A baby is becoming self-infant-infant development
Also, the years after the 1. Birthday to school entry are full of small "miracles". And these are to be presented in this article.
13. Month of Life:
Fine motor skills and handsome skill: with one hand picks up two things/leaves two things to each other/h a pen with both ends and malt gating tent
15. Month of Life:
Coarse/motion motor skills: can sit down alone and/can/can kneel/can take some steps alone/steps are not yet safe/their direction and direction are unequal/f ä ngt an to run and f ä probably towards, by putting together/can crawl down stairs resp. -go
Fine motor skills and dexterity: R ä dreams things in and out/shows with the index finger/unpacks wrapped up/close ß t round D ö schen/builds tower from 2-3 Kl ö tzchen/has ability to use the thumb to use every single fingertip to take
Mental development: knows parts of his K ö rpers/ahmt animal sounds after/recognizes simple images from his life in the picture book/it gets and brings things when it is asked/can assign equal things
Self-respect: the child can raise, hold and drink cups, without too much cramping or eating, even with the L ö ffel/tries to pull himself out (shoes, stockings)
15. -18. Month of Life:
Language: begins to row with rhythmic emphasis and tone variations, which are underpainted with gestures/repeatedly short spaces (in inappropriate contexts)/speaks about 10 W ö rter with meaning/shows on things in the surroundings or in B ü chern
Social behavior: it will be helpful in homework/shows affection against family members and friends/plays gladly-but not yet with other children
18. Month of Life:
Coarse/motion motor skills: I “ uft alone and rarely fates back and forth quickly, but wobbly/l ä uft stiff and without a lot of knee movement/climbing stairs when it is done on one hand/goes out of the door
Fine motor skills and skill: only when the child can stand alone and walk can be used independently of each other/leaves page in the book, usually 2-3 simultaneous/builds tower from 3-4 Kl ö tzen/tr ä gt doll or stuff/h ä lt the pen in the fist/malt clearly vertical strokes, everything else without certain direction/f ä delt gro ß e pearls on
Mental development: recognizes pictures in the book, if one names them/tries to help in the housework/erf ü willing Bitten, which require reflection and remember/ arranges 2 Gr ö ß en, Colours and shapes to/different angular and round
Self-esteem: eats oneseld, but not without kleckern
18. -24. Month of Life:
Language: Vocabulary from ca. 30 W ö rtern/presents simple questions with "Where?"/gives simple answers "Bad"/uses owning W ö rter like "my"/it makes use of the language to get something or to feel or contact
Social behavior: demands attention (grabs one on the arm; does what is not allowed and fails to do what it should)/disputes with other children less, as it has playmates
21. Month of Life:
Coarse/motion motor: when playing in the Hocke/climbing stairs, when you touch it on a hand/can play with a big ball Fu ß ball/can bend around a corner/can stop quickly while walking
Fine motor skills and manual skill: build T ü rme from 5-6 Kl ö tzchen/malt like to use your fingers
Mental development: can ask for something, e.g. Drinking, Teddy, etc. /makes progress in colour and mould recognition
Self-&tonality: can handle a cup of tea
24. Month of Life:
Coarse/motion motor: can alternately run and walk/fu ß-and knee joints are more moving/climbing stairs alone up and down, both legs are placed on a stage/goes often in the playing and does not want to develop sense for rhythm and has spa ß on dance moves
Fine motor skills and skill: can operate mechanical toys/can cover individual book pages/screw lid of cans/malt horizontal strokes/shapes a sausage made of dough/cuts short with the scissors, by using it with both ends/starts to use the wrist in certain movements
Mental development: recognizes properties of familiar surroundings and can describe them/can provide complex instructions/can assign colors and images/has a quantity concept of one and a lot of orientation is clear, it knows its environment
Self-shedding: to turn the L ö ffel in the mouth/pull the stockings/pull the trousers high/ö ffnet the T ü r with the catch/drains Rei ß to note on and to/to note when it has to be big
24. -30. Month of Life:
Social behavior: it makes it difficult for others to give something to others/shows competitive behaviour and tries to impose one's own will on others/beginning of the Trotzes/beginning of simple role plays (whether with people, dolls or Lego bricks)
24. -36. Month of Life:
