be the cat.

Exercise 1 1st Position: Feet slightly apart, toes facing forward Time 1- Bend neck forward (chin to chest) Time 2- Bend neck back (look at ceiling) nd 2 Position: Feet slightly apart, toes facing forward, hands on hips Time 1- Turn head to the left then the right Time 2- Tip head to left shoulder then to right shoulder Exercise 2 Position: Feet apart, arms down at sides Time 1- Hands on shoulders Time 2- Arms spread above head Time 3- Hands on shoulders again Time 4- Arms down Exercise 3 Position: Feet apart, hands on hips Time 1- Bend to the left side Time 2- Return to starting position Time 3- Bend to the right side Time 4- Return to starting position Exercise 4 Position: Feet apart, hands on hips Time 1- Lift one knee up to chest Time 2- Return Time 3- Lift the other knee up to chest Time 4- Return The number of exercises is dependent on the age of preschoolers: 9 For 3-5 year olds - 4-6, dosage - by 4-7 times; 9 For 5-7 year olds - 6-8, dosage - 6-8 times.

Activities Crawling is defined as moving forward with belly on the floor pulling with arms and pushing with legs. Creeping is defined as moving on hands and knees with stomach up, in quadruped.

Preschoolers shall be caterpillars and baby caterpillars that came out after the rain, to look for food. They shall crawl and creep under leaves (tables or benches). Caterpillars creep (on hands and knees) and babies crawl (on belly). Settle preschoolers down on floor. Legs crossed.

Sing a song.

Open, shut them. Open shut them. Give a little clap.

Open, shut them. Open, shut them. Put them in your lap.

Creep them, crawl them. Creep them, crawl them, right up to your chin.

Open up your little mouths, but do not let them in (hands on lap again!).

120

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

FAST LIKE A POLICEMAN AND FIT LIKE A FIREMAN Theme: Fast like a policeman and fit like a fireman Age group: 5 Time: 20 minutes Aims: 9 Improving physical coordination; 9 Improving signal reaction; 9 Introduction of competitive sports games.

Language Aim: start, finish; run, throw; fast, slow; front, back; right, left.

Required resources: a huge sack with small gymnastic bags inside: 1 yellow, 1 green, 12 red and 12 blue ones (the number of small gymnastic bags must equal to the number of); -2 ropes, 6 cones; 2 hula-hoops, 2 balls; a whistle.

Introduction: Riddles He is brave and very fit.

He is not afraid of fire or flames (a fireman).

He is always there, when you need him.

He always directs the traffic if only traffic lights break down (a policeman).

Warm up Teacher asks about a specific feature for both of the occupations – physical fitness. Then teacher explains that preschoolers need to draw one small gymnastic bag each, this is the way to divide them into two teams: policemen (blue bags); -firemen (red bags). Two of the preschoolers will draw: green bag – the captain of the firemen team; - yellow bag – the captain of the policeman team. The task completed – 1-2 points Procedure: Each of the teams needs to be on the right place.

Activities Gear slalom (Team competition) The activity description: Hearing the whistle the first player from each team runs to the finishing line between the cones and back in a straight line to the team – in a moment they reach the finishing line, another player starts their turn.

Throw the bags (three players from the team) The activity description: The player throw a bad into hula hoops, each player has two throws.

Foot by foot (Team competition) The activity description: There are ropes in front of the teams. At a signal the first player from each team walks along the rope foot by foot, and returns to a team - then another player starts.

Jumps on the ball (three players from the team) The activity description: At a signal a runner jumps on the ball, goes round the cone and returns to the team – the next player starts.

Summarizing the scored points and announcing the winners.

Follow up If it is possible, you can arrange a trip to the fire station or police station depending on which team won. In our case it was the fire fighters’ team.

121

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

MOVEMENT OF INSECTS Theme: Movement of Insects Age group: 5 - 6 Type of lesson: Mixed lesson Time: 45 minutes Aims: By the end of the lesson preschoolers will be able to: 9 To develop the vocabulary related to the topic of the lesson; 9 To develop preschooler’ listening and speaking skills; 9 To develop preschoolers’ artistic skills.

Objectives: By the end of the lesson, preschoolers will have had practice in: 9 Speaking about insects and their movement; 9 Miming the motion of each insect studied; 9 Enlarging the use of English via physical education.

Forms of organization: individual long turn, pair work, choral; Skills: Use of English, Speaking, Vocabulary; Required resources: YouTube, Flashcards, worksheets, paper butterflies, crayons, glue, hair pins, wire antennae, duct tape, glitter.

Forms of assessment: continuous assessment to encourage the learning process; feedback will be provided on accuracy when eliciting vocabulary, on fluency during the speaking activities; Activity 1: Lead-in Activity: Speaking about caterpillars, where they live, what they eat; Aim: x getting ready to warm up via a speaking activity; x to be able to understand the meaning of the provided new words; Required resources: the poem “The Very Hungry Caterpillar” by Eric Carle, chart with the caterpillar’s food, green thread, YouTube.

Procedures Teacher enters in classroom, greets preschoolers and introduces herself; Teacher tells the preschoolers that they will speak about something very interesting: a caterpillar. Teacher reads the poem “The Very Hungry Caterpillar” by Eric Carle. Or she just plays the video on YouTube Teacher asks preschoolers all sorts of questions: whether they have seen a caterpillar in real life, what does a caterpillar eat or where does a caterpillar live? After this discussion, teacher asks preschoolers what other insects they know. Teacher plays a video on YouTube, called “What is an insect?” (and the preschoolers watch and listen). Teacher shows them a set of flashcards with many insects. Teacher elicits the names of the insects from the images.

Organisation: the whole class (individually and chorally); Timing: 15 minutes; Activity 2: Use of English: Movement of insects Aims: to be able to recognize and to mime the motion of an insect.

Required resources: YouTube, flashcards.

Procedures Teacher asks preschoolers if they know how insects move. Preschoolers answer and the teacher helps, if necessary. Again, she plays a video on YouTube about the movement of insects.).

