https://iccc.group/latest-news daily 0.75 2018-01-11 https://iccc.group/latest-news/2018/1/11/first-consortium-meeting-november-2017 monthly 0.5 2018-01-30 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70cb40c83025604e7f4b54/1517341510815/ Latest News - Erasmus+ Kick Off Meeting Minutes https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70cb14652deaac20d96c32/1517341466824/ Latest News - Erasmus+ Kick Off Meeting Minutes https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70cbc90d9297da6922a981/1517341651636/Cosmopolitanschool_web-35.jpg Latest News - Erasmus+ Kick Off Meeting Minutes https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70cadec83025604e7f20d4/1517341430536/Cosmopolitanschool_web-3.jpg Latest News - Erasmus+ Kick Off Meeting Minutes https://iccc.group/german-1 daily 0.75 2018-01-11 https://iccc.group/feedback-1 daily 0.75 2019-10-12 https://iccc.group/are-you-a-parent-or-an-educator daily 1.0 2020-10-26 https://iccc.group/home-project daily 0.75 2019-07-01 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19d6919fb4dc0001ffa128/1561974527679/P6282286-2.jpg Home Project https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19d753f5cd480001a4c729/1561974652142/P6252172.jpg Home Project https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19d8bc5fe7fa00015772e5/1561975022259/P7012686.jpg Home Project https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19d4c47c3caa0001045027/1561974110119/P5311167.jpg Home Project https://iccc.group/participating-institutions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70c51f24a694e43a354b84/1517340056855/icec.jpg Institutions https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70c62853450ac9065c17d2/1517340317612/Pikler_basic_logo.jpg Institutions https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da19d31519bf62664c5aad1/1570872819953/P5311167.jpg Institutions https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70c4be085229767bf78386/1517340041891/bcs.jpg Institutions https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70c78d71c10baf1048bb8b/1517340570216/ucjc-logo-1.png Institutions https://iccc.group/contact daily 0.75 2019-05-12 https://iccc.group/team-profile daily 0.75 2018-08-16 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a575ced652dea1b6cfc0e0a/1518719663629/Cosmopolitanschool_web-20.jpg Team-Profile Dr. Isabel Morales Isabel Morales Jareño ist an der Fakultät für Pädagogik der Camilo José Cela Universität tätig. Sie ist seit mehr als 20 Jahren promovierte Lehrerin. Seit langem unterrichtet sie sehr unterschiedlichen Studierenden Englisch, sowohl in der Fakultät für technische Informatik, als auch in der Fakultät für Politikwissenschaft der Faculty of Education, Universidad Camilo José Cela Pontificia de Salamanca Universität (1988-2007). Sie war besonders involviert in der Lehre von Englisch für bestimmte Zwecke (English for Specific Purposes (ESP)) im IKT-Bereich als auch Spanisch für bestimmte Zwecke (SSP) an der Wirtschaftsuniversität zu Bratislava (Slowakei) (1995-1996). Später nahm sie einen Lehrauftrag an der Camilo José Cela Universität an (Villafranca del Castillo, Madrid) und unterrichtet nun seit neun Jahren an der Fakultät für Pädagogik, sowohl im Master für internationale Bildung und Zweisprachigkeit und im Abschluss für Kindergarten- und Grundschulbildung. Ihre Leidenschaft ist Fragen des Unterrichts von Englisch und Spanisch als Fremdsprache in multikulturellen und mehrsprachigen Umgebungen, wie z.B. frühe Lehre einer zweiten Sprache, Lesen und Schreiben auf Englisch und Spiel- und Reimworkshops. Sie hat auch Vorträge bei internationalen Konferenzen, wie z.B. AEDEAN, IBACS und HELAAS gehalten. Sie hat in internationalen Fachjournalen wie Women in Judaism: A Multidisciplinary Journal (einem Fachmagazin über weibliche Orte in der Literatur) veröffentlicht. Sie ist ein Mitglieder der Forschungsgruppe GRIMM zu Multikulturalismus, Mehrsprachigkeit und Literatur“. Sie ist weiterhin Mitglied und Schriftführerin der Redaktionsleitung von Verbeia (Fachmagazin für Anglistik und Hispanistik) und Mitglied der Redaktionsleitung des Journal of Formative Design in Learning Sie ist an verschiedenen internationalen Projekten beteiligt, wie z.B. Choice, Signs in the city, DigitalExtra, finanziert von Grundtvig- und Leonardo-da-Vinci-Projekten der Europäischen Union. Zudem hat sie lange und umfassende Erfahrungen als Übersetzerin, unterfüttert durch mehrere Publikationen, wie z.B. dem Wörterbuch der Informatik (Freedman, A. 1993) sowie Studienbücher und andere Materialien für Software-Entwicklung und IKT, Geschäft für Herausgeber wie u.a. McGraw-Hill und Prentice House. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85ce420d929728847f22ab/1518718535270/Josephine+Fitzner+sq.jpeg Team-Profile Josephine Fitzner Josephine ist ausgebildete Erzieherin und hat einen Universitätsabschluss im Management von frühkindlicher Bildung. Sie hat in verschiedenen multikulturellen Kindergärten gearbeitet und ist seit Mai 2017 als Deutschlehrerin für Kleinkinder an der Berlin Cosmopolitan School tätig. Der Inhalt und die Aussicht auf eine Umsetzung, die das Erasmus-Projekt bietet, lässt ihr Herz in der Erwartung höher schlagen, die Qualität frühkindlicher Bildung zu verbessern und einen international ausgerichteten Geist, Werte und Normen innerhalb des Erasmus-Teams und darüber hinaus in ganz Eruopa und vielleicht sogar der Welt zu entwickeln Josephine ist fest davon überzeigt, dass die aktuelle und zukunftsorientierte Verbreitung von pädagogischen Prozessen und Konzepten, des Transfers wissenschaftlichen Wissens in das Klassenzimmer bedarf. Sie ist sich sicher, dass internationale Netzwerke zum Austausch von Methoden, Erfahrungen und Wissen den Schlüssel zum Erfolg darstellen. An der Schnittstelle zwischen Theorie und Praxis hilft dieses Erasmus-Projekt, Bewusstsein, Arbeitshilfen und ein besseres Verständnis der Rolle von PädagogInnen herzustellen. Josephine freut sich auf die Teilnahme an diesem Projekt, dass es ihr ermöglicht, mit unterschiedlichen und gleichgesinnten KollegInnen an einem gemeinsamen Ziel zu arbeiten: die Verbesserung frühkindlicher Bildung mit Rücksichtnahme und Gleichberechtigung für interkultuelle Lehrer/Eltern-Partnerschaften. Sie ist gespannt darauf, sich auf das Erasmus-Projekt einzulassen und freut sich darauf zusammen mit dem Forschungsteam einen positiven Einfluss auf die frühkindliche Bildung zu haben! https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a575d31e2c483c38b3549bd/1518718217698/Cosmopolitanschool_web-24.jpg Team-Profile Matthew Carlyle   Schon im Kindergartenalter wusste Matthew, dass er einmal Lehrer werden wollte. Nach dem High-School-Abschluss hat er seinen Bachelor of Science in Grundschulbildung und Leseerziehung und einen Master of Arbeits in Bildung an der East Carolina University in Greenville, North Carolina gemacht, mit dem Ziel, einmal Rektor einer Schule zu werden. Matthew hat drei Jahre als Lehrer für frühkindliche Bildung an einer öffentlichen Schule in Raleigh, North Carolina gearbeitet. Danach ergab sich für ihn die Möglichkeit eines Karriererschritts im Bereich Führung im Bildungswesen in Raleigh, North Carolina und später dann in Orlando, Florida. Seit 2016 lebt Matthew nun in Berlin und ist als Leiter des Kindergartens und der Vorschule der Berlin Cosmopolitan School tätig. Er ist mehr als dankbar dafür ein derart dynamisches und diverses Team aus Pädagogen aus der ganzen Welt leiten zu dürfen und die Möglichkeit zu haben, eine solch diverse Kinderschar mit familiären Wurzeln und Verbindungen in über 45 Nationen betreuen zu können. Er freut sich sehr darüber, dank des Erasmus-Stipendiums die Möglichkeit zu haben, mit seinen Kollegen von der BCS und internationalen Partnern international ausgerichtete und engagierte Lehrer, Eltern und Kinder mit dem Werkzeug auszustatten, um in einer sich stets wandelnden Welt zurechtzukommen.     https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cfe10d929728847f9b3c/1518718951023/Carolin+Hermes+sq.jpeg Team-Profile Carolin Hermes Carolin sieht dieses Projekt als eine Gelegenheit, um einen Unterschied zu machen und an einer innovativen und fortwährenden Zusammenarbeit zwischen einer diversen Expertengruppe teilzunehmen, um zur Forschung um Bereich der frühkindlichen Bildung beizutragen, und besonders, um Licht auf die Praktiken bezüglich der Kindegarten-Eingewöhnung zweisprachiger Kinder weltweit zu werfen und diese zu verbessern. Carolin hat Anglistik und Pädagogik studiert und als Integrationsassistentin für behinderte Kinder gearbeitet. An der BCS war sie zunächst als Springerin tätig und arbeitet jetzt Vollzeit als Gruppenlehrerin für Kinder im Alter zwischen eins und zwei. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5b75e597562fa74cf88c479a/1534453150031/ Team-Profile https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cee171c10bd035e1b3fe/1518718725203/Cosmopolitanschool_web-27.jpg Team-Profile Anikó Klinke Anikó Klinke is als Heilpädagogin und Beirat am BCS Kindergarten und der Vorschule. Sie hat Psychologie im Hauptfach an der Technischen Universität Berlin studiert. Als ihr eigenes Kind in den Kindergarten kam, entschloss sie sich, ebenfalls in diesem Bereich tätig zu werden. Um sowohl mit Lehren und Eltern als auch mit Kindern arbeiten zu können, hat sie einen Lehramtsabschluss vom Soziopädagogischen Institut zu Berlin gemacht. In dieser Rolle hat Anikó mit Familien aus der ganzen Welt gearbeitet, um ihre Eingliederung in Deutschland und das regionale Umfeld zu unterstützen. Weil sie nicht mehr lebt, als zu studieren, hat sich Anikó entschlossen, die Psychologie und Pädagogik zu vereinen und einen weiteren Abschluss in Heilpädagogik zu machen. Ihre Motivation liegt darin, individuelle Lösungen für die Hürden zu finden, mit denen eine Familie konfrontiert sein könnte. Spezialisiert in Familiendynamiken und Kinder-Eltern-Beziehungen, freut sie sich besonders darauf, neue Einblicke zu gewinnen und zu teilen, wie man sicherstellen kann, dass Kinder, die keine Kenntnisse der im Kindergarten gesprochenen Sprache haben, reibungsloser und effektiver eingewöhnt werden können. Sie macht derzeit eine Ausbildung zur Psychotherapeutin.   https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d26e8165f5033f527fdb/1518719607776/Lillamarkus+sq.jpg Team-Profile Lilla Márkus Lilla Márkus ist eine der PsychologInnen der Lóczy Stiftung für Kinder, welche die Arbeit des Pikler-Tagesstätte unterstützt. Sie hat einen MA in Psychologie von der PPCU Budapest. Erste Erfahrungen mit der Pikler-Methode machte sie während des Studiums. Einige Jahre später lernte sie die Arbeit der Kita kennen, als sie an einem Postgraduierten-Training für Eltern-Säugling-Bewertung und -beratung teilnahm. Lilla ist dem Pikler-Team 2017 beigetreten, nachdem sie drei Jahre als Kindergartenpsychologin tätig war. Sie nimmt an Programmen für Kinder und Eltern teil und nimmt an der aktuellen Forschungsarbeit des Pikler-Forschungsteams teil. Ihre eigene Forschungsarbeit und praktisches Interesse liegt in den protektiven und Risikofaktoren in der Entwicklung früher Eltern-Säugling-Beziehungs- und Regulierungsmuster sowie der Behandlung und Regulationsstörungen im Säuglings- und Kleinkindalter. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d353419202fbc70cc82f/1518719834165/Andrew+Watson+sq.jpg Team-Profile Andrew Watson Mein Name ist Andrew Watson. Ich komme ursprünglich aus Australien und lebe seit 2014 in Finnland. Ich bin seit fast vier Jahren beim ICEC tätig und arbeite mit Fünfjährigen mit zweisprachigem Hintergrund. Meine Leidenschaft ist es, Kinder durch szenisches Spielen und Geschichtenerzählen zu unterrichten, und sehe dies als den Schlüssel an, um eine Brücke über sprachliche und kulturelle Barrieren zu schlagen. Ich bin danach bestrebt, in mein Klassenzimmer eine Atmosphäre zu schaffen, in der Kinder sich selbstbewusst und sicher fühlen, und wo sie die Gelegenheit haben, sich auf eine Vielzahl von kreativen Wegen zu artikulieren. In meiner Freizeit mag ich Lesen, Tennisspielen, Reisen und Schwimmen. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cf20e2c483b69f8ea6c6/1518718851675/Cosmopolitanschool_web-82.jpg Team-Profile Marja Kemppainen Marja Kemppainen hat eine Qualifikation als frühkindliche Erzieherin aus Finnaland und war die letzten 24 Jahre im International Childcare and Education Centre (ICEC) tätig. Sie ist stellvertretende Geschäftsführerin und arbeitet zudem in der Erwachsenenbildungsabteilung des ICEC. Ihr Fachgebiet ist die Arbeit mit Kindern mit sonderpädagogischem Förderbedarf. Marja spricht fließend Finnisch und Englisch, da sie zwar gebürtige Finnin, aber in London aufgewachen ist. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85ca3a9140b71180bae6f8/1518718012373/Cosmopolitanschool_web-23.jpg Team-Profile Sharon Leigh Auri Sharon Auri ist die Geschäftsführerin des International Childcare and Education Centre (ICEC). Sie stammt aus England und wanderte vor 30 Jahren nach Finnland aus, wo sie 1989 zusammen mit ihrem finnischen Mann Mikko Auri das Unternehmen gründete. Sharon hat ihre Ausbildung zur Pädagogin für frühkindliche Bildung in England abgeschlossen und hat ihre Karriere im multikulturellen Umfeld des ICEC verbracht. Das ICEC hat acht Center in Helsinki und Umgebung, in denen über 400 Kinder betreut werden. Unter den Familien und Mitarbeitern des ICEC sind rund 40 Nationen vertreten. Viele der Kinder, mit denen sie arbeitet, sind zweisprachig und stammen aus sehr unterschiedlichen familiären Verhältnissen. Im Laufe der Jahre hat sie mit Pädagogen, Eltern und anderen Berufsgruppen an den Themen gearbeitet, die diese Familien betreffen, während sie in Finnland leben. Im Jahr 1996 hat Sharon das "Early Years Educator"-Programm (ein Training-Programm für Pädagogen im frühkindlichen Bereich) gestartet. Sie ist qualifizierte Prüferin für diesen Abschluss - einem englischen "National Vocational Qualification" (NVQ). Nach stetem Wachstum ist das ICEC nun registriertes Center für die Ausbildung von Pädagogen für frühkindliche Bildung. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d59c53450a31143ba247/1518787436248/ANGELES+BUENO+sq.png Team-Profile Angeles Bueno Villaverde Angeles Bueno Villaverde ist Professorin an der Camilo José Cela Universität und Beirätin an den Schulen SEK-Atlántico und SEK-El Castillo. Sie einen Doktor und einen Master in internationaler Pädagogik und Zweisprachigkeit. Ihre Forschung konzentriert sich auf den Bereich der Bildung, insbesondere auf die folgenden Bereiche: „Untersuchung zur Bildungsbeteiligung von Familien und Schülern in den Centers der autonomen Region Madrid“, finanziert durch die Schulbehörde Madrids; „Wirkung von kooperativem Lernen unter Einbindung von begabten Schülern in der autonomen Region Madrid“ (Bildungsministerium); „theoretische und Lehrgrundlagen des ‚Professional Didactic Campus‘“ (Camilo José Cela Universität); „Evaluation, Bewertung und differenzierte Lehre für begabte Schüler“ (Pryconsa-Stiftung); „zusätzlicher Sprachunterricht und zusätzliches Lernen von Sprachen in Schulen, die das International Baccalaureate (IB) Primary-Years-Programm anbieten“, finanziert durch die IB Organisation; das internationale Projekt „Begabung und Minderheiten: Probleme und junge Menschen“, finanziert durch das spanische Socrates-Büro (2002-04). Teilnahme an den folgenden Projekten: Interventionsprogramm für hochbegabte Schüler (2011) finanziert durch die Pryconsa-Stiftung und „Kreative Lehrmethode“ im Bereich der Mathematik und Sozialwissenschaften in der Grundschulbildung (2010). Sie erhielt 1998 eine Auszeichnung der SEK-Institution für ihren “Beratungs- und Lernplan“. Bueno Villaverda hat drei Doktorarbeiten betreut: „Analyse und Machbarkeit der Umsetzung des Primary-Years-Programm“ (Steffen, 2015) und „Ausbildungsbedarf in der Videospielbranche“ (Gonzalo Martínez, 2015) (sowie „Fallstudien von Managern von Regierungsteams an spanischen Hochschulen: Konditionierung und Führungsstile“ (San Juan, 2017). https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d52653450a31143b7416/1518720301034/JESSICA+MORENO.jpg Team-Profile Jessica Moreno Pizarro Jessica Moreno Pizarro ist Professorin an der Camilo José Cela Universität. Sie hat einen Master in Sekundarbildung mit einer Spezialisierung in Bildungsorientierung. Sie hat einen Bachelor in frühkindlicher Bildung und Psychopädagik. Ihre Karriere in Lehre und Forschung hat sie 2008 als Kooperationspartnerin und Lehrerin für frühkindliche Bildung an einem aus spanischen Geldern finanzierten Kindergarten in Lausanne (Schweiz) begonnen. Sie hat in verschiedenen Projekten in einem Kindergarten in der autonomen Region Madrid teilgenommen und mitgearbeitet, die sich mit dem indirekten Management von Kindergärten in der gleichen Region befassten und war für deren Management verantwortlich. Sie ist dem Fachbereich für Mathematik der Fakultät für Pädagogik an der Camilo José Cela Universität beigetreten und betreibt Forschung zur Entwicklung des Denkens in frühkindlicher Bildung. Sie ist Expertin in Bereich des mathematischen Denkens und hat u.a. in den folgenden Fächern gelehrt: Entwicklung des mathematischen Denkens in frühkindlicher Bildung, Bildung im nationalen und internationalen Kontext, Mathematik, das Curriculum in der frühkindlichen Bildung. Sie hat weiterhin viele Studierende in ihren Abschlussprojekten betreut. Sie hat auch Forschung zu multiplen Intelligenzen und ihrer Entwicklung in der Bildung von den ersten Jahren bis zur Hochschule betrieben. In 2016 nahm sie an der IV. Internationalen Konferenz zur Forschung und Innovation der Kindergarten- und Grundschulbildung teil. Ihre Hauptforschungsinteressen sind die Entwicklung von logischem mathematischen Denken in frühkindlicher Bildung; Erwerb und Entwicklung der ersten und zusätzlicher Sprachen sowie hohe Leistungsfähigkeit, Talent und Kreativität. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cdbf419202932b215272/1518718438877/Cosmopolitanschool_web-25.jpg Team-Profile Katharina Ehrenfried Katharina liebt die Idee Bücher und Lehrmaterialien zu gestalten, die Lehrern Spaß machen und die sie auch wirklich lesen wollen - es sollte leicht sein, aus ihnen Hilfe zu beziehen. Ihre Leidenschaft ist die Professionalisierung des kulturell sensiblen Übergangs für Kinder in der frühkindlichen Bildung. Sie arbeitet seit über zehn Jahren mit international ausgerichteten Eltern an der BCS. Diese Erfahrungen haben dazu geführt, dass sie neue Ideen im Bereich der kulturell diversen Differenzierung in Zusammenarbeit mit Eltern und Kindern entwickelt hat. Katharina ist Leiterin des BCS Kindergarten und der Vorschule und hat Kulturwissenschaften in Ästhetik und Pädagogik sowie Management von sozialen Institutionen studiert. Sie hat in den USA, Frankreich, Kolumbien und Großbritannien gelebt und gearbeitet. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85ce6cec212d3a5943909e/1518718599729/Kate+habben+sq.jpeg Team-Profile Kate Habben Kate hat einen Bachelor auf Arts in Philosophie von der Western Illinois University in den USA erworben, bevor sie im Jahr 2012 nach Berlin zog. Zunächst arbeitete sie als Au-pair, aber hat dann 2013 Arbeit als englischsprachige Erzieherin in verschiedenen zweisprachigen Kindergärten gefunden, bevor sie 2016 als Gruppenlehrerin zur BCS kam. Die Arbeit mit Kleinkindern in einem multikulturellen Umfeld, in dem Kindern eine Vielzahl an verschiedenen Sprachen zur Verfügung stehen, ist besonders und einzigartig, kann einen aber auch vor besondere Herausforderungen stellen. Die Bereitstellung von Materialien, um Lehrer und Eltern dabei zu unterstützen, diese schwierigen Gewässer erfolgreich zu navigieren, Kinder zu ermöglichen, sich sicher genug zu fühlen mehrere Sprachen zu erlernen und mit ihnen zu wachsen, macht dieses Projekt besonders sinnvoll. Sie freut sich darauf mit einem diversen und internationalen Team zu arbeiten, lernen und gestalten. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cffce4966bb735aa3615/1518718979480/Cosmopolitanschool_web-21+sq.jpg Team-Profile Zsuszanna Libertiny Zsuzsanna Libertiny, leitende Pädagogin am Pikler Daycare Center, Pikler-Trainer, hält einen M.Ed. in Pädagogik von der ELTE Universität Budapest und wurde mit den Ideen Piklers sehr vertraut als ihr erstes Kind zur Welt kam (1994). Seit 2002 Mitarbeiterin des Pikler-Instituts, war Libertiny für die Ausbildung von Eltern in Eltern-Kinder-Gruppen verantwortlich. Sie hat Lóczy für ein paar Jahre verlassen, um in Kanada zu arbeiten, wo sie erst kürzlich eingewanderte Eltern mit jungen Kindern unterstützte. Mit ihrer Rückkehr ins das Lóczy-Team nahm sie ihre ursprüngliche Rolle wieder an und arbeitete in der Kita als Teil der Leitung und des methodischen Teams. Seit 2009 hält Libertiny regelmäßig Vorträge in Ungarn und im Ausland. Ihre Themen umfassen die alltägliche Arbeit mit Kindern, die Unterstützung von Familien und Kindertagesstätten.   https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cfa9f9619a9cff0104a1/1518718924739/Celine+Latzel+sq.jpeg Team-Profile Celine Latzel Celine arbeitet seit August 2017 als Vollzeit-Lehrerin an der Berlin Cosmopolitan School. Vor ihrem Umzug nach Berlin hat sie eine vierjährige Ausbildung zur staatlichen anerkannten Erzieherung für frühkindliche Bildung gemacht. Seitdem hat sie in mehreren zweisprachigen Bildungsinstitutionen gearbeitet und möchte auch weiterhin Kinder unterstützen und ermuntern, die mit zwei oder mehr Sprachen aufwachsen. Was sie besonders an diesem Projekt reizt, ist die interkulturelle Kooperation und der Austausch über europäische Grenzen hinweg. Mit den Erkenntnissen der verschiedenen Partner hofft sie auf die Gelegenheit, Kindern dabei helfen zu können, eine ausgeglichene Grundlage für ihre Bildung sowie ihr zukünftiges Leben durch die Entwicklung umfassender und professioneller Lehrmaterialien schaffen zu können. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d2ea24a69451567c7f86/1518719735182/Mihaela+Nyysso%E2%95%A0%C3%AAnen+sq.jpg Team-Profile Mihaela Nyyssönen Ich habe einen Bachelor in rumänischer Philologie von der Universität Bukarest und einen Bachelor in Sozialarbeit von der Metropolia-Fachhochschule in Finnland. Ich habe vier Jahre lang in Rumänien und über elf Jahre am ICEC in Finnland als Erzieherin gearbeitet. In den letzten vier Jahren war ich auch die Koordinatorin für eine rumänisch-sprachige Spielgruppe in Helsinki. Während dieser Zeit habe ich Aktivitäten, Veranstaltungen und Workshops für Kinder im Vorschulalter und deren Eltern geplant und umgesetzt. Der schönste Teil meiner Arbeit ist es, Teil eines multikulturellen Umfelds zu sein, welches mich sowohl persönlich als auch professionell bereichert. Die Arbeit mit zweisprachigen Kindern und ihrem Familien ist mein Hauptschwerpunkt, in dem ich eine sozio-pädagogische Herangehensweise ansetze. Ich bin fest davon überzeugt, dass eine enge Partnerschaft mit den Eltern und eine Lehre im Interesse des Kindes die Schlüssel für eine erfolgreiche frühkindliche Erziehung sind. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d327652deab48d115c7a/1518719794763/Heidi+Schuchenegg+sq.jpeg Team-Profile Heidi Schuchenegg Ich bin Heidi Schuchenegg aus Finnalnd. Ich arbeite für das ICEC Play'n'Learn in Helsinki und bin seit fast vier Jahren für das Unternehmen. Bei meiner eigenen Gruppe handelt es sich um Kleinkinder, aber ich arbeite auch als zweisprachige Lehrerin in unserer Zweigstelle in Meilahti, wo ich Finnisch für alle Gruppen zwischen zwei und sechs Jahren unterrichte. Ich arbeite seit elf Jahren mit Kindern und habe einen Hochschulabschluss in frühkindlicher Bildungund und Familienfürsorge. Meine Hobbies sind u.a. Laufen, Gewichtheben, Lesen, Reisen und alles, was mit Basteln zu tun hat. Ich freue mich sehr, Teil dieses Projekts zu sein und kann es kaum erwarten endlich anzufangen. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85ce18e4966bb735a9aa79/1518718495753/MIRIAM+FERNA%E2%95%A0%C3%BCNDEZ-PACHECO+LAGUNA+sq.jpg Team-Profile Miriam Fernández-Pacheco Laguna Miriam ist eine engagierte, aufgeschlossene, eigenmotivierte Person, die mit einem "Leonardo da Vinci"-Stipendium nach Finnland kam, um in einem zweisprachigen Kindergarten zu arbeiten. Sie hat einen Bachelor in Grund- und Vorschulpädagogik von der Fakultät für Pädagogik in Ciudad Real, Spanien. Sie ist seit vier Jahren als Erzieherin im ICEC Helsinki tätig. Während dieser Zeit hat sie einige persönliche Ziele erreicht, so z.B. das "Certificate in Advanced English" (CAE) von der Universität Cambridge und den Abschluss eines "Jolly Phonics"-Kurses. Ihre gesamte Arbeitserfahrung umfasst Kinder verschiedener Altersgruppen, in verschiedenen Rollen, u.a. Jugendleiterin und Privatlehrerin   https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d30d085229ab09acbecf/1518719764317/Lauren+Piper+sq.jpeg Team-Profile Lauren Piper Lauren ist dem BCS-Team erst kürzlich beigetreten und hat sich sehr gefreut, als sie erfuhr, dass sie ihre eigene Bildung und Entwicklung als frühkindliche Erzieherin durch dieses Projekt fördern können würde. Lauren arbeitet stets daran, sich als Lehrerin zu verbessern und hinterfragt Methodik und Pädagogik in der Arbeit mit kleinen Kindern. Es ist eine fantastische Gelegenheit, an der Verbesserung des Eingewöhnungsprozesses von Kindern in mehrsprachigen Umfeldern teilnehmen zu können. Lauren hat in New York City einen Master in Frühkindlicher Sonderpädagogik abgeschlossen und hat acht Jahre in frühkindlichen, Reggio-Emilia-inspirierten Schulen unterrichtet. Im Bachelor hat Lauren Schreiben, Literatur und Verlagswesen studiert mit amerikanischer Gebärdensprache und Musik im Nebenfach. Lauren arbeitet jetzt an der BCS als "Collaborate Teacher" mit Zweijährigen und kann es kaum erwarten, mehr zu lernen und sich zusammen mit der Schule und diesem Projekt weiterzuentwickeln. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cd3353450ac2d1aad188/1518718269215/Hilary+Carter+sq.jpg Team-Profile Hilary Carter Ich habe meine Kindheit auf der ganzen Welt verbracht und habe nun "endlich?!" Finnland zu meiner Heimat auserwählt, nachdem ich zehn Jahre in Helsinki gelebt habe. Zusätzlich zu meiner finnischen Erzieherinnenausbildung habe ich Fortbildungen und Berufserfahrung in der Steiner-Pädagogik, und ich habe mit minderjährigen Asylsuchenden gearbeitet. Meine Freizeit verbringe ich gerne im Freien mit meinem Hund und genieße die finnische Natur. Und natürlich liebe ich das Reisen! https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d28e9140b76f9992d49c/1518719637811/Isai+Menendez+sq.jpg Team-Profile Isai Menendez Mein Name ist Isai Menendez. Ich bin aus Nordspanien, bin aber 2012 nach Finnland gezogen. Im Februar werde ich fünf Jahre am ICEC tätig sein, hauptsächlich mit vier Jahre alten Kindern in einem internationalen Umfeld. Ich bin davon überzeugt, dass Bildung ein sehr wichtiges Werkzeug ist, um die Gesellschaft von morgen zu verbessesern, und dass sie auf die Interessen der Kinder fokussierte sein sollte. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d416ec212d9c08e35078/1518720027630/pot_default.jpg Team-Profile Pilar Ester Mariñoso Doktorin der Psychologie mit Spezialisierung auf Lehre und Lernen von Mathematik von Frühkindern und in der Grundschule. MSc in Beratung, Bildung und beruflicher Bildung. Grundschullehrerin mit Spezialisierung auf sonderpädagogischen Förderbedarf. Sie ist Montessori-Führerin und -assistentin. Sie arbeitet zusammen mit einem Forscher der Universität Arizona und betreibt aktuell Forschung dazu, wie man Modellierungsprobleme im Kindergarten und in der Grundschule lösen kann. Sie hat 20 Jahre sowohl an öffentlichen als auch an privaten Schulen gearbeitet. Gleichzeitig war sie in den letzten acht Jahren an der Universität Saragossa tätig. Sei ist Dozentin an der Fakultät für Bildung und Gesundheit an der UCJC, wo sie zukünftige Lehrer ausbildet und sie darin lehrt, wie man Mathematik lehrt und lernt und logisch-mathematisches Denken entwickelt. Sie ist auch ein Mitglied des Führungsteams der Montessorischule in Saragossa. She ist eine sehr aktive Person und liebt es besonders draußen zu sein. Sie fährt besonders gerne Ski. Sie liebt ein gutes Buch und Reisen, um andere Menschen und Kulturen kennenzulernen. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cca6085229ab09aab52b/1518718158311/Cosmopolitanschool_web-85.jpg Team-Profile Judith Canning https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cd8c53450ac2d1aaebb2/1518718362771/Tina+Domurath+sq.jpeg Team-Profile Christina Domurath Nach einer vierjährigen Ausbildung zur staatlich anerkannten Erzieherin in Celle, hat Tina auf Norderney in einer Reha-Zentrum für Kinder mit zusätzlichem Unterstützungsbedarf. 2010 erfüllte sich Tina den Wunsch, im Ausland zu leben und zu arbeiten und zog nach Los Altos in Kalifornien, um als Au-pair für eine schwedisch-amerikanische Familie zu arbeiten. Im März 2012 zog sie dann wieder zurück nach Deutschland, wo sie seitdem als Erzieherin an der Berlin Cosmopolitan School tätig ist. Hier leitet sie eine Gruppe von Kindern vom ersten Kindergartenjahr bis zur Vorschule. Derzeit ist Tina Vorschulerzieherin und Vorschulkoordinatorin und hat so die Möglichkeit, Kollegen mit neuen und innovativen Ideen zu leiten, die auf auf Best-Practice-Prinzipien und aktueller Forschung im Bereich der frühkindlichen Entwicklung basieren. In ihrer Rolle als Vorschulkoordinatorin ist Tina an der Organisation von Projekten, wie z.B. Ausflügen, Mitarbeiter-Meetings und verschiedene anderen Aufgaben beteiligt. Organisationstalent, Team- und Kommunkationsfähigkeit zählen zu Tinas Stärken, die sich besonders gut für die Ziele einer Erasmuspartnerschaft eignen. Tina freut sich darauf, mit internationalen Partnern zu arbeiten, die auch die Vision teilen, frühkindliche Best-Practice-Konzepte bezüglich Spracherwerb und dessen Implikationen für die soziale und emotionale Entwicklung von Kleinkindern. Für Tina ist es unabdingbar, im Klassenraum eine Atmosphäre herzustellen, in der sozio-emotionale Entwicklung gefördert wird, z.B. durch Klassenzimmergestaltung, tägliche Rituale und Erwartungen. In diesem Umfeld bildet Tina eine natürliche Verbindung mit den Kindern und ein vertrauensvolles Verhältnis mit den Eltern, wodurch wiederum ein positives Lernumfeld entsteht. Tina ist davon überzeugt, dass dies eine bereichernde Erfahrung für alle Beteiligten wird und ist dankbar dafür, an diesem Prozess teilnehmen zu dürfen. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cea871c10bd035e1a38a/1518718641626/Michael+Habekost+sq.jpeg Team-Profile Michael Habekost As Lehrer ist es unabdingbar, eine enge Beziehung zu den Kindern aufzubauen, um ihr persönliches Wachstum und ihre Entwicklung zu unterstützen. Eine starke Kind-Lehrer-Bindung und eine Stärkung der sozio-emotionalen Kompetenzen ist von allergrößter Bedeutung für die Entwicklung eines Kindes. Es ist aufregend, ein Teil dieses Projektes zu sein, da ich die Gelegenheit haben werde, meine Ressourcen und mein Wissen als Pädagoge zu teilen, mehr Forschung in diesem Bereich betreiben zu können und Materialien zu entwickeln, von denen andere profitieren können. Ich habe einen BA in Pädagogik mit einem Fokus auf Sozialpädagogik und -management von der Friedrich-Schiller-Universität Jena. Als ich nach Berlin gezogen bin, habe ich eine Ausbildung zum Fachpädagogen für Vorschulen gemacht. Seit mehr als vier Jahren bvin ich an der Berlin Cosmopolitan School tätig, wo ich mich um Kinder im Alter von eins bis sieben Jahren kümmere. Darüberhinaus bin ich Verwaltungskoordinator an der BCS. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85d20a419202932b22a9df/1518719551005/Julia+Mariacher+sq.jpeg Team-Profile Julia Mariacher Julia hat einen Bachelor of Arts in Psychologie von der Universität Buffalo im US-Bundesstaat New York und hat vor kurzem einen Master in Kindheitsforschung und Kinderrechten von der Freien Universität zu Berlin abgeschlossen. In den USA hat sie als 1:1-Helferin für Kinder mit Autismus gearbeitet und ist aktuell frühkindliche Englischlehrerin an der Berlin Cosmopolitan School. Julias Leidenschaft ist es, ein Lernumfeld zu gestalten in dem die Bedürfnisse und Wünsche jedes einzelnen Kindes erfüllt werden. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85cc5ac83025673f21b2de/1518718048447/Alex+Bloom+sq.jpeg Team-Profile Alexander Bloom Ich freue mich sehr über das Erasmus-Programm, da dass Lehrersein für mich nicht nur ein Beruf, sondern auch eine Berufung geworden ist. Die praktische Anwendung meiner theoretischen Kenntnisse haben mich stets während meines Berufslebens geleitet, und ich strebe danach auf Grundlage von Forschung und Erfahrung zu lehren, aber auch den Status Quo zu hinterfragen. Es erscheint mir als würde sich das Erasmus-Programm auf bewährte Prinzipien stützen, aber auch einen Schritt weiter gehen, um so den Status Quo zu stören, damit wir frühkindliche Bildung in einem internationalen Umfeld noch besser verstehen und so ein Curriculum schreiben können, dass auf das mehrsprachliche Umfeld der Kinder zugeschnitten ist. Ich habe am Wheaton College in Norton, Massachusetts, USA studiert. Ich habe einen Abschluss in Psychologie und Bildung mit einem Fokus auf frühkindliche Bildung für Kinder zwischen fünf und acht Jahren. Im Oktober 2013 bin ich nach Berlin gezogen und arbeite seit Januar 2014 an der Berlin Cosmopolitan School. Ich arbeite seitdem mit einer Gruppe namens "Crocodiles", die aus Vier- und Fünfjährigen besteht und damals in ihrem ersten Jahr war. Nächstes Jahr kommen wir alle in die Vorschule und danach geht es für die Kinder in die Schule. Ich war in den letzten Jahren der Koordinator für meine Kohorte. In dieser Rolle habe ich das Curriculum organisiert, mit Eltern gesprochen und andere Aufgaben erledigt, um sicherzustellen, dass alle drei Gruppen in dieser reibungslos laufen. https://iccc.group/methodology daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da1bc7e3dfd360e6206956c/1570880642668/Cosmopolitanschool_web-34.jpg Methodology https://iccc.group/schedule-outputs daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da1bcb49af31217ca48e058/1570880698986/P7012686.jpg Schedule & Intellectual Output https://iccc.group/impact-sustainability daily 0.75 2018-01-30 https://iccc.group/trainings daily 0.75 2018-02-15 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a576b5a71c10b99646dfcc5/1515684810744/Cosmopolitanschool_web-42.jpg Trainings https://iccc.group/legalnote daily 0.75 2018-01-11 https://iccc.group/background daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da1bc46f30aa0780944e1bd/1570880595472/P6282286-2.jpg Background https://iccc.group/hintergrund daily 0.75 2018-01-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a57805ec8302558efff7f93/1515682437857/cosmo-0171.jpg Hintergrund https://iccc.group/methodik daily 0.75 2018-01-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a57814353450ad1026692b5/1515675559649/Cosmopolitanschool_web-34.jpg Methodik https://iccc.group/impact-sustainability-1 daily 0.75 2018-01-11 https://iccc.group/zeitplan-ergebnisse daily 0.75 2018-01-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a5782d6c8302558efffeca6/1515676520554/Cosmopolitanschool_web-60.jpg Zeitplan & intellektuelle Ergebnisse https://iccc.group/teilnehmende-institutionen daily 0.75 2018-01-30 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70d47271c10b606d9cb511/1517343983356/Pikler_basic_logo.jpg Institutionen https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70d3fd9140b77181a509a7/1517343925959/bcs.jpg Institutionen https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a57874e53450ad10267a4ef/1515677055795/cosmo-0023.jpg Institutionen https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70d41cec212db397d558d3/1517343935904/icec.jpg Institutionen https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a70d441f9619a9164641888/1517343954991/ucjc-logo-1.png Institutionen https://iccc.group/kontakt daily 0.75 2019-05-12 https://iccc.group/teamprofiles daily 0.75 2019-03-28 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c33bf9619a9cfffd5bb4/1546185536317/Mihaela+Nyysso%E2%95%A0%C3%AAnen+sq.jpg Team Profiles Mihaela Nyyssönen Mihaela Nyyssönen I have a Bachelor’s degree in Romanian philology from the University of Bucharest and a Bachelor’s degree in Social Services from Metropolia University of Applied Sciences, Finland. I have worked as kindergarten teacher for 4 years in Romania and for over 11 years in Finland, in ICEC. For the past 4 years, I have also been a coordinator for a Romanian language playgroup in Helsinki. During this time, I have planned and implemented activities, events and workshops for preschool age children and their families. The most rewarding part of my work is being able to be a part of a multicultural environment, which enriches me on a personal and professional level. Working with bilingual children and their families is my main area of expertise, where I bring a socio pedagogical approach. I truly believe that working in close partnership with the parents and teaching according to the children’s interests are the keys to a successful early childhood upbringing. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85bbba24a694eea51ede13/1546185536258/MIRIAM+FERNA%E2%95%A0%C3%BCNDEZ-PACHECO+LAGUNA+sq.jpg Team Profiles Miriam Fernández-Pacheco Laguna Miriam is a dedicated, outgoing and self-motivated person who came to Finland to work in a bilingual kindergarten due to being granted with a Leonardo da Vinci scholarship. She holds Bachelor degrees in Primary Education Teaching and Preschool Education teaching from the Faculty of Education in Ciudad Real, Spain. She has been working as a kindergarten teacher at I.C.E.C Helsinki for four years. During that time she has achieved certain personal objectives, for instance, she acquired the Certificate in Advanced English (CAE) by University of Cambridge and completed a Jolly Phonics teaching program course. All her working experience comprehends children from different age groups, involving a variety of professions such as youth activities monitor and private lessons teacher amongst others. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c09453450ac2d1a7132d/1546185536292/Julia+Mariacher+sq.jpeg Team Profiles Julia Mariacher Julia has a Bachelor of Arts in Psychology from the University at Buffalo in New York and has recently completed a Masters degree in Childhood Studies and Children's Rights at the Freie Universität in Berlin, Germany. She has previously worked in the United States as a 1:1 aide for children with Autism and is currently an Early Years English teacher at Berlin Cosmopolitan School. Julia is passionate about helping to foster learning environments in which every child’s individual needs and desires are met. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c3bb652dea4d510329a0/1546185536320/Lauren+Piper+sq.jpeg Team Profiles Lauren Piper Lauren recently joined the BCS team and was very excited to learn that she could further her own education and development as an early childhood educator through this project. Lauren is constantly striving to improve herself as a teacher and question methodology and pedagogy when working towards young children. It is an amazing opportunity to be involved in helping to better the settling in process of young children in multi-lingual settings. In New York City, Lauren received a Masters Degree in Early Childhood Special Education and taught in early childhood, Reggio Emilia-inspired schools for eight years. In undergraduate school, Lauren studied writing, literature and publishing with a minor in American Sign Language and Music. Lauren now works as a collaborate teacher in a two-year-old classroom at BCS and can't wait to learn and grow more with both this school as well as this project. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c390419202932b1e5556/1546185536314/JESSICA+MORENO.jpg Team Profiles Jessica Moreno Pizarro Professor at the University Camilo José Cela. She has a Master in Secondary Education in the specialty of Educational Orientacion. She got her undergraduate degree in Early Childhood Education and also graduated in Psychopedagogy. She began her professional teaching and research career in Lausanne (Switzerland) as a collaborator and teacher of early childhood education in a nursery school financed by Spanish funds in 2008. She worked and took part of different projects in a Kindergarden in the Autonomous Community of Madrid, concerned with Indirect Management of Kindergardens in the same community and responsible their management. She joined the Department of Mathematics of the Faculty of Education at the University Camilo José Cela and conducting research into the development of thinking in Early Childhood Education. She is an expert in the area of mathematic reasoning and has lectured subjects such as: Development of mathematical thinking in Early Childhood Education, Education in its National and International context, Mathematics, The Curriculum in Early Childhood Education. She has also tutored students carrying out their Final Degree Projects. She has also researched into multiple Intelligences and their development in Education from the first years to Higher Education. In 2016, she participated in the IV International Conference of Research and Innovation in Infant and Primary Education. Her main lines of research are Development of logical mathematical thinking in Early Childhood Education; Acquisition and development of first language and additional as well as High Capacity, Talent and Creativity. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c2c153450ac2d1a7bd76/1546185536309/Cosmopolitanschool_web-20.jpg Team Profiles Isabel Morales Jareño Faculty of Education, Universidad Camilo José Cela She has been a teacher for more than 20 years and holds a PhD. in Education. She has long been teaching English to a great diversity of students in different fields at the University dealing with different aspects of the English language, both in the Faculty of Computer Engineering and the Faculty of Political Sciences of the Universidad Pontificia de Salamanca (1988-2007). She was particularly involved in teaching English for Specific Purposes (ESP) in the field of ICTs, and also Spanish for Specific Purposes (SSP) at the University of Economics in Bratislava (Slovak Republic) (1995-1996). Later, she started to teach at the Universidad Camilo Jose Cela (Villafranca del Castillo, Madrid), and it is now 9 years since she started to teach in the Faculty of Education both in the Master of International Education and Bilingualism, and in the Degree of Infant and Primary Education. She is passionate about EFL/ESL teaching in multicultural and multilingual environments matters such as Early Teaching of a Second Language, Reading and Writing in English and Games and Rhymes Workshop. She has also lectured in International Conferences such in AEDEAN, IBACS and HELAAS. She has also published in international Journals such as Women in Judaism: A Multidisciplinary Journal dealing with women spaces in literature. She is a Member of the research group, GRIMM on Multiculturalism, Multilingualism y Literature. She is also secretary and member of the Editorial Board of Verbeia (Journal of English and Spanish Studies), and also member of the editorial board of the Journal of Formative Design in Learning. She has been involved and collaborated in different International projects, such as Choice, Signs in the city, DigitalExtra, financed by the European Union as Grundtvig and Leonardo da Vinci programmes. She has also a long and extensive experience as a translator, backed up by several publications such as the translation of the Dictionary of Computing (Freedman, A. 1993) as well as text books and other materials related to Software Engineering and ICTs, Business for publishers such as McGraw-Hill and Prentice House among others. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5b75e55988251b26ed0d7c03/1546185536329/Screen+Shot+2018-08-16+at+15.48.06.png Team Profiles https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85ba56c8302506ea279f44/1546185536249/ Team Profiles Christina Domurath After studying for four years to become a State-Qualified Early-Years Educator in Celle, Germany, Tina worked in a Rehabilitation Center for children requiring additional support on Norderney, Germany. Following her aspirations to travel and live abroad, Tina relocated to Los Altos Hills, California in 2010 to work as an Au Pair for a Swedish-American family. In March, 2012, Tina transitioned back to Germany and has been working as a teacher at Berlin Cosmopolitan School where she led a group of children entirely from year one to preschool. Currently, Tina is a preschool teacher and preschool coordinator where she has the opportunity to lead colleagues with new and innovative initiatives grounded in best practice principles and trending early years research. As preschool coordinator, Tina is involved in organisational projects e.g. field trips, staff meetings, and various other duties. Organisation, team work, and communication are her strongest attributes which align well with the goals of the Erasmus partnership. Tina is excited to collaborate with international partners sharing a vision to promote early years best practices in regards to language acquisition and its implications on young children’s social and emotional development. For Tina it is imperative to cultivate a classroom that fosters socio-emotional development e.g. via classroom organisation, daily rituals and expectations. In this surrounding, Tina forms a natural bond with children and a trusting relationship parents, through which she creates a positive learning environment. Tina is sure that this will be an enriching experience for everybody involved and she is grateful to be part of this process. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85bbfc24a694eea51ef84c/1546185536261/Josephine+Fitzner+sq.jpeg Team Profiles Josephine Fitzner Josephine is a trained educator and has a University Degree in Management of Early Years Education. She has worked in various multicultural Kindergartens. Since May 2017, Josephine is working at Berlin Cosmopolitan School as a German teacher with toddlers. The content and actionable perspectives offered by this Erasmus project makes her heart beat with hopes to improve the quality of early childhood education and to develop an international-minded spirit, values and norms amongst the Erasmus team reaching beyond to early years educators within Europe and conceivably around the globe. Josephine has the strong belief that the contemporary and future-oriented expansion of educational processes and concepts requires the transfer of scientific knowledge into classrooms and with this project, Josephine believes that international networks to exchange methods, experiences and knowledge will be the key to long-term success. At the interface between theory and practice, this Erasmus project helps to create awareness, work aids and a better understanding of the educators role. Josephine enjoys the participation that this project grants her to work with diverse and like minded colleagues all sharing a common goal - enhancement of early years education with sensitivity and equal opportunities toward intercultural teacher/parent partnerships. She is excited about embracing the ongoing process of the Erasmus grant and looks forward to making a positive impact on early years education alongside the research team! https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c9cd208419202e9fb5483c3/1557678904856/123456789.jpg Team Profiles Kate Habben Kate received a Bachelor of Arts degree in philosophy from Western Illinois University in the United States before moving to Berlin in 2012. She came as an Au pair, but then found work as an English Kindergarten teacher in 2013 at various bilingual kindergartens before joining the BCS team in 2016 as a group teacher. Working with young children in a multicultural setting with many different languages available to them is special and unique, but building a bond with children in such a setting can be challenging. Providing materials to aide teachers and parents to navigate these waters successfully, allowing children to feel secure enough to grow and learn in multiple languages, makes this project worthwhile. She looks forward to working, learning, and creating with this diverse and international team. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85b85ae4966b516519dc54/1546185536224/Alex+Bloom+sq.jpeg Team Profiles Alexander Bloom The reason I am so excited for the Erasmus program is because teaching, to me, is not only the most worthwhile profession, but has also became my vocation. The practical implementation of my theoretical knowledge has guided me in my professional life to strive to teach based on research and experience, but also to challenge the status quo. I feel like the Erasmus research program is designed to draw upon accepted principles, but taking it a step further, disrupting the status quo to see how we can even better understand early childhood education in an international setting and help to create a curriculum that is tailored to children’s multilingual development. I studied at Wheaton College in Norton, Massachusetts, USA. I have a major in Psychology and Education with a focus on early childhood education for children ages 5-8. I moved to Berlin in October 2013 and started working at the Berlin Cosmopolitan School in January 2014. I started a year 1 group named the Crocodiles and have continued to do so. The children in my group are now 4 to 5 years old, next year we will all be in pre-school then they are off to school. I have been a coordinator of my year group for the past few years, organizing curriculum, talking to parents, and other tasks that may need to be carried out to make sure the 3 groups in this year group are running smoothly. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c43b9140b71180b91f9b/1546185536324/Heidi+Schuchenegg+sq.jpeg Team Profiles Heidi Schuchenegg I'm Heidi Schuchenegg from Finland. I work in I.C.E.C Play'n'Learn in Helsinki and have worked in the company for almost 4 years. My own group is Toddlers, but I'm also the bilingual teacher in our Meilahti branch teaching Finnish in all the groups from 2 to 6 year olds. I have worked with children for 11 years and have a degree in Early Childhood Education and Family Welfare. My hobbies include running, weight lifting, reading, travelling and everything arts and crafts related. I'm excited to be a part of this project and can't wait to start. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85b92653450a61af6eed28/1546261868132/Cosmopolitanschool_web-85.jpg Team Profiles Judith Canning https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c2460d929728847b9f71/1546185536296/pot_default.jpg Team Profiles Pilar Ester Mariñoso Doctor in Psychology with specialization in teaching and learning Mathematics in early childhood and Primary. MSC in guidance, education and vocational training. Primary teacher with a specialization in special educational needs. She is a Montessori guide and assistant. She is a collaborating researcher with University of Arizona and nowadays she is carrying out a research concerning how to solve modelling problems at kindergarten and primary education stages. She has been working in public and private schools for 20 years. Simultaneously, she has also worked at University of Zaragoza for the last 8 years. She is an Associate Professor in the Faculty of Education and Health at UCJC, training future teachers and instructing them in teaching and learning Maths, development of logic-mathematical reasoning. She is also a member of executive teams at Montessori school of Zaragoza. She is a very active person, and specially in loves outdoor activities such as mountain skiing. She feels love for a good book and travelling to know other people and different cultures. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c29871c10bd035de12c2/1546185536305/Isai+Menendez+sq.jpg Team Profiles Isai Menendez My name is Isai Menendez. I am from northern Spain but I moved to Finland in 2012. In February I will have been working in ICEC for 5 years, mostly with 4 year old children in an international environment. I believe that education is a very important tool in order to improve the society of tomorrow and that it should be focused on the interests of the children. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85bac20852295ae8d01a41/1546185536253/Cosmopolitanschool_web-25.jpg Team Profiles Katharina Ehrenfried Katharina loves the idea of creating books and materials teachers truly enjoy and want to read - they should be easy get useful help out of. She is passionate about professionalising the culture sensitive transition of Early Years Education for children. She has worked for over 10 years with internationally minded families at BCS. This experience has led hear to develop new ideas in the field of culturally diverse differentiation in partnership with parents and children. Katharina is the Head of BCS Kindergarden and Preschool. Katharina studied Cultural Science in Aesthetics and paedagogy and Managment of social institutions. She lived and worked in the USA, France; Colombia and UK. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85bf469140b71180b7981f/1546185536284/Carolin+Hermes+sq.jpeg Team Profiles Carolin Hermes Carolin sees this project as a chance to make a change and participate in an innovative and lasting collaboration of a diverse group of experts in order to contribute to research in the field of early years and in particular shed light into and improve the practice around settling ins in Kindergarten/Kita for bilingual children around the world. Carolin studied English studies and Education, worked as an integration assisent for disabled children, started at BCS as a Springer and now works full time as a group teacher with children age 1-2. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c9cedbbc83025caa5617b75/1557678904859/thumbnail_LRM_EXPORT_408519064379887_20190322_124855267.jpg Team Profiles Michael Habekost As a teacher, having a close bond with the children is integral to help them grow and being able to support them fully in their development. A strong child – teacher bond and the strengthening of socio-emotional competences is of utmost importance for a child's development. It is exciting to be part of this project, as I will be able to share my resources and knowledge as a pedagogue, do more research in this area and create material others may learn from. I did my B.A. in education science with focus on social pedagogy & -management at Friedrich-Schiller-University in Jena, Germany. When I moved to Berlin, I was trained as a pedagogical specialist for pre-schools. For over 4 years, I am working at Berlin Cosmopolitan School, taking care of children from age 1 to 7. In addition, I am occupying the position as Administrative Coordinator. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85b65cc8302506ea2674a7/1546185536219/Cosmopolitanschool_web-23.jpg Team Profiles Sharon Leigh Auri Sharon Auri is the Managing director of the International Childcare and Education Centre (ICEC). She is from England and came over to Finland 30 years ago and founded the company in 1989 with her husband Mikko Auri who is Finnish. Sharon is an Early years Educator qualified in England and has spent her career working in the multi cultural environment of the ICEC. The ICEC has 8 centres in the greater Helsinki area and over 400 children. There are around 40 different Nationalities represented by the families and staff at the ICEC. Many of the children she works with are bilingual and from very diverse family backgrounds over the years she has worked with teachers, parents and other professionals in some of the issues facing these families when living and working in Finland. In 1996 Sharon started the Early Years Educator programme (an early years teacher training programme). She became a qualified assessor of this qualification which is an English National Vocational Qualification (NVQ). This has grown and now the ICEC has become a registered centre for qualifying early years professionals. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c073085229ab09a71032/1546185536287/Cosmopolitanschool_web-21.jpg Team Profiles Zsuszanna Libertiny Zsuzsanna Libertiny, Executive Pedagogue of the Pikler Daycare Center, Pikler Trainer, completed her studies (M.Ed) of education at ELTE University Budapest and became closely acquainted with the Piklerian ideas with the birth of her first child (1994). An employee of the Pikler Institute in 2002, Libertiny was responsible for parent education and parent-child groups. She left Lóczy for a few years to work in Canada supporting newly immigrated parents with young children. After her return to the Lóczy team, she resumed her previous role, as well as joining the daycare center as part of the direction and the methodological team. Since 2009, Libertiny regularly participates as a lecturer both in Hungary and abroad. Her topics encompass the everyday work with children, the support for families, day-care centers. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a7073a2e2c4831f5bb4c3d8/1546185536241/Cosmopolitanschool_web-24.jpg Team Profiles Matt Carlyle As a young child in primary school, Matthew always knew that he wanted to become a teacher. Upon high school graduation, Matthew attended East Carolina University in Greenville, North Carolina where he completed his B.S. in Elementary Education and Reading Education and a Master of Arts in Education, with aspirations to become a Principal/Head of School. Matthew worked for three years as a public school teacher in Raleigh, North Carolina where he was an early years teacher followed by a career growth opportunity to work in educational leadership in both Raleigh, North Carolina and Orlando, Florida. He has now has been residing in Berlin, Germany as the Head of Kindergarten and Preschool for Berlin Cosmopolitan School since July, 2016. Matthew is beyond grateful to lead such a dynamic and diverse team of educators from all around the globe and to also be afforded the chance to serve such a diverse population of children with familial roots and ties to over 45 nations around the world. Matthew is extremely excited to be a part of the unique opportunity that this Erasmus grant provides for him to work alongside educational colleagues at BCS and with international partners to equip and empower internationally-minded and immersed teachers, parents and children in our forever changing and evolving world. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c49c24a6945156782dd4/1546185536326/Andrew+Watson+sq.jpg Team Profiles Andrew Watson My name is Andrew Watson. I am originally from Australia but I have been living in Finland since 2014. This is my 4th year working at ICEC and I work with five year old children of bilingual backgrounds. I have a passion for teaching children through dramatic play and storytelling and see these as the key to bridging language and cultural differences. I strive to make my classroom an environment where children feel confident and secure and have the opportunity to express themselves in a variety of creative ways. In my personal life I enjoy reading, tennis, travelling and swimming. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85c27324a6945156778bf4/1546185536301/Lillamarkus+sq.jpg Team Profiles Lilla Márkus Lilla Márkus is one of the Psychologists of Lóczy Foundation for Children, which supports the professional work of Pikler Daycare Center. She completed her M.A. in psychology at PPCU Budapest. At first she met with the Pikler method during her university studies, a few years later she became acquainted with the work of the Daycare Center, when she was attending a postgraduate training in Parent-Infant Relational Assessmment and Consultation. She joined the Pikler team in 2017 after she has been working as a kintergarden psychologist for 3 years. She participates in taking programmes for children and parents, and works in the current research programme of Pikler Research Team. Her own research and practical interest concerns the protective and risk factors in the development of early parent-infant relational and regulation patterns, and the treatment of regulation disorders of infancy and ealy childhood. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85b8b424a694eea51dfa64/1546185536230/ANGELES+BUENO.png Team Profiles Angeles Bueno Villaverde Professor at the University Camilo José Cela and counselor in the schools SEK-Atlántico and SEK-El Castillo. She holds a PhD and a Master in International Education and Bilingualism. She has done research in the field of education, emphasizing “ Study on the Educational Participation of Families and Students in the Centers of the Community of Madrid” financed by the School Board of the Community of Madrid, “Impact of cooperative learning in the inclusion of gifted students in the Community of Madrid” (Minitry of Education), “Theoretical and instructional bases of the Professional Didactic Campus” (University of Camilo José Cela), “Evaluation, assessment and differentiated teaching for gifted students” (Pryconsa Foundation), "Additional language teaching and learning in International Baccalaureate (IB) Primary Years Program schools" financed by the IB, the International Project "Giftedness and minorities: Problems and young people" funded by the Socrates National Agency (2002-04), participated in the Projects: Intervention Program aimed for high ability students (2011) financed by Pryconsa and “Creative Learning Method” in the field of Mathematics and Social Sciences in Primary Education (2010). She received an Award by the SEK institution for her "Counseling and Tutorial Plan" in 1998. She has supervised three Thesis “Analysis and Feasibility of Primary Years Programme Implementation” (Steffen, 2015) and “Training needs in the videogame sector” (Gonzalo Martínez, 2015) and “Case studies of managers of government teams in the Spanish university: Conditioning and leadership styles” (San Juan, 2017) https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85bed0f9619a9cfffbe9de/1546185536277/Cosmopolitanschool_web-82.jpg Team Profiles Marja Kemppainen Marja Kemppainen has an Early Years Educator qualification from Finland and has spent the last 24 years working at the International Childcare and Education Centre ( ICEC). She is the Deputy Managing Director and also works in the adult training department of the ICEC. Her specialty is working with children with special educational needs. Marja is bilingual in Finnish and English as she is Finnish by birth but grew up in London https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5a85b9fac8302506ea2783ab/1546185536245/Hilary+Carter+sq.jpg Team Profiles Hilary Carter I've spent my childhood growing up around the world, and have 'finally?!' chosen Finland to be my home after 10 years of living here in Helsinki. In addition to my Finnish kindergarten teacher qualification I have also trained and had experience in Steiner education, and have worked with underage asylum seekers. In my spare time I love spending time outdoors with my dog and enjoying the Finnish nature, and of course, I love to travel! https://iccc.group/case-studies-1 daily 0.75 2019-06-15 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd82c29652dea9d7c1151b3/1557778200470/Sofia.jpg Case Studies Sofia Non-verbal Communication and Sensory Aides Age: 26 months Home language: Spanish Additional language spoken: - Key words: transition times, siblings, nonverbal communication, picture schedule, timers, drop off https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f6010e2e72e38d7aa6c2/1557778200442/Kat14+Kopie.png Case Studies Rufus Culture of sleep Age: 20 months Home language: Finish Additional language spoken: - Key words: transition times, sleep, rituals https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd821b03081500001253b38/1557778200450/Junge%2Bin%2Bpink-lila%2BKleidung.jpg Case Studies Raffa Rainbow Families Age: 3 years and 6 months Home language: German, French Additional language spoken: Chinese Key Words: inclusion, rainbow families, adoption, diversity sensitive philosophy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a0e40b8a0456c72cd2f3e/1557778200447/Kat5+Kopie.png Case Studies Anahera Children with special needs and capabilities Age: 2 years and 4 months Home language: English and Maori Additional language spoken: - Key words: inclusion, disabilities, special needs, diversity sensitive philosophy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8218dec212dad33516647/1557778200459/Fola.jpg Case Studies Fola What is "diversity sensitive" pedagogy? Age: 5 years 2 months Home language: English, Kwa Additional language spoken: - Key Words: cultural identity, cultural differences, emotion based code switching https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8254753450a58456b4759/1557778200465/Kat9%2BKopie.jpg Case Studies Luca Language acquisition in a bilingual setting in children and metalinguistic awareness in children Age: 27 months Home language:German & Portuguese Additional language spoken: English Key Words: transition, focus, cultural differences, understanding, language acquisition https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f52e0e2e72e38d7a9dba/1557778200462/Kat3.png Case Studies Momo Language as a tool to strenghten the relationship with children Age: 36 months Home language: German and Korean Additional language spoken: - Key words: transition times, nonverbal communication, picture schedule, timers, drop off https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd82b2415fcc07f1e22afd8/1557778200467/Yanmei.jpg Case Studies Yanmei Emotion Based Code-Switching Age: 4 years 3 months Home language: Chinese Additional language spoken: English Key Words: Code-switching, cognitive control, emotional regulation, cultural frame switching, language hierarchy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f2e3cd836676a1a0025d/1557778200434/Kat12+Kopie.png Case Studies Rana What is Prosilience? Age: 3 years and 9 months Home language: English Additional language spoken: German Key Words: transition, focus, cultural differences, understanding, supporting prosilience https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f850c2241bc8b4e8f2ec/1557778200456/Kat4+Kopie.png Case Studies John Intercultural experiences: parent-educator partnership solutions Age: 38 months Home language: English Additional language spoken: German, French Key words: traditions, heritage, culture, sensitivity https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f75f0ebbe85745dd54f2/1557778200453/Kat10+Kopie.png Case Studies Arno Intercultural experiences and how they can lead to parent-educator challenges Age: 5 years and 8 months Home language: Arabic Additional language spoken: - Key words: integration, nonverbal communication, conflict, cultural differences https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a0fa1575d1f0c3181a781/1557778200437/Kat11+Kopie.png Case Studies Max Social - emotional competence Age: 22 months Home language: English Additional language spoken: Hebrew Key Words: social-emotional competence, self-efficacy, family structure https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f45788251b499672a0e3/1557778200439/Kat13+Kopie.png Case Studies Dominik Transitioning to an new caretaker of another culture or language at kindergarten Age: 3 years and 2 months Home language: Hungarian Additional language spoken: French Key words: settling in, bonding, relationship, multilingual, communication, diet https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd85dba9140b707fb70c142/1557778200472/Dina.jpg Case Studies Dina The Importance of Books Age: 6 years 5 months Home language: Swedish Additional language spoken: English & French Key words: children's literature, picture books, self-identity, multicultural literature, diversity https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28f6e9cd836676a1a02c39/1557778200445/Kat15+Kopie.png Case Studies Rita The importance of feeling understood Age: 5 years and 4 months Home language: Greek Additional language spoken: - Key words: gender, identity, oppositional behaviour, communication, counselling https://iccc.group/rana-1 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c28fa46f950b760dd504262/1546191425246/Kat12.png Rana Reflective Questions https://iccc.group/dominik-reflective-questions daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d0a915589a3ae000190f9cf/1560973968376/Kat13.jpg Dominik Reflective Questions https://iccc.group/rana-2 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2902418a922d1c5e9c1a39/1546191368577/Kat12.png Rana 2 https://iccc.group/the-concept-of-resilience daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d0a9590d4b76b0001ff14b3/1567933950911/Kat12.png The concept of Resilience https://iccc.group/rana-4 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29032a032be425c67d41a6/1546191368577/Kat12.png Rana 4 https://iccc.group/rana-5 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2903cf21c67c1430293632/1546191368577/Kat12.png Rana 5 https://iccc.group/rana-6 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29047f1ae6cf9b8846ba85/1546191368577/Kat12.png Rana 6 https://iccc.group/importance-of-prosilience daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c290509562fa795d8807d0a/1546191368577/Kat12.png Importance of Prosilience https://iccc.group/sources daily 0.75 2018-12-30 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29066b4ae2379d322547a4/1515678561443/Cosmopolitanschool_web-42.jpg Sources https://iccc.group/jimmy-1-1 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2916b21ae6cf9b88478345/1546196518682/Kat13.jpg Copy of Jimmy 1 https://iccc.group/what-are-the-different-settling-in-models daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c291bf4758d46566dfd4616/1546196518682/Kat13.jpg Copy of Copy of Jimmy 1 https://iccc.group/settling-in-a-group-of-children daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c291cf40e2e72e38d7c5e4a/1546196518682/Kat13.jpg Copy of Copy of Copy of Jimmy 1 https://iccc.group/practical-tip-when-it-comes-to-settling-in-a-new-international-group daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c291d7d032be425c67e6a3b/1546196518682/Kat13.jpg PRACTICAL TIP WHEN IT COMES TO SETTLING IN A NEW INTERNATIONAL GROUP https://iccc.group/during-the-settling-in daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c291dcfb8a0456c72c4e8e8/1546196518682/Kat13.jpg DURING THE SETTLING IN https://iccc.group/attention-when-communicating-with-parents daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c291f5103ce64cdbb3351c8/1557597636265/Kat13.jpg ATTENTION WHEN COMMUNICATING WITH PARENTS https://iccc.group/momo-reflective-questions daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c292a20c2241bc8b4eb340f/1546201713920/Kat3%2BKopie.jpg Momo Reflective Questions https://iccc.group/rufus-reflective-questions daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd70f3ab208fcf524cac370/1557598357523/Kat14.jpg Rufus Reflective Questions https://iccc.group/rita-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c293cd04fa51a03a8935416/1546206687455/Kat15.jpg Rita Reflective Questions https://iccc.group/feelin-understood daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c293fcb8985832b197857ec/1546206687455/Kat15.jpg Feeling understood https://iccc.group/what-makes-a-child-feel-understood daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29408ab8a0456c72c688e6/1546206687455/Kat15.jpg What makes a child feel understood https://iccc.group/how-can-we-show-understanding daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2940f770a6adae0b2786b9/1546206687455/Kat15.jpg How can we show understanding https://iccc.group/showing-understanding-by-our-actions daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29414388251b4996761b8f/1546206687455/Kat15.jpg SHOWING UNDERSTANDING BY OUR ACTIONS https://iccc.group/showing-understanding-by-facial-expression-and-gestures daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29418570a6adae0b278e14/1546206687455/Kat15.jpg SHOWING UNDERSTANDING BY FACIAL EXPRESSION AND GESTURES https://iccc.group/arno-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c294a902b6a28bef1a1d8b0/1546210141379/Kat10.jpg Arno Reflective Questions https://iccc.group/why-is-it-important-to-specifically-focus-on-the-transition-of-cultures daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c294bcff950b760dd53fb81/1546209949460/Kat10.jpg WHY IS IT IMPORTANT TO SPECIFICALLY FOCUS ON THE TRANSITION OF CULTURES? https://iccc.group/surface-culture daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c294d15c2241bc8b4ece3c9/1546209949460/Kat10.jpg Surface culture https://iccc.group/exploring-a-new-culture daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c294e4d8a922d1c5e9fac2b/1546209949460/Kat10.jpg exploring a new culture https://iccc.group/climate daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c294f73c2241bc8b4ecff5e/1546209949460/Kat10.jpg CLIMATE https://iccc.group/structure-of-life daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29503d2b6a28bef1a22914/1546209949460/Kat10.jpg STRUCTURE OF LIFE https://iccc.group/transitioning-to-another-routine daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2950a10e2e72e38d7ecd3f/1546209949460/Kat10.jpg TRANSITIONING TO ANOTHER ROUTINE https://iccc.group/language daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2951094ae2379d3228bf0c/1546209949460/Kat10.jpg LANGUAGE https://iccc.group/gender daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2951bc21c67c14302cd7a1/1546209949460/Kat10.jpg Gender https://iccc.group/skin-hair-color daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2952358985832b197932e5/1546209949460/Kat10.jpg SKIN & HAIR COLOR https://iccc.group/food daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2952914fa51a03a89456a8/1546209949460/Kat10.jpg FOOD https://iccc.group/smell-taste daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c295305562fa795d88412d3/1546209949460/Kat10.jpg SMELL & TASTE