Language: knows 200-300 W ö rter/it starts to listen when you talk to it and is interested in more and more f ü r things/language becomes more active (in addition to smaller "language errors")/develops language rituals (like same story time and again)/starts with w ö rtern like "me", "you" and "me"/uses time of time like "today" or "tomorrow" but without proper allocation
30. Month of Life:
Coarse/motion motor: tries to go to toe tips/toes with both of them at the same time/tries to stand on one leg
Fine motor skills and skill: build a tower out of 8 rooms/h &ldlt the pen more with your fingers than with the fist/ahmt folding of paper after
Mental development: can call his name/hlt up to three/details such as udder of a cow are perceived/knows the basic colors red, yellow, blue/begins to distinguish front and R of the things/begins to assign shapes to each other
Even: can pull a big button through the buttonhole/can pull jacket and trousers on its own
30. -36. Month of Life:
Social behavior: is independent/goes on to other children and close friends/shows friendships/shows Mitgef ü hl if someone suffers
36. Month of Life:
Coarse/motion motor: l ä uft good/oscillates while walking the arms like an adult with/goes stairs with alternating between one and the other fu ß/goes down stairs with both F ß s on one level/can jump from the last stage/goes on toe tips/"kicks" a ball, but can only be short on one leg
Fine motor skills and manual skill: builds T ü rme from 9-10 Kl ö tzchen/malt vertical and horizontal strokes and a circle/h ä lt the scissors in the hand
Mental development: can ask questions with question (what, who, why, ...)/can be up to ten times/it knows its gender/has memory and refers to past/can be puzzle from 2-4 parts together/sorted categories such as car, animal, etc.
Self-righteousness: takes shoes on its own, but not always on the right foot;/most children are now (at least on the day) dry
3-6 years
Fine motor skills and manual skill: with about 4 years, a child can cut out exactly a little bit.
How do I design the children's room-from 0 to 18 years?
Once again, children are reviving and using the whole apartment and not just their room – therefore, a family-friendly apartment is characterized by R ä ume, which children can carry (according to the ß e, furnishings). However, children in the apartment need room for a self-determination and self-determination: the nursery. This should be adaptable, i.e. the development of the child can be adapted. If two children are there, each one should have their own area – be it a room or a “ corner “ in the community area.
Playing time and playroom
Children can play different games in parallel; therefore, you do not always insist on an immediate appearance because the child is likely to repeat again to the 1. Game to return. Small children need VIEL space to play and Gro ß en w ü rde also a small but own kingdom to. So you see: every child development phase makes a different request to the nursery:
Up to 2 years: Since the child builds relationships with reference persons, acquires trust and forms the motor coordination, the child is very important to the reference persons. The child takes a quiet room as well as things to grasp and space for crawling
from 2 to 6 years old: at this age, the building of autonomy and initiative is the most important. The child is well-suited to the environment in games and therefore makes room for the unbelievable game, i.e. a big game and material for playing.
from 6 to 12 years: Now the teamwork with of the same age is in the foreground, achievements at school and the achievement motivation. Now that's why school friends and place für the homework are still used größere Spielflächen to the common play, place für.
from 12 to 18 years: Education of own life style, Identitätsfindung, autonomy (from the parents) and finding a life partner mark this last childhood phase. Teenager benötigen own space with maximum distance from parental Aufenthaltsräumen which can be formed after own ideas.
Brothers and sisters
If a children's room is used by two children, it can be divided (später) with a space divisor / lightweight construction wall. Flats with two children's rooms können (thus long the children are small) into a common play and Tobezimmer as well as a little more remote rest bedroom and child bedroom are used. Spätestens, nevertheless, with the beginning of term of a child the children should get separate rooms.
Bodenbeläge
To clean simply Strapazierfähig, warmly, poor in pollutant and comfortably are announced in children's rooms. Therefore, are suited in this Räumen above all wood or Parkettböden (very much loudly!), linoleum / cork or coconut palm fibres.