Preschoolers watch the video and they try to imitate the motion of each insect. Teacher shows each flashcard and the preschoolers pretend to be the insects from the images. They have to run, to crawl, to swim, to fly, jump etc.

Organisation: the whole class (individually and chorally, in pairs); 122

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Timing: 10 min; Activity 3: Worksheet Aims: to be able to match the provided words with the pictures of insects accordingly.

Required resources: worksheet, glue.

Procedures Teacher gives preschoolers a worksheet and explains the task. Teacher helps, if necessary. After the task is completed, preschoolers have to pretend to be each insect from the paper and they have to mime each motion (walking, running, flying, jumping, etc).

Organisation: the whole class (individually, chorally, in pairs); Timing: 15 min Activity 4 Art craft: making a scrapbook paper butterfly Aims: to be able to obey the instructions and to make a paper butterfly.

Required resources: paper butterflies, crayons, glue, hair pins, wire antennae, duct tape, glitter.

Procedures: Teacher gives preschoolers a pair of butterflies, with the same shape, but one smaller than the other. Butterflies have no colours, so preschoolers can colour the wings (they can also use glitter). Preschoolers have to fold the butterflies; they have to glue the antennae, by sticking the small butterfly on top of the big one. When the glue has dried and the butterflies are ready, the preschoolers use a duct tape to stick the butterflies on the straw. In this way, the can better observe the motion of the butterflies.

Organisation: the whole class (individually, chorally, in pairs); Timing: 15 minutes Activity 5: Close-up activity Aims: to revise the new things that preschoolers have learned from this lesson, to end the lesson, to assess preschoolers and to thank them for their participation; Procedures: Teacher asks preschoolers what was the most surprising fact that they have learned from this lesson. Teacher makes a fast revision of the motions of insects. Teacher thanks preschoolers for their participation and says ‘Goodbye’; Organization: the whole class (individually and chorally); Timing: 5 minutes Useful links https://www.youtube.com/watch?v=eXHScpo_Vv8 https://www.youtube.com/watch?v=Hf9JHZiziuk http://www.sciencefriday.com/blogs/01/04/2012/how-insects-move.html?series=17 https://www.youtube.com/watch?v=DUPXkWqC1aA

DOGS AND CATS Theme: Dogs and Cats Age group: 3 - 6 Time: 30 minutes Aims: By the end of the lesson preschoolers will be able to: 9 practice different locomotor skills; 9 crawl through a pop-up tunnel; 9 count from 1 to 10; 9 recognise and name feelings.

123

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Vocabulary: Nouns: turnip, tunnel, obstacle, dog, cat.

Adjectives: sad, happy.

Verbs: walk, hop, run, stop, jump, swim, sleep, wake (up), crawl.

Questions: What is this? It is a turnip, How is this turnip?, This turnip is sad/ happy.

Language classroom and daily routines language (Good morning, How are you today? What’s your favourite colour? What is the weather like today?)

Required resources: pop-up tunnel, obstacles, stuffed toys Warm up: Preschoolers are placed in a circle. Teacher and preschoolers recite all together a movement poem: Walking, walking, walking Hop, hop, hop Running, running, running Now let’s stop!

Tip-toe, tip-toe, tip-toe Jump, jump, jump Swim, swim, swim Now let’s sleep Wake up, children!

When they wake up, in front of them will be Turnip Mia. Introduction: Preschoolers discover a huge smiling turnip. Teacher announces the title of a new game, Turnip Mia and her friends.

Activities: Preschoolers play with lots of other small turnips and count them. Preschoolers shall be divided into two teams, Dogs and Cats (characters of The Enormous Turnip Story).

Game Rules One preschooler of each team, called by Turnip Mia shall: 9 pass through a tunnel in the crawling posture; 9 walk around obstacles; 9 collect some turnips; 9 come back to their places through the tunnel.

OLYMPICS ZOO Theme: Olympics Zoo Age group: 4 - 6 Time: 40 minutes Aims: 9 Improvement of speed, agility; 9 Development visual-motor coordination; 9 Complying with safety rules; 9 Cooperation in a group.

Required resources: sashes in four colours; animal pictures: tiger, kangaroo, snake, monkey; gymnastics sticks; flags; sensory ball; hula – hop; ropes; CD player; Hello Yellow Song, lipstick.

Vocabulary: snake, monkey, kangaroo, tiger, sensory ball, belly, blue, yellow, red, green, sing, welcome, sit down, roll, jump, slide.

Orders: make a circle, cross your legs, sit down, lie down on your belly, put your hands behind your back, put your legs together, and sit on a row/make a line 124

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Warm up: Preschoolers are grouped into four teams by giving them four colours of the sashes.

A sash is a large and usually colorful ribbon or band of material worn around the body.

Hello Yellow Song – preschoolers wave colours of the sashes.

Lyrics Hello Yellow, Hello Yellow, Hello Red, Hello Red, Hello Yellow, Hello Yellow, Hello Red to you.

Hello Yellow, Hello Yellow, Hello Green, Hello Green, Hello Yellow, Hello Yellow, Hello Green to you.

Hello Yellow, Hello Yellow, Hello Blue, Hello Blue, Hello Yellow, Hello Yellow, Hello Blue to you.

Introduction Teacher’s instruction about each station- explanation of exercises. Reminding the safety rules.

Activity Station 1 Clever Monkeys Starting position: sit cross-legged. Preschoolers trying to turn the ball by moving fingers and feet. The exercise using both foot.

Time: 3 minutes Station 2 Lithe snakes Starting position - lying on belly. Preschoolers slip on the belly between spaced flags.

Time: 3 minutes Station 3 Jumping kangaroos Starting position - standing. Preschoolers jump (legs put together) between the ladder.

Time: 3 minutes Station 4 Strong tigers Starting position - standing. Preschoolers roll the ball on a certain way.

Time: 3 minutes 125

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Preschoolers change the station when they hear the sound of roaring lion.

Summary Exercise to calm. Preschoolers sit cross-legged, arms straight. Inhale - put hands up, exhale slow put hands down.