https://iccc.group/noise-level daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2953b44d7a9c2ebbf5da38/1546209949460/Kat10.jpg NOISE LEVEL https://iccc.group/care-situations daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2954086d2a73e6a9af488f/1546209949460/Kat10.jpg CARE SITUATIONS https://iccc.group/other-children daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2954541ae6cf9b884a6408/1546209949460/Kat10.jpg OTHER CHILDREN https://iccc.group/temperament-and-emotions daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2954b01ae6cf9b884a677b/1546209949460/Kat10.jpg TEMPERAMENT AND EMOTIONS https://iccc.group/ways-to-set-up-group-atmospheres-to-encourage-diversity daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2954fd8985832b197951ad/1546209949460/Kat10.jpg WAYS TO SET UP GROUP ATMOSPHERES TO ENCOURAGE DIVERSITY https://iccc.group/persona-doll daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29557e2b6a28bef1a25ee3/1546209949460/Kat10.jpg PERSONA DOLL https://iccc.group/john-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29f9ce8985832b197e9e8b/1546255322780/Kat4.jpg John Reflective Questions https://iccc.group/role-of-the-parents daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c29fc8df950b760dd59d645/1546255322780/Kat4.jpg Role of the Parents https://iccc.group/educators-as-a-facilitator-for-parent-kindergarten-partnership daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a00298a922d1c5ea57863/1546255322780/Kat4.jpg EDUCATORS AS A FACILITATOR FOR PARENT-KINDERGARTEN PARTNERSHIP https://iccc.group/before-starting-at-a-kindergarten daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a00a7aa4a995f08b37199/1546255322780/Kat4.jpg BEFORE STARTING AT A KINDERGARTEN https://iccc.group/what-helps-or-hinders-the-partnership daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a00fdaa4a995f08b3735e/1546255322780/Kat4.jpg WHAT HELPS OR HINDERS THE PARTNERSHIP? https://iccc.group/transparency daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a0179f950b760dd59f05f/1546255322780/Kat4.jpg transparency https://iccc.group/parenteducator-source-conflict-and-solution daily 0.75 2019-06-25 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a020d70a6adae0b2de9df/1546255322780/Kat4.jpg PARENT-EDUCATOR SOURCE, CONFLICT AND SOLUTION https://iccc.group/corporal-punishment daily 0.75 2019-05-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a02d76d2a73e6a9b4c94a/1546255322780/Kat4.jpg CORPORAL PUNISHMENT https://iccc.group/healthy-diet-and-overall-health daily 0.75 2019-05-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a03e51ae6cf9b884ff77c/1546255322780/Kat4.jpg HEALTHY DIET AND OVERALL HEALTH https://iccc.group/disagreement-with-ideologies daily 0.75 2019-05-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a045603ce64cdbb3b94a1/1546255322780/Kat4.jpg DISAGREEMENT WITH IDEOLOGIES https://iccc.group/poor-treatment-of-educator daily 0.75 2019-05-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a04ca40ec9ab2ea31cd5d/1546255322780/Kat4.jpg POOR TREATMENT OF EDUCATOR https://iccc.group/curriculum daily 0.75 2019-05-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5c2a05340ebbe85745e717b0/1546255322780/Kat4.jpg CURRICULUM https://iccc.group/risk-protective-factors daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd69d39a4222fa712cf7c5b/1546191368577/Kat12.png Risk & Protective Factors https://iccc.group/identify-and-work-on-potential-for-action daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6a316e79ca80001ce5bf9/1546191368577/Kat12.png IDENTIFY AND WORK ON POTENTIAL FOR ACTION https://iccc.group/practical-tips daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6a3928165f54f0d076fa4/1546191368577/Kat12.png PRACTICAL TIPS https://iccc.group/emotional-and-physical-environment daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6a43be4966b2f9be5d090/1546191368577/Kat12.png EMOTIONAL AND PHYSICAL ENVIRONMENT https://iccc.group/max-reflective-questions-2 daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d0a924b90b23d0001e793b8/1562002645070/Max Max Reflective Questions https://iccc.group/the-competent-child daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6ac58ee6eb006714f1349/1557572125212/Junge%2Bmit%2BPflaster.jpg THE COMPETENT CHILD https://iccc.group/participation-in-early-childhood-education daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6acfbfa0d600147b2ae29/1557572125212/Junge%2Bmit%2BPflaster.jpg PARTICIPATION IN EARLY CHILDHOOD EDUCATION https://iccc.group/how-educators-can-encourage-social-emotional-competence daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6adf01905f47358b32d00/1557572125212/Junge%2Bmit%2BPflaster.jpg HOW EDUCATORS CAN ENCOURAGE SOCIAL EMOTIONAL COMPETENCE https://iccc.group/educator-as-the-facilitator daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6ae8130815000011d2fe0/1562002693604/Max EDUCATOR AS THE FACILITATOR https://iccc.group/differences-and-similarities-between-parental-and-educational-love daily 0.75 2019-06-19 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd6b1019b747a78d83686a3/1546196518682/Kat13.jpg DIFFERENCES AND SIMILARITIES BETWEEN PARENTAL AND EDUCATIONAL LOVE https://iccc.group/cultural-sleep-habits daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd710957817f7021afd4300/1557598011915/Kat14.jpg CULTURAL SLEEP HABITS https://iccc.group/how-much-sleep-does-a-child-need daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd710ef7817f7021afd45a6/1557598011915/Kat14.jpg HOW MUCH SLEEP DOES A CHILD NEED? https://iccc.group/settling-in-and-sleep daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7116741920205735c8ba7/1557598011915/Kat14.jpg SETTLING IN AND SLEEP https://iccc.group/security-in-sleep daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd711de8165f54f0d0a09a5/1557598011915/Kat14.jpg SECURITY IN SLEEP https://iccc.group/napping-at-kindergarten daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7126af9619ad864f6fcf4/1557598011915/Kat14.jpg Napping at Kindergarten https://iccc.group/anahera-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd716e0f9619ad864f71b66/1560630724638/M%C3%A4dchen+mit+dunklen+Haaren.jpg Anahera Reflective Questions https://iccc.group/settling-in-phase-of-a-child-with-known-impairment daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7191253450a584565d871/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Settling in phase of a child with known impairment https://iccc.group/inclusion-in-a-diversity-sensitive-kindergarten daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71b364e17b6275634ae45/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Inclusion in a diversity sensitive kindergarten https://iccc.group/profile-of-diversity-sensitive-educators-in-the-sense-of-inclusion daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71bd5e4966b2f9be8a526/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg profile of diversity sensitive educators in the sense of inclusion https://iccc.group/diversitysensitive-inclusion daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71c14104c7b6ab9388777/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Diversity-sensitive inclusion https://iccc.group/reflection-with-team-parent-representatives-and-the-parent-body daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71d2330815000011fe64e/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Reflection with team, parent representatives, and the parent body https://iccc.group/parents daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71d648165f54f0d0a5b18/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg parents https://iccc.group/educators-as-an-educational-team daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71da0ec212dad334c29e1/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Educators as an educational team https://iccc.group/fostering-a-community-of-learners daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71dcf0d92975e0f39b68e/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Fostering a community of learners https://iccc.group/children-as-an-inclusive-group daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd71eacae45060001e24363/1557599988859/M%C3%A4dchen+mit+dunklen+Haaren.jpg Children as an inclusive group https://iccc.group/raffa-reflective-questions-1 daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7238e95d0ce000102de5f/1562003846406/raffa Raffa Reflective Questions https://iccc.group/what-is-a-rainbow-family daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd72473ee6eb00671520af0/1562003869183/raffa What is a Rainbow Family? https://iccc.group/childrens-development-self-awareness-and-biases daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd724fa4e17b6275634f7d0/1562003895095/raffa Children’s Development – self-awareness and biases https://iccc.group/encouraging-diversity-competency-in-a-kindergarten-setting daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7253715fcc07f1e1d7263/1562004027719/raffa Encouraging diversity competency in a kindergarten setting https://iccc.group/developing-diversity-competency daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd726fd15fcc07f1e1d7d63/1562003919704/raffa Developing diversity competency https://iccc.group/strategies-for-responding-to-prejudice-in-groups-of-children daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7279113d9b700018d5c99/1562004002151/raffa Strategies for responding to prejudice in groups of children https://iccc.group/how-to-support-rainbow-families-and-their-children-in-the-kindergarten-community daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd727d4ae45060001e28f7a/1562003959151/raffa How to support rainbow families and their children in the kindergarten community https://iccc.group/what-to-do-in-moments-of-frustration-or-confusion daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd72c477817f7021afe0f8e/1546209949460/Kat10.jpg What to do in moments of frustration or confusion https://iccc.group/family-dynamics daily 0.75 2019-06-20 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd72eb74e17b62756353f52/1546209949460/Kat10.jpg Family Dynamics https://iccc.group/glossary-prosilience daily 0.75 2019-12-07 https://iccc.group/glossary-translinguistic-competencies-and-cultural-identity daily 0.75 2019-12-07 https://iccc.group/sources-prosilience daily 0.75 2019-12-07 https://iccc.group/sources-translinguistic-competencies-and-cultural-identity daily 0.75 2019-12-07 https://iccc.group/thank-you daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da19bcb3dfd360e62054aec/1570903710813/Bild_15.jpg Acknowledgements - Acknowledgements https://iccc.group/further-reading daily 0.75 2019-07-03 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1cbbc58fd510000157dec7/1567938462091/Further+Reading.jpeg Further Reading - Further Reading https://iccc.group/conclusion daily 0.75 2019-07-01 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1a429db7b35a00019b531f/1567938421053/THIS+ONE%21.jpeg Conclusion - Conclusion https://iccc.group/educator daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19df91f5cd480001a52376/1567938058025/Bild_15.jpg Introduction - Settling Children Into a Multilingual Setting International Child-Centred Curriculum https://iccc.group/fola-reflective-questions daily 0.75 2020-03-22 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd7465d8165f54f0d0b830c/1557666983887/Fola.jpg Fola Reflective Questions https://iccc.group/luca-reflective-questions daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd831ca4192020573627a6d/1557672436792/Luca.jpg Luca Reflective Questions https://iccc.group/yanmei-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83970ae45060001e82a76/1557674466375/Yanmei.jpg Yanmei Reflective Questions https://iccc.group/sofia-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83bce308150000125dafe/1557675064821/Sofia.jpg Sofia Reflective Questions https://iccc.group/dina-reflective-questions daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd82d1613d9b7000192a344/1560631849156/Dina.jpg Dina Reflective Questions https://iccc.group/what-does-language-have-to-do-with-identity daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd81ca7419202057362027a/1557666879408/Fola.jpg What does language have to do with identity? https://iccc.group/cultural-identity-representation daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd81cf50d92975e0f3ede33/1557666879408/Fola.jpg