Wände - and colour creation
Gentle colours create quiet Atmosphäre and leave own ideas to space für. Außerdem the room größer works, above all if not everybody is same Wände. Nevertheless, große colour variety and pattern variety work lässt a room quickly small and überladen. Stimulatingly on children work bright blue, Grün - orange or Gelbtöne. With coloration and varnish must be absolutely respected to those Gesundheitsverträglichkeit. Our tip: peruse suitable test reports (e.g., test, ÖKO-TEST) and use, in any case, lösungsmittelfreie varnish and colours.
Lighting
Ideally windows leave große a lot of daylight in the children's room. With dämmrigem light there provide große ceiling lamps für gleichmäßige lighting of the space. Advertisements and emitters können für children often uncanny blow shades cause and/or dazzle with the play. A selective reading lighting in the bed and/or desk is better: the working light should come with Rechtshändern from the left and with Linkshändern from the right.
Schalldämmung
... becomes by Möbel, softy Bodenbeläge and thickens Vorhänge achievedly – if necessary können intention bowls (property market) on the wall is attached.
Möbel
From Kindermöbeln which already allow to sway with careful Rütteln in Geschäft and squeak you better the fingers. Buy instead of different more reasonably Möbelstücke rather a few long-lasting Möbel. E.g., baby beds are sensible in particular umbaufähige Möbel. And you should pay attention to it with Kindermöbelkauf (till 6 years):
Do rounded edges have Möbel?
Are light Türen and far to öffnen and do let themselves them schließen without snapping?
Are Schubläden easily to öffnen or to schließen and are they protected against falling out?
Are Oberflächen easily to säubern?
Is the programme extendable (i.e. können später still parts hinzugekauft become)?
Lay
Most important in the bed is the mattress: it should be bought, in any case, anew if it was already used älter and/or very often. Small Körper should lie gleichmäßig können and no hollows form (then the mattress is too soft). If, for example, the core is firm, can be softer Oberfläche quietly. Beds serve children not only as a sleeping place: there it is raved, gehüpft and climbed – hence, good, stable duckboards are right. High-level beds (für children from 6 years) admit a double space use: under the bed space für is the second bed, the businessman's store, Räuberhöhle or just to the play and raving. Höhe should be here so gewählt that the children genügend have place to come to her bed and not hineinkriechen müssen.
Glückliche Childhood - sure childhood
(krabbel-) sure flat
They are – if you are small – 1.55 m groß. Their child less than 1 metre. They do not have in view everything, your child. To form your flat krabbelsicher, proceed sometimes with your child on Augenhöhe, speak crawling or tickling, on peregrination by the flat. They will be surprised what it there great to discover gives – not only für your child! And not everything is good für your little one. If these are the Dekomurmeln of mummy or the cable of dad's stereo. We have put together to you some tips to Unfallverhütung by which your flat, your house and your surroundings becomes child-proof.
Unfallverhütung
Behave möglichst prudently.
Leave never alone your small child, also not, around fast once Tür to öffnen.
Never leave your toddler unnoticeably on the compress place; lay it if necessary, e.g. if the phone rings, on the ground, so that it cannot fall on the ground.
On the playground müssen you keep an eye on your toddler always, because here lurk überall dangers für a small child.
In fireplaces children grundsätzlich are to be supervised: Cooker, grill, chimney.
Create möglichst sure sphere.
Stairs
Stairs with slide strips provide.
Treppen-/Türschutzgitter: prevent that your baby on the quickness is not able to do the stair herunterkrabbeln if you do not look a short moment.
Cot
Renounce in the first weeks and months a pillow, because with small babies the reflex is not trained yet which animates for turning away if one gets no more air. There is erhöhte suffocation danger.
Möbel or Einrichtungsgegenstände have lost in Nähe of a floor bed nothing.
On all four sides of the bed enough high crash protections are to be attached.
A thick carpet with Gleitschutz dämpft Stürze, if the little ones step sometimes besides.
Stockbetthöhe 160 cm überschreiten did not have to go.
Children only from an age of six years should use the upper bed.
From Matratzenoberfläche up to Geländeroberkante at least 16 cm Höhe should be kept. Follow this also by the mattress purchase.
Anchor your floor bed with steel corners in the wall.
Connect the leaders firmly with the bed, because transportable rise facilities easily slip away.