Nose Game: Preschoolers sit in rows (four groups by colour of the sashes). Teacher paints a dot on first preschooler’s nose using a lipstick. Each preschooler marks other preschooler by touching nose to nose.

126

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

SCIENCE MY PLATE Theme: MyPlate Age group: 5 - 6 Time: 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 identify the food categories used in the Food Pyramid; 9 learn what foods belong in each of the food groups; 9 learn the colours that represent the various food groups on My Plate; 9 name the five MyPlate food groups and be able to identify food choices; 9 give examples of foods in each five food groups; 9 explain how MyPlate serves as a reminder to eat foods from each food group; 9 create a healthy meal containing a food from each food group; 9 understand that a human body needs food to function properly; 9 develop an awareness of personal dietary needs.

9 apply knowledge to areas of nutrition for healthy growth, development, and maintenance.

Vocabulary: pyramid, plate Food Group Fruit Vegetables Grains Protein Dairy

Examples Apple, grapes, plum, pear, cherry, melon, nut, banana, orange, peach, strawberry, blackberry, raspberry.

Lettuce, cabbage, spinach, carrot, potato, corn, tomato, pumpkin, pepper, cucumber, onion, garlic.

Bread, rice, cereal, pasta, spaghetti.

Meat, chicken, beef, fish, seafood, beans, peas, nuts, seeds, eggs.

Milk, yogurt, cheese.

Grammar: Short sentences and questions: „What is it?” „It is a pear/cherry/melon/nut/banana.”, “What is your favourite food?” „My favourite food is _______”, the Simple Present Tense questions, „Do you like _______?” opposite and negative answers, „Yes, I do! /No, I don’t!”

Content aim: ¾ Making healthy eating choices using the new MyPlate icon.

Language aim: Food Pyramid, MyPlate, colours, grains, dairy, proteins, vegetables, fruits.

Learning style: Visual Skill development Learning skills developed: classifying; flashcards training.

Required resources: Food Pyramid Class Display; Blank Food Pyramid Class Display; MyPlate Class Display; Food cards (each food card has the food's name printed on the front); Colourful Board (orange, green, red, purple, blue wide paper stripes); Additional pictures of foods from each group named in MyPlate (supermarket advertisements, internet clip art, newspapers, magazines); white paper plates/ white disposable paper plates (one for each student); Markers, 127

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

crayons, coloured pencils; Scissors; Glue sticks; My Menu Planner handouts (one for each student); Computer, CD or MP3 player with speakers; Original Song & Lyrics – Do You Like Broccoli Ice Cream; Do You Like Broccoli Ice Cream? Flashcards; Original Song & Lyrics – I Like Food.

Introduction: Hold a class discussion about food and its importance to the human body. Display Food Pyramid poster to review this subject. Ask preschoolers to talk about their favourite foods.

Prompt preschoolers to think of foods they like to eat by asking what they ate at lunch that day, or dinner the night before. In which categories do these foods belong? Are they healthful?

Discuss why they think certain foods help them grow and stay healthy while other foods should be enjoyed in smaller quantities. Talk with preschoolers about good foods vs. not so good/bad foods, making sure they understand that foods that provide vitamins, minerals and energy are better for developing bodies – helping them grow healthy and strong. Next, teacher will display a blank Food Pyramid poster. Have preschoolers choose a food vocabulary card, name it and then place and glue the card on the blank pyramid. Each food card has the food's name printed on the front. Preschoolers will match food cards with the right pyramid category.

Briefly introduce MyPlate. The MyPlate icon is an improvement over MyPyramid. It shows a circle divided into four brightly-coloured wedges, each labelled with the name of a food group. VEGETABLES (green) and FRUIT (red) take up half the plate. PROTEINS (purple) and GRAINS (orange) each gets one-quarter of the plate. Just off to the side is a smaller blue circle for DAIRY products, looking a bit like a glass of milk or a cup of yogurt. A fork and placemat complete the place setting.

Warm up: Listen to Do You Like Broccoli Ice Cream? Song and sing along Lyrics and Actions Key Gestures Yes, I do - Thumbs up and nod your head "yes."

No, I don't - Thumbs down and shake your head "no."

Do you like broccoli?

Yes, I do! [Yes gesture.]

Do you like ice cream? [Pretend to lick an ice cream cone.]

Yes, I do! [Yes gesture.]

Do you like broccoli ice cream? [Make a "yucky" face.]

No, I don't. Yucky! [No gesture.]

Do you like donuts? [Pretend to hold and eat a donut.]

Yes, I do!

Do you like juice? [Pretend to drink juice.]

Yes, I do!

Do you like donut juice?

No, I don't. Yucky!

Do you like popcorn? [Pretend to eat popcorn one by one.]

Yes, I do!

Do you like pizza? [Pretend to hold a piece of pizza and eat it.]

Yes, I do!

Do you like popcorn pizza?

No, I don't. Yucky!

128

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Do you like bananas? [Pretend to peel and eat a banana.]

Yes, I do!

Do you like soup? [Pretend to eat soup from a bowl with a spoon.]

Yes, I do!

Do you like banana soup?

No, I don't. Yucky!

Make nonsense combinations of food that preschoolers will find both funny and a little gross.

Ask preschoolers: ¾ What sounds yummy? Does a strawberry ice cream sound yummy?

They shall say yummy, yummy, yummy. ¾ What sounds yucky? Does a broccoli ice cream sound yucky?

They shall say yucky, yucky, yucky.

Activities: Show preschoolers some versions of MyPlate. Ask preschoolers to name the food and the food group to which it belongs (i.e., a strawberry belongs in the “fruits” group). Ask preschoolers to list the names of all five food groups on a colourful board.

9 Orange for the grain group 9 Green for the vegetable group 9 Red for the fruit group 9 Purple for the protein group 9 Blue for the dairy group Work together as a class to determine what food group each belongs to.

