All children have a voice that deserves to be heard

 English is the universal language of our globe and is spoken with diversity. We focus on the expression and the development of a wide vocabulary and we welcome and embrace all children, regardless of background, language skills and knowledge, as we take great pride in language development as a whole. Inclusion, race equality, cultural diversity, bilingualism and effective additional language provision is given full consideration within our teaching approaches, regardless of our current ethnic composition.

Supporting the bilingual child

As an international family, and if English is not your first language, you are making a parental commitment to choose to have your child to be bilingual.  It is essential that there is an emphasis on the use of a strong mother tongue at all times.  We ask that parents speak to their children in their native language, even during pick up and drop off times at Childrens Garden.  Often, parents feel they should support their child with their English in the home, but it is important to have a clear distinction between ‘school language’ and ‘home language’.  Parents can support their children with language development by sharing English storybooks in the home, and reading to their children in English.  This not only benefits overall language development, but also provides the opportunity for children to have an interest in reading, and a life-long love of literature.

EASL methods

At Children’s Garden, we understand that when children are immersed in their experiences, and exposed to a rich dialogue, together with a variety of pedagogical approaches, any child can learn English, unless there are more complex underlying developmental issues.  Teaching methods of interaction include the use of flashcards, mirroring, listening, and using body language and other non-verbal cues to communicate with each other.  The environmental rhythm of the day at Children’s Garden also exposes the child to the repetition of songs, key words and phrases, which offer familiarity.  Many children enter into a ‘silent period’ when they are first introduced to a second language, and this is perfectly normal.  The child is using this period of time to observe, listen and process what they see and hear, and this is a valuable phase of language development.