Electronics
Regelmäßige Controls of all electric cables on damaged places
Child protection für outlets
Cooker protect by safety barrier; Töpfe and frying pans on rear hearthstones with handle put to the back
Einrichtungsgegenstände
Corner protection in sharp edges and corners
Windows with child-proof, abschließbaren to clutches, perhaps to grids provide
Grid and Geländer in balconies and stairs with a distance Gitterstäbe from no more than 10 cm wählen
Shelves and Schränke against Umstürzen protect
Other "small junk" in the flat
Keep away small Gegenstände which are swallowed from Säugling and toddler könnten (e.g., Nüsse, pearls, button batteries).
Remove to trip cases like cable, sliding carpets etc.
Keep drugs, budgetary cleaners, plant protection agents and Düngemittel before children certainly closely.
Stow away alcohol, tobacco products, Streichhölzer and lighters out of reach of children.
Not be Plastiksäcke and –taschen dürfen für children zugänglich.
Räumen you sharpens Gegenstände (knife, Gartengeräte, tools etc.) after use away and you keep this always außer reach of the children.
In the bath and shower slide-restraining documents make sense.
Renounce on Lampenöle.
Renounce table covers.
Empty always your ashtrays.
In the garden
Protect standing or fließende Gewässer (pool, pond, brook, rain tonne etc.) by covers or Schutzgeländer.
Renounce toxic plants and Sträucher.
Child clothes
Hängen you to your child not the string of the dummy around the neck and also no necklaces.
Pay attention by the purchase of child clothes to the fact that no cords are in Nähe of the neck, because over and over again children strangle themselves because they remain with Kleidungsstücken somewhere hängen.
Buy above all in the cold and darker season jackets with reflective stripes.
In the spare time and on Straße
Carry on the sport Schutzausrüstung: e.g., with the Inline-Skating: Helmet, knee protection, elbow protection and wrist protection; with the swimming / boat driving: Life jacket.
Carry on darkness well reflective clothes.
Überprüfen you the operational safety of the bicycle regelmäßig.
Carry on riding a bike always a bicycle helmet.
Provide your bicycle with a child seat and a bicycle spoke cover.
In the car
In the car TÜV-geprüfte child seats and baby bowls use and fix this by belt and/or Isofix.
Playpen
Put your baby in the treadmill when you leave the room. The treadmill serves on the one hand to protect it when no one can watch it, and on the other hand it is a delimited play area of the baby in which the baby is the master of his toy.
High chair
Here, your child will not only be a member of the dining table by being just as big as the other family members; here it is also more secure than on an adult chair, which is to be seen with the help of pillows. However, you can never leave your child unattended here, too, as it can slide through the safety box, stay and suffocate, or climb out – no matter how big or small or thick or d ü nn it is.
Animals
If you already have pets before the birth of the child, a certain behavior is necessary. In this way, dogs may react to the arrival of your baby and may need several months until they accept the child. This is why you do not want your family to stay away from the family by keeping it separate from the child or not paying attention to it. On the contrary, you can also tell your dog a few extra-string units and let him participate in the family life. Never leave your child unattended with the dog alone.
If you are a cat, take care that it does not jump into a child's bed in an unobserved moment and put on the sleeping child: danger of suffocation!
Design your dog and cat regularly and avoid infestation with special care products – in consultation with your veterinarian.
Is your child in a crab age? Then do not let the fodder stand on the ground – because what is good for your pet, could damage your child very much.
Ü ben with your child accident-related behaviors, because only through the use of a security
You can use your child to deal with other things such as scissors or knives.
If your child learns for a time of swimming, it can be more likely to do so before drowning (he).
Take proper behavior in the street-the child as a fu ß g ä nger and the child as a cyclist – already available for hunters. Even very small children (from approx. 18 months) should learn that you will only be left standing and look for cars before you go over the streets – so these things will be internalized. It is also important that the child knows the traffic situation in front of his own house, because most of the uncles with children in the street are passing through in the most beautiful surroundings of the parents ' apartment.
Education for the correct handling of animals, because animals cannot be dropped (for example) and the reaction of an animal is not predictable – and even if the child is fond of an action, the animal can react aggressively.