Explain that MyPlate illustrates the five food groups a person should eat each day. Before they eat, people should think about what goes on their plate or in their cup. Foods like vegetables, fruits, whole grains, low-fat dairy products, and lean protein help them eat healthily and be healthy.

Listen to the I Like Food Song and sing along Yellow, yellow, My favourite food is yellow It’s very very good My favourite food is yellow I like, I like.... I like bananas. Yum, yum, yum Brown, brown My favourite food is brown It’s very very good My favourite food is brown I like, I like.... I like biscuits. Yum, yum, yum Red, red My favourite food is red It’s very very good My favourite food is yellow I like, I like.... I like apples Yum, yum, yum Green, green My favourite food is green It’s very very good My favourite food is green I like, I like.... I like pears. Yum, yum, yum White, white 129

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

My favourite food is white It’s very very good My favourite food is white I like, I like.... I like cakes. Yum, yum, yum Create MyPlate Give preschoolers white disposable paper plates to make their own MyPlate. Have the use a black marker or crayon to divide their plate into four sections as MyPlate poster and label each section using the proper colour (orange, green, and red, purple, blue). Allow preschoolers to arrange food cut-outs on the white paper plate according to food groups. Preschoolers can also label the foods. When everyone is finished, have each preschooler share his or her plate with the class and explain why he or she chose those particular foods.

Give 15 minutes to complete MyPlate — each with a collage of a favourite food from a different food group.

Project idea/Variation: Let preschoolers make a healthy pizza using MyPlate model. Encourage healthy food options! Have preschoolers make the foods. They should draw and cut off the food shapes by their own.

Homework assignment: As homework assignment for this lesson, have preschoolers to create My Menu Planner.

Distribute the Menu Planner handouts. Ask preschoolers to create 1 week’s worth of meals (breakfasts, lunches, dinners and snacks) based on MyPlate. Once it is completed, bring the My Menu Planner to kindergarten to share with the class.

Useful links: http://choosemyplate.gov/print-materials-ordering.html http://www.learningzonexpress.com/documents/EnergyEverydayforEveryone/MyPlateLessonPla ns.pdf http://www.superhealthykids.com/myplate-meal-ideas/ https://www.agclassroom.org/rainbow/pdf/main.pdf https://happilyhope.wordpress.com/2013/07/03/menu-planner-2/ Do You Like Broccoli Ice Cream? | Super Simple Songs http://supersimplelearning.com/songs/original-series/three/do-you-like-broccoli-ice-cream/ https://www.youtube.com/watch?v=frN3nvhIHUk I Like Food Song https://www.youtube.com/watch?v=7lKclr67ajY

LEAVES ON THE TREES Theme: Leaves on the trees Age group: 5 Time: 20 minutes Aims: By the end of the lesson preschoolers will be able to: 9 Formation of pro-ecological attitudes, knowledge of the profession of a forester; 9 Develop reasoning skills using English.

Vocabulary: forester, leaf, chestnuts, chestnut, ash, oak, maple.

Required resources: Chestnut leaves of oak, maple, rowan; rowan corals, photos of trees: chestnut, maple, oak, rowan, a picture of the forest; CDs; colourful cards in A4 format; paint; brushes; cups of water.

130

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Warm up Calling to mind an English vocabulary based on the photo showed by the teacher. Tell me what is shown in the picture. Identify the picture of a tree. What color are the trees? What animals live in the woods?

Activity The conversation: - Do you know the name of a person who takes care of animals and plants and knows all about the forest? – Teacher shows the photo of a forester and tells about his job.

The game with movement: Responding to the sounds Teacher hands in colorful scarves to the - are wild animals: squirrels, bears, rabbits, birds. On the carpet, teacher lays down four hoops in colors of scarves that will be the houses of animals.

Teacher selects a forester, who plays the tambourine and walks among the animals. When the music stops, animals hide in their houses. The warden checks if all the preschoolers are in their respective houses.

A game called, "Rowan is …"

The teacher asks preschoolers to sit in a circle. Teacher gives the rowan to the first preschooler and the preschooler pass the rowan to another and they answer the questions, asked by the teacher: 9 What colour is the rowan?

9 Where does it grow?

9 Are the corals big?

9 Count the number of beads of the rowan.

Fun Teaching: Assigning leaves to the trees The teacher shows the photos of the tree: chestnut, oak, maple and rowan. Preschoolers segregate the photos of the trees to the correct leaves. Teacher may give them instructions: 9 Find a chestnut leaf. Bring it. Pin to an appropriate tree.

9 Find two leaves of a rowan. Pass me them. Which is an appropriate tree?

9 Find an oak and a maple leaves. Which is bigger? Pin to an appropriate trees.

A movement game with music: Autumn comes to the park – Calling to mind the vocabulary: autumn, park, family, joy, wind, wheel, small and large. ”Autumn comes to the park...

- walk freely around the room It dropped the chestnuts...

- jump with both feet, then crouch down The kids and the whole family enjoy...

- split into pairs and hug each other Leaves whirling merrily in the wind...

- put their hands up and mimic the hands spin of leaves Chestnuts dance together into a circle... - split into pairs and dance Such small, so small or even smaller... - draw tiny circles their both hands Such big, so big or even bigger...”

- draw big circles their both hands ”Colorful leaf" Teacher gives coloured cards in A4 format to preschoolers, and paints, brushes, cups of water, leaves of oak, maple and chestnut. Preschoolers’ task is to paint the leaf and reflect it on the paper. Preschoolers can use paints in various colors.

Follow up: Games with leaves; making bouquets; making herbaria; fun art using leaves.

131

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

LET’S TRAVEL TOGETHER! Theme: Let’s travel together!

Age group: 5 - 6 Time: 45 minutes Aims: By the end of the lesson preschoolers will be able to: 9 To name vehicles of all categories; 9 To recognize the colour and the size of the means of transportation; 9 To stick on the panel the correct picture of the means of transportation; 9 To speak grammatically correct ; 9 To participate in the group activities, including play activities, both as a speaker and as an auditor.

