Three Kita’s — Two Languages — One Way

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The Interreg V A cooperation programme focuses on cooperation in the field of education. The aim of the project is to establish and expand a German-Polish cooperation of three day care centres with a bilingual orientation in the border area to promote early multilingualism. The project space includes the island of Usedom. The new construction of three day care centres in Heringsdorf, Swinemünde and Zinnowitz aims to improve the framework conditions in order to meet the requirements of a nationwide demanded educational offer. By learning the neighbouring language, children should be brought closer to the culture of the neighbouring country and familiarise them with strangers. In the context of the promotion of bilingual education, activities such as joint project weeks, sports festivals and art workshops, language lessons and leisure activities are carried out. Through these offerings, which arouse natural curiosity and willingness to learn, children are able to acquire linguistic and cultural competences with joy and at the same time. Language teaching and the acquisition of cultural competences are carried out in accordance with the pedagogical principle of immersion through language assistants integrated into the everyday school life of children. This enables German and Polish children to experience and learn the different culture, history and language. The project takes an important step towards international understanding by promoting European and world-bourgeois awareness at an early age. A special feature of the project is the exchange of native speakers: German educators work as language assistants at the day care centre in Swinemünde and Polish specialists in the German day care facilities. In addition, through linguistic and methodological-didactic training, specialists will be empowered to develop and carry out learning opportunities to teach the language of the neighbouring country in kindergarten. Methods are to be developed in order to provide basic qualifications for further foreign language learning to children at an early age. In addition, appropriate didactic materials and methodological tools for elementary education will be developed to support language teaching for early foreign language learning.

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