Second language education in early childhood has become increasingly important in our country, as well as all over the world, in recent years. It is recommended to start second language education as early as possible, even in nurseries and kindergartens.
The language acquisition window in the brain is more active during childhood. While children build their native language skills, they also acquire a second language naturally, just like their mother tongue, and it is easier for adults to acquire a second language. For this reason, in terms of developmental psychology, early childhood is considered a critical period in the acquisition of two or more languages. It is argued that children who have the opportunity to acquire a second language at an early age can learn the second language as easily as their mother tongue.
In this regard, in our school where there are two teachers in the classroom, one of our teachers speaks Turkish, while our foreign teacher speaks only English. In this way, children begin to understand and speak English without realizing it, by being exposed to it.
Our children study Montessori materials in English, which support the four basic stages of development: mental/cognitive, social-emotional, language and physical development, with our English teachers who received their Montessori education certificate through in-service training. In addition to working with Montessori materials, they read books, play games, chat on a designated topic, cook food projects, do experiments, and do parties during circle times that are routinely held in our classrooms. Our English teachers are in the classroom not only for the lesson but also to meet all the needs of our children.