Vocabulary: ground transportation – car, bus, van, lorry, bike, motorbike, train, water transportation – ship, boat, motorboat, air transportation – airplane, helicopter.

Grammar: “To be” questions and answers “Is it big?”, “Is it small?”, “Is it fast?”, “Is it slow?”, “Is it red?”, “Yes, it is!”, “No, it isn’t!”, “How do you travel?”, “I travel by car/train/ ship/plane.”, adjectives – small, big, fast, slow.

Required resources: “Yes, it is!”, “No, it isn’t!” paddles (one for each preschooler); Flashcards (car, bus, tractor, ambulance, fire truck, bike, train, water transportation – ship, boat, air transportation – airplane, helicopter); Land display board; Sky display board; Water display board; Box; Puzzle.

Introduction Today we are travelling all together and discover many means of transportation. We are going to travel by car/by bus/by train/by boat/by plane etc.

We are all getting on a bus. Is everyone on the bus? Take a seat and hit the road singing „Wheels on The Bus” Song.

The wheels on the bus go round and round, round and round, round and round.

The wheels on the bus go round and round, all through the town.

The wipers on the bus go Swish, swish, swish; Swish, swish, swish; Swish, swish, swish.

The wipers on the bus go Swish, swish, swish, all through the town.

The horn on the bus goes Beep, beep, beep; Beep, beep, beep; Beep, beep, beep.

The horn on the bus goes Beep, beep, beep, all through the town...

The money on the bus goes, Clink, clink, clink; Clink, clink, clink; Clink, clink, clink.

The money on the bus goes, Clink, clink, clink, all through the town.

The Driver on the bus says "Move on back, move on back, move on back;" The Driver on the bus says "Move on back", all through the town.

132

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

The baby on the bus says "Wah, wah, wah; Wah, wah, wah; Wah, wah, wah".

The baby on the bus says "Wah, wah, wah", all through the town.

The mommy on the bus says "Shush, shush, shush; shush, shush, shush; shush, shush, shush."

The mommy on the bus says "Shush, shush, shush" all through the town.

Warm up Preschoolers shall be grouped in two rows, standing face to face, and one preschooler will sit in front to drive the bus. They shall sing Sit down, stand up Song.

Activity In the middle of the bus there is a box. The driver (a preschooler) goes with the box to the passengers. One by one, each preschooler will have to extract an image from the box. The teacher will ask What is it?, and the preschooler will answer It is a car. The teacher asks: Is it big?, Is it small?, and Is it red?/ Is it fast?, Is it slow?. Preschoolers raise their paddles and say Yes, it is! No, it isn’t!. Teacher asks How do you travel to London? and they answer I travel by car/train/plane.

Land, Sky, Water Game Preschoolers will stick the flashcards on the right display board. For each correct answer, each preschooler will receive a puzzle piece. At the end of the game, preschoolers will have to unite all the pieces to get a picture.

Project ideas/Variations: Counting on board means of transport going on the street, on the water and on the sky, to count car wheels, to count the bus windows.

Useful links: https://www.youtube.com/watch?v=1p2_cqNSsFE https://www.youtube.com/watch?v=vQbrB4f8KsA https://www.youtube.com/watch?v=bYLKEePMvIU

TRACKING ZOO ANIMALS Theme: Tracking zoo animals Age group: 4 - 6 Time: 30 - 40 minutes Aims: By the end of the lesson preschoolers will be able to: 9 Identify/indicate/name of wild zoo animals: snake, zebra, tiger, cheetah; 9 Know the sounds made by animals; 9 Pretend the animals sounds, movement; 9 Cooperate in a group/ play roles; 9 Do the task by planning the work of all members of the team; 9 Judge yourself; 9 Show result of work.

Required resources: animals skin patterns, pictures of the animals: tiger, snake, cheetah, zebra, and loupes, pine cones, wooden sticks, chestnuts, acorns, stones, CD player, the song „We are going to the zoo…”

133

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Vocabulary: skin patterns, loupes, tiger, cheetah, zebra, snake, pine cones, wooden sticks, chestnuts, acorns, stones, snake skin/pelt, tiger striped skin/pelt, zebra’s fur striped skin, cheetah’s spots fur) long, the longest, short, the shortest, find, looking for, sing, make, build, get, collect, take care.

Warm up: Song Lyrics:”We are going to the zoo” Daddy's taking us to the zoo tomorrow Zoo tomorrow, zoo tomorrow Daddy's taking us to the zoo tomorrow and we can stay all day We're going to the zoo, zoo, zoo How about you, you, you?

You can come too, too; too we’re going to the zoo, zoo, and zoo Mommy's taking us to the zoo tomorrow Zoo tomorrow, zoo tomorrow Mommy's taking us to the zoo tomorrow and we can stay all day We're going to the zoo, zoo, zoo How about you, you, you?

You can come too, too; too we’re going to the zoo, zoo, and zoo We're going to the zoo, zoo, zoo How about you, you, you?

You can come too, too; too we’re going to the zoo, zoo, and zoo Who else?

Introduction Divide preschoolers into 4 teams by drawing lots of the picture of the animal (cheetah, tiger, snake, and zebra). Welcoming the different groups of animals- all participate and name the animal and the sounds/movement. Teacher gives the model of the animal to each group to taking care of.

Activities Teacher shows the different patterns of animals’ skins and name them, looking for a good one in their own teams (snake skin/pelt, tiger striped skin/pelt, zebra’s fur striped skin, cheetah’s spots fur). All groups are presenting the skin/fur of the animal and name it.

Animal trackers: Each group need to find 5 (hidden in the garden and backyard) pelts patterns of the animal. Small groups are using loupes and taking care of the model of the animal at the same time. Compare pictures/ models of the animals and the fur/skin, showing the movement of the animal and making a sound.

134

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

Summary Each group is building house for an own animal (using materials from the backyard and garden).

Presentations of the houses built by all and name the animals by other members of the groups.

Receives a stamps as a prize (animals tracking).