First Help
Put the emergency numbers next to your phone. Then you can simply look out, without thinking about it. Because even such a small number (for Germany) like 112 (fire brigade) or 110 (police) or 19222 (ambulance) will quickly forget in an emergency. You can obtain the toxic emergency number from your pediatrician, pharmacist or the internet.
A little hint:
To be sure, we can give you some useful tips here on the internet, what you should consider when designing your apartment, so that you are child-safe. However, this does not imply that nothing happens to your child. And for the case of the case, it is advisable to have a first-aid book at home or to download some of the addresses from the Internet, for example here or below, because you will not have the time and the time after an accident to turn on the computer, go to the Internet and search for first-aid-Ma ß.
A first aid course especially for children from various social services, for example, is also helpful. Johanniter, Malteser is offered.
How to make the Internet child safe at home
Her child is becoming more and more interested in electronic media, and thus also in the interest of electronic media. In addition to the TV, the Internet is a particularly difficult playground here, because sex and violence are being propagated here as nowhere else. And you know for yourself how fast you land on a sex side without wanting to!?! Therefore it is important that the parents should protect their children from these pages. In the individual Internet browsers, you have the possibility to block the respective settings of your content. How this works in detail, can be read on the help pages of your Internet browser or by searching the web.
Au ß childcare
Most women are still able to continue to work with children, or even with children. And this is not always easy. Especially when there are no parents or other relatives who care for the child, child care is often a big problem, since there are still too few childcare facilities available for children under 3 years of age and for children in school.
In the following, we will offer you various possibilities for taking care of your child in a family-friendly way. You can find reports on individual cases in the end.
Daily ü tter/-v
… care for children from 0 months of age and are best able to identify the youth welfare office of the respective city/municipality or county, as it is possible to ensure that these are qualified day-to-day-day-users. Day-to-day parents are mostly themselves parents and care for the children in their household. The cost of a full day care is around 300-600 €, with half-day care at about 200-400 € in the month.
Au Pairs
… are young people between 18 and 27 from abroad and take care of your child (s) for 6 to 12 months. A prerequisite is that the host family will be able to use a free guest room. An Au Pair is obliged to take care of your child (s) 30 hours a week, to stay "at home" on two evenings for the babysitting and to participate in light household work. In return, it gets free fare and logis, a monthly ticket for public transport, a language course, the contribution for the statutory accident and health insurance and a monthly pocket money of approx. 200 €. In this way, the parents produce an average of 500-600 € costs per month for the child care.
Child care for 0-3-year olds
Crib: In Krippen, children will be from approx. three months. The children are cared for in groups of 10 to 12 children by at least two caregivers in the whole or half day. In doing so, the children become developmental &ldcs; for example, through the painting with finger colors or the singing of small-child-friendly, easy-to-use songs. The main focus, however, is on the game: so the children have a great deal of ability to play free play and usually also to play in motion, which ideally takes place outdoors.
During a full day care, the children receive a hot lunch, a warm lunch-this is prepared in the case of large facilities in the hotel's own kitchen, or if the facility is smaller, covered by a grass ß, and a afternoon snack. Sleeping is regulated differently from crib to crib: in some facilities there are fixed bedtime, in others the children sleep, when they will be able to sleep.
The &opening times vary greatly depending on the location and location. If the child is ill, a parent must be left at home or another form of care (e.g. a day mother) must be used. The monthly contributions vary greatly between the individual locations and can be several hundred euros.
Child care for 3-6-year-olds
Kindergarten: Who doesn't know him the good old kindergarten? Children from 3 years of age can come here to school. In doing so, the children are more likely to be changed than in the crib-and that in all development areas. Whether it is the joint movement game or a targeted language support in small groups: the kindergarten is not only available for playing. A Swiss study showed that children who visit a kindergarten are easier to go to school, often show better schooling services and are socially integrated. Research from the United States has even shown that nursery children are less criminally charged than others. When the quality of the care is right, children benefit from their new experiences from the group: they become more self-qualified, socially competent and receive suggestions that are often not available at home, for example, a first foreign language.
For food, opening times and contributions, the same applies as in the case of the nativity scene.
