Multilingual Early Language Transmission (MELT) - Mercator ...

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e expected to work with local private, voluntary and independent sector providers to meet local need. They have the duty to secure a free minimum amount of early learning and care for all 3 and 4 year olds whose parents want it. Child-staff ratios and maximum group size The staff -child ratios will vary according to the age of the children: years 1 qualified member of staff to every 3 children 2-3 years 1 qualified member of staff to every 4 children 3-5 years 1 qualified member of staff to every 8 children In a nursery or playgroup class in a local primary school the staff- child ratio is 1 member of staff to every 13 children. The maximum number of children who may be appropriately cared for by a particular provider may be fewer than the maximum numbers set out in these ratios. 52 2.4.3 Training of practitioners Most practitioners working in pre-school settings hold a Level 2 or Level 3 qualification in Early Years and Childcare. The person in charge must have at least 2 years’ experience of working in a day care setting and have a recognised level 3 childcare qualification from the National Qualifications Framework (NNEB, CACHE 53 Diploma in Childcare, NVQ Level 3 or equivalent). On some courses students are college based, but have contact time with children in early years settings. On other courses e.g NVQ (National Vocational Qualifications) students are mainly based in early years settings. Once practitioners are in post, professional development opportunities are provided by national organisations such as Mudiad Meithrin, or training courses run by the Local Authorities. 2.4.4 Pedagogical guidelines, Mudiad Meithrin and The Welsh Language Board Parallel to the Frisian figure “Tomke”, in Wales there is for young children the figure “Dewin”, Welsh for wizard, a character developed through Mudiad Meithrin, which aims to give every young child in Wales the opportunity to benefit from early years experiences through the medium of Welsh. There is a curriculum for 3-7 year old children in Wales developed, the ‘Foundation Phase’. 54 52 Valuation Office Agency, Section 337: Day Nurseries, Nursery Schools and other Day Care facilities for under Fives. http://www.voa.gov.uk/corporate/Publications/Manuals/RatingManual/RatingManualVolume5/sect337/rat-man-vol5-sec337.html [Accessed June 2011]. 53 CACHE stands for Council for Awards in Children’s Care and Education. 54 Welsh Government website http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/?lang=en [Accessed June 2011]. 34
It combines what currently was called ‘Early Years Education’ (for 3 to 5-year-olds) and ‘Key Stage 1’ (5 to 7-year-olds) of the National Curriculum. To support the rollout of the Foundation Phase, a statutory framework, 'Framework for Children’s Learning for 3 to 7year-olds in Wales', is available. There are 7 areas of learning in this curriculum: Personal and Social Development, Well-Being and Cultural Diversity Language, Literacy and Communication Skills Mathematical Development Welsh Language Development (in English-medium schools and settings) Knowledge and Understanding of the World Physical Development Creative Development In the Foundation Phase, emphasis is placed on developing knowledge, skills and understanding through experiential learning. Mudiad Ysgolion Meithrin 55 has developed several courses: 1). CACHE Level 3 Diploma in Early Years Care and Education (Welsh-medium) This is a joint enterprise between CACHE (Council for Awards in Children's Care and Education) and Mudiad Ysgolion Meithrin. This course is for leaders, and deputy leaders with responsibility for an early years setting. The course is divided into four units: * Planning and Framework of the Welsh-medium Provision * Child Development * The Learning Environment * The Role of the Welsh Medium Early Years Setting 2). CACHE Level 2 Certificate in Early Years Care and Education (Welsh-medium) This is a joint enterprise between CACHE (Council for Awards in Children's Care and Education) and Mudiad Ysgolion Meithrin. This Certificate course is suitable for assistants, parents and carers working under supervision in an early years setting. The course is divided into four units: * The Development and Needs of Children * Providing Experiences and Activities for Young Children * Working Within Welsh-medium Settings * The Environment for Young Children 3). Cam wrth Gam National Training Scheme: This offers training at Levels 3 and 4 of the Children’s Care, Learning and Development (CCLD) NVQ, for those wishing to work in Welsh-medium early years care and education settings. Placements are organised for candidates in cylchoedd meithrin, day nurseries and Welshmedium nursery classes in schools across Wales. Candidates work towards their qualification by: *learning and direct experiences in the workplace 55 Nowadays called Mudiad Meithrin: http://www.mym.co.uk [Accessed June 2011]. 35
Page 1 and 2: Multilingual Early Language Transmi
Page 3 and 4: The MELT project is carried out in
Page 5 and 6: in chapter 4, have demonstrated tha
Page 7 and 8: 4.2 Early immersion approach in pre
Page 9 and 10: The MELT project aims: - to identif
Page 11 and 12: The tasks, deliverables and respons
Page 13 and 14: 1.2.1 Guide for pre-school practiti
Page 15 and 16: 1.2.4 Expert seminars and conferenc
Page 17 and 18: 2. Information on best practices in
Page 19 and 20: However, the European Commission an
Page 21 and 22: 2.2 Fryslân in the Netherlands 2.2
Page 23 and 24: those of single parents, attend the
Page 25 and 26: The Foundation SFBO was founded in
Page 27 and 28: speaking children; the idea is that
Page 29 and 30: Child-staff ratios and maximum grou
Page 31 and 32: 2.4 Wales in UK 2.4.1 Background in
Page 33: of the nursery and playgroups. In W
Page 37 and 38: 2.5 Brittany in France 2.5.1 Backgr
Page 39 and 40: Collaboration between pre-school pr
Page 41 and 42: Parents in Brittany are mostly also
Page 43 and 44: 2.5.3 Training of practitioners The
Page 45 and 46: 2.6 Summary of best practices in th
Page 47 and 48: 3. Multilingual Early Language Tran
Page 49 and 50: ecognised as a language or not; in
Page 51 and 52: ‘starting age’, ‘social and g
Page 53 and 54: 3.3 Definition of Multilingual Earl
Page 55 and 56: This general division in years is f
Page 57 and 58: should adopt strategies to reinforc
Page 59 and 60: children was not good for their int
Page 61 and 62: 4. Multilingual Early Language Tran
Page 63 and 64: status even if the grounds are some
Page 65 and 66: The “language-time” strategy is
Page 67 and 68: multilingual person it is important
Page 69 and 70: 5.1.1. Quality of language input Th
Page 71 and 72: answers with a physical response su
Page 73 and 74: acquisition. Some pre-school staff
Page 75 and 76: Most participating settings are now
Page 77 and 78: has to be able to understand the ne
Page 79 and 80: 6. Recommendations and challenges L
Page 81 and 82: 6.3 Multilingual Early Language Tra
Page 83 and 84: 6.5 Challenges for the future At mi
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References Alvarez, L., Mac Swan, J
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Duquette, G. (1992). The home cultu
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McGrath, E., Repetti, R. L. (2000).
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7. “Early Bilingual Development:
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Needless to say, if parents themsel
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Let's compare Pelle's case with the
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languages they are learning. Also,
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equires a heightened attention on t
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8. “Immersion Preschooling in Ire
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Curriculum and Training for Irish M
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using the language every day...with
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This is supported by research showi
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References Baker, C. (1997). Langua
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Ó Laoire, M. (2006). Language educ
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Those of us working for this progra
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of 180 study points whereof 20 are
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exclude the increasing social class
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References Advisory Board for Early
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Appendix A: Partnership of the MELT
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Appendix B: MELT Project flyer Engl
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Dutch version: Frisian version: 125
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Appendix C: MELT Awareness-raising
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This project has been funded with s
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