135

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

IX. REFERENCES AND FURTHER READING

x x x x x

x x x x x x x x x x x x

x

x x

x x

Ana Linares, Tom Morton, Rachel Whittaker , ‘The Roles of Language in CLIL ‘(Cambridge Language Teaching Library) 1st Edition Arcaro, J. 1995, „Creative Quality in the Classroom�, St. Lucie Press, Seattle.

Barnes, J. (2011). The Sense of an Ending. London: Random House.

Boca, C. (coord.), Bati te, J., Fluiera , V., (2009), “Proiectul pentru Reforma Educa iei Timpuriiâ€? (P.R.E.T.), Modul 3, Noi repere ale educa iei timpurii ĂŽn gr dini , Bucure ti Boca, C. (coord.), Bucinschi, M., Dulman, A., (2009), “Proiectul pentru Reforma Educa iei Timpuriiâ€? (P.R.E.T.), Modul 1, Educa ia timpurie i specificul dezvolt rii copilului pre colar, Bucure ti Breben, S., Gongea, E., Ruiu, G., Fulga, M., 2006,„Metode interactive de grup – Ghid metodicâ€?, Ed. Arves, Craiova.

Calderhead, J., & Gates, P. (1993). Conceptualizing Reflection in Teacher Development.Washington: The Falmer Press.

Christiane Dalton-Puffer , “Discourse in Content and Language Integrated Learning (CLIL) Classrooms� (Language Learning & Language Teachning) Christiane Dalton-Puffer, Tarja Nikula, Ute Smit, “Language Use and Language Learning in CLIL Classrooms“(AILA Applied Linguistics Series) Clarke, P 2000, “Language development and Identity�, keynote paper, London University Conference: Supporting identity and language in the early years, London, UK. Cojocariu, V.-M., (2007), “Fundamentele pedagogiei. Teoria i metodologia curriculumului. Texte i pretext�, Bucure ti Cristea, S. 2000, „Dic ionar de pedagogie�, Ed. Litera Interna ional, Chi inau, Bucure ti, Cuco , C., 2000 „Pedagogie�, Ed.Polirom, Ia i.

Culea, L. (coordinator), 2009, „Aplicarea noului curriculum pentru educa ie timpurie – o provocare?�, Ed. Diana, Pite ti.

Cummins, J. (2011). Bilingual and Immersion Programs. In M. H. Long, & C. J. Doughty,The Handbook of Language Teaching (pp. e-book). Chichester: Wiley-Blackwell.

Dafouz , E., & Guerrini, M. C. (2009). CLIL across educational levels. Richmond Publishing.

Dalton – Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. In W. Delanoy, & L. Volkmann, Future Perspectives for English Language Teaching (pp. 139-157). Heidelberg: Carl Winteer.

Dalton-Puffer, C. (2011). Foreword. In Y. Ruiz de Zarobe, J. Sierra, & F. Gallardo del Puerto, “Content and Foreign Language Integrated Learning: Contributions to Multilingualismlism In European Contexts�Bern: Peter Lang.

De Bono, E., 1993, „Serious Creativity, Using the Power of Lateral Thinking to Create New Ideas�, Harper and Collins Publish, London.

Doff, S. (2010). Theorie und Praxis des bilingualen Sachfachunterrichts: Forschungsfelder, Themen, Perspektiven. In S. Doff, “Bilingualer Sachfachunterricht in der Sekundarstufe�.

TĂźbingen: Narr.

Edwards, J. (2009). “Language and Identity’. Cambridge: Cambridge University Presss.

Emma Dafouz-Milne (Author), Michelle Guerrini (Author) , April 1, 2009, “CLIL Across Educational Levels Paperback�

136

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. x

x

x x

x

x x x

x x

x x x x x

x x x

x x

Eugenia Papaioannou, December 19, 2014, “Optimise Your Teaching Competences: New Teaching Methodologies and CLIL Applications in Foreign Languages: Content and Language Integrated Learning Techniques for Foreign Language Teachers Paperback�

Ford, K. (2010). “Language and literacy development for English language learners in preschool’ In M. C. McKenna, S. Walpole & K. Conradi (Eds.), Promoting Early Reading: Research, Resources, and Best Practices. New York: Guilford.

Frunz , V., 2003,„Factori favorizan i i perturbatori ai activit ii didactice�, Ed. Ovidius University Press, Constan a.

Gierlinger, E. (2007). Modular CLIL in lower secondary education: some insights from a research project in Austria. In C. Dalton-Puffer, & U. Smit, ‘Empirical perspectives on classroom discourse’,. Peter Lang.

Graaff, R., Koopman, G., Anikina, Y., & Westhoff, G. (2007). An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL). “The International Journal of Bilingual Education and Bilingualism�

Hawking, S., & Mlodinow, L. (2010). “The Grand Design’. London: Bantam Press.

Ionescu, M. (coordonator), 2010, „Repere fundamentale În Înv area i dezvoltarea timpurie a copilului de la na tere la 7 ani�, Ed. Vanemonde, Bucure ti.

Kelchtermans, G. (1993). Teachers and their Career Story: A Biographical Perspective on Professional Development. In C. Day, J. Calderhead, & P. Denicolo, “Research on Teacher Thinking: Understanding Professional Development�. Washington: The Falmer Press.

Kumaravadivelu, B. (2006). ‘Understanding language teaching: from method To Postmethod’. New Jersey: Lawrence Erlbaum Associates.

Lakatos, I., Feyerabend, P., & Motterlini, M. (2000). ‘For and Against Method: Including Lakatos’s Lectures on Scientific Method and the Lakatos-Feyerabend Correspondence’.Chicago: University of Chicago Press.

Liz Dale, Rosie Tanner, “CLIL Activities with CD-ROM: A Resource for Subject and Language Teachers� (Cambridge Handbooks for Language Teachers) Pap/Cdr Edition, Long, M. H. (2011). Methodological Principles for Languge Teaching. In M. H. Long, & C. J. Doughty, ‘The Handbook of Language Teaching’.. Chichester: Wiley-Blackwell.