Child care for schoolchildren
Hort-the goal for schoolchildren in the afternoon. After lunch in 20-25 children, there are groups of children from a social education teacher, an educator and a half-day post-lunch service. In doing so, the children have the possibility to recover and move (guided program, e.g. musical-pantomimic-t &tonnesic representation). However, the focus of the Hortes is on homework care: the children can do their homework at a quiet workplace and if they have questions, they always have a (s) supervisor (s) for the purpose of the project.
Cooperative facilities: Here the children in age-mixed groups are cared for either from the crib age to the school age, or only two age levels, i.e. crib and kindergarten or kindergarten and hort. The rising birth rate and the resulting free space in children's children are increasingly being used for the opening of the kindergarten for other age groups. That is why this type of care is likely to increase steadily.
The institutional care forms referred to relate to public institutions, but are also offered with special educational concepts, e.g. Montessori or Waldorf children's children.
In the area of child care, it is recommended that you inform yourself with your local youth welfare office, which services are available to you on the spot, since you will receive the most important regional information.
Links:
www.stmas.bayern.de/kinderbetreuung
Here you can find general information about care facilities in Bavaria.
One side for all those interested in the theory and practice of working in kindergarten.
The website of the International Association of the Waldorf Children of the Forest informs about the Waldorf Education in general and news about news.
A homepage for all those who are interested in educational and educational activities in kindergarten and school, or are simply curious.
Foreign languages for young children
Today, children are growing into a world of culturally diverse cultures. Cultural diversity will be very different. It is a good thing if cultural diversity is used positively and becomes the basis of intercultural learning, because in the course of the globalisation process, cultural openness and cultural self-confidence are becoming more and more important. For this reason, children need an environment in which they are self-confident and self-reliant on how to deal with other languages and cultures – and this should offer a kindergarten nowadays.
Language and language skills have traditionally been less important in German children – as opposed to other European countries and the US, for example, as the social skills. Nevertheless, there are some children who offer a foreign language acquisition in various ways, because a foreign language acquisition in the kindergarten has many positive aspects.
Biologically speaking, it makes sense for a foreign language acquisition, as the brain has more neuronal networks. The experience that makes the little child with different languages and languages very different from the German (as in the case of Franz ö, in contrast to English), makes up advantageous brain structures that facilitate the learning of other foreign languages. The more the learner is dependent on already existing neural connections, the more a second language is learned. Thus, if a major neural network takes place for the future, the brain is, on the one hand, more flexible in the “ path selection “ and, on the other hand, more ways are used in a possible third or four-pronunciation.
Smaller children like to imitate and process holistically, i.e. in addition to the pronunciation K ö rpermovements, mood changes, accent, etc. imitations. This proves to be particularly important in the acquisition of a foreign language, since the exact knowledge of life forms, culture-specific forms of interaction and meaning attributions are n ö y, in order to achieve a high level of speech, for example, headnicks in Greece means “ no “. This can only be learned in authentic situations: so the learner needs a lot of time for the voice contact and – in use.
If the foreign languages are learned, more time is left in the school for others, since the m ü hsame and time-consuming entry into the first foreign language takes place, and this in turn counteracts the general economic tendencies in the course of the hour.
Globalization, with its multicultural societies, calls for an intercultural understanding of all. For this reason, it is only in the kindergarten that it is possible to interest lower social strata for the interests of cultural coexistence, since it is here that all social classes can be reached here for the next few years. For this reason, a foreign language teaching integrated into the other culture can certainly do good basic work here, not alone, in order to prevent prejudice and hostility towards strangers.
Some aspects of the already existing concepts of some children's programs or foreign language programs are summarized here. They provide parents with a guide to assess whether a foreign language offer is of high quality and/or how to improve the quality of their kindergarten, or how to improve the quality of their language. as it could be. Due to the language development and language learning of children, the following criteria can be deduced for a foreign language teaching “: it should be the language acquisition in a language bath, the language learning process should be conducted, the principle “ a person – a language “ (this role can also be for example a French-speaking “ doll “) and exchange and partnership with institutions of the neighbouring country (where possible).