Long, M. H., & Doughty, C. J. (2011). ‘The Handbook of Language Teaching’, Chichester: Wiley-Blackwell.

Loughran, J. (1996). ‘Developing Reflective Practice. Washington: The Falmer Press.

Lucas Burns, “How to learn English: The ultimate guide to learning English as a second Language “ (How to Learn English, Learning English, English communication), Kindle Edition Madrid, D., & Hughes, S. (2011). Studies in Bilingual Education. Bern: Peteer Lang.

Margaret Grieveson, Wendy Superfine , 2012, ‘The CLIL Resource Pack: Photocopiable and Interactive Whiteboard Activities for Primary and Lower Secondary Teachers�

MarĂ­a JesĂşs Frigols MartĂ­n, David Marsh, Peeter Mehisto, Dieter Wolff, 2011, “European Framework for CLIL Teacher Educationâ€?

Marjorie Hall Haley , Theresa Y. Austin, “Content-Based Second Language Teaching and Learning: An Interactive Approach� (2nd Edition) (Pearson Resources for Teaching English Learners) 2nd Edition Marsh, D. (2008). Language awareness and CLIL. In J. Cenoz, & N. H. Hornberger, Encyclopaedia of language and education�,. Springer.

Marsh, D. (2009). Foreword. In Y. Ruiz de Zarobe, & R. Jimenez Catalan, “Content and Language Integrated Learning: Evidence from Research in Europe�, Bristol: Multilingual Matters.

137

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. x x

x x x

x x x x

x x x x x x x x x x x x

x

x x

x

McGee, L. M., & Richgels, D. J. (2003). ‘Designing early literacy programs: Strategies for at-risk preschool and kindergarten children.� , The Guilford Press, New York.

Mehisto, P., & Marsh, D. (2011). Approaching the economic, cognitive and health benefits of bilingualism: Fuel for CLIL. In Y. Ruiz de Zarobe, J. Sierra, & F. Gallardo del Puerto,�Content and Foreign Language Integrated Learning�, Bern: Peter Lang.

Mehisto, P., Frigols , M.-J., & Marsh, D. (2008). ‘Uncovering CLI�L. MacMillan.

Meyer, O. (2010). Towards quality CLIL: successful planning and teaching strategies. Puls, Norton, B. (2010). Language and Identity. In N. H. Hornberger, & S. L. McKay, “Sociolinguistics and Language Education: New Perspectives on Language and Education�, Multilingual Matters Ltd. Oprea, C., 2009, „Strategii didactice interactive�, Ed. Didactic i Pedagogic , R.A., Bucure ti.

Peeter Mehisto, “Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education�, MacMillan Books for Teachers Peeter Mehisto, Maria-Jesus Frigols and David Marsh, 2008 “Uncovering CLIL�, New Phillipson, R., & Skutnabb-Kangas, T. (2011). The Politics and Policies of Language and Language Teaching. In M. H. Long, & C. J. Doughty, The Handbook of Language Teaching ,Chichester: Wiley-Blackwell.

Piaget, J. 2005, „Psihologia copilului�, Ed. Didactic i Pedagogic .

Pletea, M., R ileanu, D., .a., 2008, „Aplica iile noului curriculum pentru Înv mântul pre colar�, Ed. Didactic Publishing House.

Preda, V. (coord), 1995, “Elemente de psihopedagogia interventiei precoce�, U.B.B., ClujNapoca.

Richards, J. C., & Rodgers, T. S. (2002). Approaches and Methods in Language Teaching.Cambridge: CUP. Richmond, July 1, 2015, “Basic Essential CLIL 1�, Paperback Ruiz de Zarobe, Y., & Jimenez Catalan, R. (2009). Content and Language Integrated Learning: Evidence from research in Europe. Bristol: Multilingual matters.

Ruiz de Zarobe, Y., Sierra, J., & Gallardo del Puerto, F. (2011). Content and Foreign Language Integrated Learning. Berne: Peter Lang.

Ruth Breeze, Carmen Llamas Saiz, Concepcion Martinez Pasamar, “Integration of Theory and Practice in CLIL� (Utrecht Studies in Language and Communication) Salmon, P. (1995). Psychology in the Classroom. Cassell. chiopu, U., 2009, „Psihologia copilului�, Ed. Didactic i Pedagogic , Bucure ti.

Susan M. Gass , Jennifer Behney, Luke Plonsky, “Second Language Acquisition set: Second Language Acquisition: An Introductory Course� 4th Edition Tabors, P O 1997, “One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second language�, Paul Brookes Publishing, Baltimore, USA. Tabors, P. O. (2008). “One child, two languages: A guide for early childhood educators of children learning English as a second language� (2nd ed.), Publishing Co, Baltimore: Paul H. Brookes.

Tom a, Ghe, 2007, „Bazele teoretice ale psihopedagogiei pre colare�, Ed. V&I Integral, Bucure ti.

Tuula Storm, Rauli Storm (Editor), 2009, “Learning English with Bobby: Teaching English to Young Children with CLIL Method Teacher 1� (CLIL Method English Education for Children) Paperback Ungureanu, D., 1999, „Teoria curriculum-ului�, Ed. Mirton, Timi oara.

138

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. x x x

x x x x x x x x x x

Van Lier, L. (2004). The Ecology and Semiotics of Language Learning. Massachusetts: Kluwer Academic Publishers.

Verza, E., Verza, F.E., 2000, „Psihologia vârstelor�, Ed. Pro Humanitate, Bucure ti.

Viebrock, B. (2010). Alltagstheorien, methodisches Wissen und unterrichtliches Handeln von Lehrkräften im bilingualen Sachfachunterricht. In S. Doff, “Bilingualer Sachfachunterricht in der Sekundarstufe: Eine EinfĂźhrungâ€?, TĂźbingen: Narr.

Viyental A , “Strategies of Teaching and Testing English as a Foreign language� , Polirom.

Vr sma Ecaterina, 1999, “Educa ia copilului pre colar. Elemente de pedagogie la vârsta timpurie,â€?, Ed. Pro Humanitate, Bucure ti.

Vr sma , T., 2004, „ coala i educa ia pentru to i�, Ed. Miniped, Bucure ti.

Vygotsky, L 1986, “Thought and Languageâ€?, Cambridge, MIT Press, MA, USA. Woods, D. (1996). ‘Teacher cognition in language teaching: beliefs, decision-making and classroom practice’. Cambridge: CUP; Zlate, M. (coordonator), 2001, „Psihologia la r spântia mileniilorâ€?, Ed. Polirom, Ia i.

Zlate, M., 2000, „Fundamentele psihologieiâ€?, Ed. Pro Humanitate, Bucure ti ; *** „Curriculum pentru educa ia timpurie a copiilor de la 3 la 6/7 ani“, M.E.C., Bucure ti, 2008; *** „Ghid de bune practici pentru educa ia timpurie a copiilor ĂŽntre 3 la 6/7 aniâ€?, 2008, M.E.C.T., Bucure ti; *** „Metode interactive de grupâ€?, 2006, Ed. Arves.

ONLINE RESOURCES (available on 25.10.2015) x x x x

x x

x x

Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Centre & Education Policy Research Unit. Found on www.epicpolicy.org/ publication/preschool-education Bilingual Options found on www.bilingualoptions.com; Bilingualism and Second Language Acquisition found on http://www.naldic.org.uk/eal-initialteacher-education/resources/ite-archive-bilingualism; Chambers, B., Cheung, A., Slavin, R.E., Smith, D., & Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Reading, England: CfBT Education Trust. Found on www.cfbt.com/evidenceforeducation/ pdf/15349_ECEBlocks_v5.pdf; CLIL in Very Young Learners found on https://is.muni.cz/th/189103/pedf_m/CLIL_in_Very_Young_Learners_bz7qw.pdf; Communicating in a Second Language: A Matter of Teaching Communication Strategies found on http://www.academia.edu/2308307/Communicating_in_a_Second_Language_A_Matter_of_ Teaching_Communication_Strategies; Communicative Strategies in Second Language Acquisition found on http://www.divaportal.org/smash/get/diva2:429103/FULLTEXT01.pdf; Content and Language Integrated Learning (CLIL) “ found on http://www.britishcouncil.org/europe/our-work-in-europe/content-and-language-integratedlearning-clil;

139

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L. x x x x x x x x x x x x x x x x x x x x x x

Content and Language Integrated Learning (CLIL) at School in Europe, Eurydice European Unit, found on http://www.eurydice.org; Content and language integrated learning found on https://en.wikipedia.org/wiki/Content_and_language_integrated_learning; Content and language integrated learning, culture of education and learning theories found on http://www.unifg.it/sites/default/files/allegatiparagrafo/21-012014/van_de_craen_clil_culture_of_education_and_learning_theories.pdf ; Early Childhood Education: Successes and Challenges found on http://www.learninglandscapes.ca/images/documents/ll-no13/byers-heinlein.pdf ; Education in Romania� found on https://en.wikipedia.org/wiki/Education_in_Romania; European Centre for Modern Languages of the Council of Europe found on http://www.ecml.at/; Fostering Literacy Development in English Language Learners found on http://www.colorincolorado.org/article/8-strategies-preschool-ells-language-and-literacydevelopment; Galinsky, E. (2006), The economic benefits of high-quality early childhood programs: What makes the difference? found on http://familiesandwork.org/site/research/reports/ced.pdf; Improving the effectiveness of language learning: CLIL and computer assisted language learning, found on http://ec.europa.eu/languages/library/studies/clil-call_en.pdf; Language and literacy development through the Indicators of Preschool Literacy found onhttp://conference2015.afmlta.asn.au/wpcontent/uploads/2015/06/Macchia_AFMLTA2015. pdf; Nurturing parenting found on www.nurturingparenting.com; Our daily schedule in preschool found on http://www.teachpreschool.org/2014/01/our-dailyschedule-in-preschool/; Second language found on http://www.child-encyclopedia.com/second-language/accordingexperts/second-language-acquisition-and-bilingualism-early-age-and-impact; Supporting bilingual children in early childhood found on http://www.learninglinks.org.au/wp-content/uploads/2012/11/LLIS-50_Bilingualism.pdf; Supporting Children Learning English as a Second Language in the Early Years (birth to six years)�, 2009, found on www.vcaa.vic.edu.au; Supporting Children Learning English as a Second Language in the Early Years (birth to six years) found on http://www.vcaa.vic.edu.au/documents/earlyyears/supporting_children_learning_esl.pdf; Teacher Education and CLIL Methods and Tools found on http://www.cremit.it/public/documenti/seminar.pdf ; Ten Amazing Reasons Why You Should Learn a Foreign Language found on http://www.lingholic.com/ten-amazing-reasons-learn-foreign-language/; The use of audiovisual stories in the preschool CLIL environment found on http://digibuo.uniovi.es/dspace/bitstream/10651/28260/6/TFM_Fern%C3%A1ndez%20L%C 3%B3pez,%20Patricia.pdf; Timing in Child Development found on http://www.highscope.org/Content.asp?ContentId=182; What is CLIL? found on http://www.onestopenglish.com/clil/what-is-clil/; Patricia Fernandez Lopez, The use of audiovisual stories in the preschool CLIL environment, found on http://digibuo.uniovi.es/dspace/bitstream/10651/28260/6/TFM_Fern%C3%A1ndez%20L%C 3%B3pez,%20Patricia.pdf.

140

CURRICULUM FOR PRESCHOOL BILINGUAL EDUCATION C.L.I.L.

USEFUL LINKS x x x x x x x

British Council Teaching English, www.teachingenglish.org.uk CLIL Matrix - www.ecml.at/mtp2/CLILmatrix/ Content English - http://www.content-english.org/ Department for Education and Skills - www.dfes.gov.uk/languages European Centre for Modern Languages - www.ecml.at Eurydice https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Main_Page One Stop English http://www.onestopenglish.com/

141