In any case, the geographical location of a kindergarten is to be taken into account. If the kindergarten is located at the border, then the neighboring language should be offered in any case, because it is possible to exchange and to communicate with native speakers for children and educators. Is the kindergarten “ in the middle of the country ” is a cooperation with other children's areas of the surrounding area. In the case of problems, this offers the possibility of an exchange for the educators and, in the process, it is easier in this way to obtain a native speaker for the acquisition of a foreign language. It makes sense to design a day of the week in the foreign language, which rotates, because the different everyday situations allow all everyday situations to be experienced in the foreign language (= nat) and the “ language bath “ is relatively long. This is certainly a great deal of time in terms of organization, but the amount of time it takes, and which can also be realized again with cooperating children. But also one morning a week with a group of children, where children and educators/“ doll “ only entertain in the foreign language, is valuable.
In other words, a foreign language acquisition in the kindergarten is certainly a good idea, and the chance to learn a different language for your child as much as possible should parents use-provided that this is a high-quality offer.
You can obtain information about children and their foreign language programmes or private foreign language programmes from your city, municipality or in the district office of the Children and Jugendamt.
Detailed information about the second language acquisition in infancy
In contrast to adults and older children, children learn up to approx. to 8. up to 10. Life Year Languages intuitively-imitative. This way of learning usually remains unconscious for the learner and follows the principles of the first language acquisition.
In addition, the language is much more than language production than language production. For example, a situation is recorded nonverbally and, based on this, the unknown volume chains are broken down and are always targeted with a sense of meaning. The following language production is a process of creative imitation on the basis of developed findings, which are best able to find the structures of the target language. This leads to a true “ language bath “, meaning information material to build language skills. Because only in verbal and nonverbal action, and in the face of sight, language can be increasingly tapped. This unconscious process is highly dependent on the child's openness towards other languages. Since the child already has knowledge in the first language, it is not necessarily dependent on the second language, the appropriation of which can therefore be refused if it is rejected. In addition, the authenticity of the use of the language plays a major role. For children in the (for the) kindergarten age, this means above all the assignment of languages to persons, i.e. the principle “ a person – a language “ is valid here. The differentiation between the person and the language is only possible with the entry into the school.
In the case of foreign language learning, no grammatical rules will be learned and applied by heart. Rather, the language structure (= grammar) is developed out of the way, so here too much linguistic input is necessary, because the more extensive the chances of the intuitively-imitative language acquisition are offered for each of the different situations in the different languages.
According to the linguistic and spiritual abilities of the human being, it should be possible to wallow at the language-learning process. The new language acquisition means that the language is learned in all communication, e.g. in the family or the game group. This type of language acquisition also takes place in the kindergarten – at least for the first language. Language development, and this also applies to the second language, as well as with other development processes together. Certain conditions for development may be required, e.g. in H ö ren and seeing, in fine motor skills (including tongue and mouth musculature) as well as in the mental and emotional-social field.
In the course of the second language acquisition, speech mixtures or speech mixtures occur. Language changes that have different shapes. A language mixture is something normal in the company of multilingual friends/adults. This is how language mix and language change are used for the practical practice of multilingual children's groups. A distinction is made between interference and speech mix/code change. In the case of an interference, structural features are carried out by one language into the other language and consequently errors in the sentence structure of the foreign language are found. Speech mixture is spoken when different languages are used in a ß. For the change to another language there are different things, e.g. a word is just not present in the second language. Speech mixtures are subconsciously carried out and represent a normal intermediate stage in the second language acquisition. So-called mistakes make it easier for children to get started in a second language and are usually dismantled all over the world.
In contrast to the first language acquisition, the kindergarten child intuitively uses his previous knowledge and his prior experience in order to be able to orientate and communicate in the second language. To this knowledge, for example, language is organized in S ä tzen. Initially, many children use a simple sentence structure, which they apply at every opportunity, for example, fixed phrases such as “ Sit down please! “ Children develop strategies that provide them with an orientation and facilitate entry into the new language world. Here “ serve them mostly with the principle of simplification and omission.
Most of the children know that they are moving in different language systems, which in principle, in part intuitively, keep them apart. This can be seen in the fact that they can be chosen in their language choice according to the respective counter. However, the separation, that is, the ability to separate both languages, should be able to separate, regularly, on certain occasions, e.g. A chair circle, where only one language is spoken for a defined time.