Cultural Identity & Representation https://iccc.group/language-acquisition-in-early-childhood-and-the-effects-on-a-childs-sense-of-self daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd81e4a9b747a78d83e60be/1557666879408/Fola.jpg LANGUAGE ACQUISITION IN EARLY CHILDHOOD AND THE EFFECTS ON A CHILD‘S SENSE OF SELF https://iccc.group/multilingualism-and-the-different-facets-of-a-childs-personal-story daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd81e94104c7b6ab93dc830/1557666879408/Fola.jpg MULTILINGUALISM AND THE DIFFERENT FACETS OF A CHILD’S PERSONAL STORY https://iccc.group/language-identity-and-belonging daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8207c7817f7021a02dca4/1557666879408/Fola.jpg Language, identity and belonging https://iccc.group/how-to-nurture-a-relationship-through-the-conscious-use-of-language daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd823f46e9a7f57d779a29f/1546201713920/Kat3%2BKopie.jpg HOW TO NURTURE A RELATIONSHIP THROUGH THE CONSCIOUS USE OF LANGUAGE https://iccc.group/the-tone-pace-and-intention-of-language-and-how-it-affects-the-child daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd82440f9619ad864fc952d/1546201713920/Kat3%2BKopie.jpg THE TONE, PACE AND INTENTION OF LANGUAGE AND HOW IT AFFECTS THE CHILD https://iccc.group/an-everyday-situation-for-a-child-at-kindergarten-involves1 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd831f4e79c70f3242629d0/1557672408714/Luca.jpg An everyday situation for a child (at kindergarten) involves https://iccc.group/first-language-acquisition-in-milestones daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83258fa0d600147bb2841/1557672408714/Luca.jpg First language acquisition in milestones: https://iccc.group/first-language-second-language-foreign-language-and-monolingualism-bilingualism-multilingualism daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8330aeb393159ba9c38e6/1557672408714/Luca.jpg First language, second language, foreign language and monolingualism, bilingualism, multilingualism https://iccc.group/how-exactly-does-luca-acquire-language-at-this-early-age daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8336915fcc07f1e22df48/1557672408714/Luca.jpg How exactly does Luca acquire language at this early age? https://iccc.group/incidental-learning daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd834187817f7021a034c1f/1557672408714/Luca.jpg Incidental learning https://iccc.group/understanding-a-childs-language-behaviour-lucas-language-performance-vs-language-competence daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8348af1d94300015056c2/1557672408714/Luca.jpg Understanding a child’s language behaviour: Luca’s language performance vs. language competence https://iccc.group/language-transfer-or-code-switching-as-a-part-of-learning-a-new-language daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd834fef9619ad864fcf9fa/1557672408714/Luca.jpg Language transfer or code-switching as a part of learning a new language https://iccc.group/social-interactional-approach-intrapsychological-processes-in-the-child-learning-language-through-social-interaction-and-what-it-means-for-the-educator daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83551f4e1fcc9bbe49802/1557672408714/Luca.jpg Social interactional approach https://iccc.group/metalinguistic-awareness-in-monolingual-bilingual-and-multilingual-children daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83781b208fcf524d0f601/1557672408714/Luca.jpg Metalinguistic Awareness in Monolingual, Bilingual, and Multilingual Children https://iccc.group/examples-of-awareness-in-monolingual-children daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd837b7f1d9430001506cee/1557672408714/Luca.jpg Examples of Awareness in Monolingual Children https://iccc.group/metalinguistic-awareness-potential-problems-and-solutions daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83858ec212dad3351ea03/1557672408714/Luca.jpg Metalinguistic awareness: potential problems and solutions https://iccc.group/2-metalinguistic-awareness-potential-problems-and-solutions daily 0.75 2020-03-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd838e09140b707fb6fc758/1557672408714/Luca.jpg 2 Metalinguistic awareness: potential problems and solutions https://iccc.group/what-is-codeswitching daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83a2ab208fcf524d10636/1557674466375/Yanmei.jpg What is Code-Switching? https://iccc.group/the-links-between-codeswitching-and-emotions daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83a7aa74d870001c0ae00/1557674466375/Yanmei.jpg The links between code-switching and emotions https://iccc.group/language-attitudes-and-language-hierarchy daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83b337398a700018af351/1557674466375/Yanmei.jpg Language Attitudes and Language Hierarchy https://iccc.group/what-is-non-verbal-communication daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83c38f1d9430001508955/1557674963341/Sofia.jpg What is Non-verbal Communication? https://iccc.group/non-verbal-communication-in-multilingual-settings daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83d2213d9b700019307ee/1557675064821/Sofia.jpg Non-verbal Communication in Multilingual Settings  https://iccc.group/finding-a-developmentally-appropriate-approach daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd83fac24a6940af3538704/1557675064821/Sofia.jpg Finding a Developmentally Appropriate Approach https://iccc.group/what-happens-without-communication daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8405ee79c70f324268e8b/1557675064821/Sofia.jpg What Happens Without Communication? https://iccc.group/making-use-of-sensory-aides daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd840b14785d327ef69e2a1/1557675064821/Sofia.jpg Making Use of Sensory Aides  https://iccc.group/visual-aides daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd841d49140b707fb70028a/1557675064821/Sofia.jpg Visual aides https://iccc.group/tactile-aides daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8424e4785d327ef69ed86/1557675064821/Sofia.jpg Tactile aides https://iccc.group/mirrors-windows-and-sliding-glass-doors daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8434a06807400013aa4f6/1557676790485/Dina.jpg Mirrors, windows and sliding glass doors https://iccc.group/mirror-neurons-the-importance-of-books daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd845263081500001261a72/1557676790485/Dina.jpg Mirror Neurons & the importance of books https://iccc.group/childrens-literature daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd845d1a4222fa712d8a95a/1557676790485/Dina.jpg Children`s Literature https://iccc.group/counteract-intersectionality-through-diversity-sensitive-pedagogy daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd8461e971a184bd00a7b35/1557676790485/Dina.jpg Counteract Intersectionality through diversity sensitive pedagogy https://iccc.group/team-profiles-iccc daily 0.75 2020-01-18 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c9e1ab9f4000001490a33/1562156584554/P7032770-2.jpg Team Profiles Jessica Moreno Pizarro Professor at the University Camilo José Cela. She has a Master in Secondary Education in the specialty of Educational Orientacion. She got her undergraduate degree in Early Childhood Education and also graduated in Psychopedagogy. She began her professional teaching and research career in Lausanne (Switzerland) as a collaborator and teacher of early childhood education in a nursery school financed by Spanish funds in 2008. She worked and took part of different projects in a Kindergarden in the Autonomous Community of Madrid, concerned with Indirect Management of Kindergardens in the same community and responsible their management. She joined the Department of Mathematics of the Faculty of Education at the University Camilo José Cela and conducting research into the development of thinking in Early Childhood Education. She is an expert in the area of mathematic reasoning and has lectured subjects such as: Development of mathematical thinking in Early Childhood Education, Education in its National and International context, Mathematics, The Curriculum in Early Childhood Education. She has also tutored students carrying out their Final Degree Projects. She has also researched into multiple Intelligences and their development in Education from the first years to Higher Education. In 2016, she participated in the IV International Conference of Research and Innovation in Infant and Primary Education. Her main lines of research are Development of logical mathematical thinking in Early Childhood Education; Acquisition and development of first language and additional as well as High Capacity, Talent and Creativity. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c54cecd79fe00013aa0bf/1562137811970/Cosmopolitanschool_web-253.jpg Team Profiles Katharina Ehrenfried Katharina is the Head of BCS Kindergarten & Preschool. Katharina holds an university degree in Cultural & Educational Science (University of Hildesheim) and Management of Social Institution (Berlin). She is also a trained Systemic Educational Life Coach. She lived and worked in the USA, France, Colombia and UK. Katharina worked in kindergartens, public schools, Montessori and Waldorf Schools with children with additional needs and capabilities, elderly people, adults as well as juveniles. Katharina loves the idea of creating books and materials teachers truly enjoy and want to read - they should be easy get useful help out of. She is passionate about professionalising the diversity sensitive approach in Early Years Education. She has worked for over 13 years with internationally minded families at BCS. This experience has led hear to develop new ideas in the field of diversity sensitive differentiation in partnership with parents and children. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c53c8cd79fe00013a9733/1562137550901/Julia%2BMariacher%2Bsq.jpg Team Profiles Julia Mariacher Julia has a Bachelor of Arts in Psychology from the University at Buffalo in New York and has recently completed a Masters degree in Childhood Studies and Children's Rights at the Freie Universität in Berlin, Germany. She has previously worked in the United States as a 1:1 aide for children with Autism and is currently an Early Years English teacher at Berlin Cosmopolitan School. Julia is passionate about helping to foster learning environments in which every child’s individual needs and desires are met. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1cba35f6791500016c1ce6/1562163781305/P7032773.jpg Team Profiles Isabel Morales Jareño Faculty of Education, Universidad Camilo José Cela She has been a teacher for more than 20 years and holds a PhD. in Education. She has long been teaching English to a great diversity of students in different fields at the University dealing with different aspects of the English language, both in the Faculty of Computer Engineering and the Faculty of Political Sciences of the Universidad Pontificia de Salamanca (1988-2007). She was particularly involved in teaching English for Specific Purposes (ESP) in the field of ICTs, and also Spanish for Specific Purposes (SSP) at the University of Economics in Bratislava (Slovak Republic) (1995-1996). Later, she started to teach at the Universidad Camilo Jose Cela (Villafranca del Castillo, Madrid), and it is now 9 years since she started to teach in the Faculty of Education both in the Master of International Education and Bilingualism, and in the Degree of Infant and Primary Education. She is passionate about EFL/ESL teaching in multicultural and multilingual environments matters such as Early Teaching of a Second Language, Reading and Writing in English and Games and Rhymes Workshop. She has also lectured in International Conferences such in AEDEAN, IBACS and HELAAS. She has also published in international Journals such as Women in Judaism: A Multidisciplinary Journal dealing with women spaces in literature. She is a Member of the research group, GRIMM on Multiculturalism, Multilingualism y Literature. She is also secretary and member of the Editorial Board of Verbeia (Journal of English and Spanish Studies), and also member of the editorial board of the Journal of Formative Design in Learning. She has been involved and collaborated in different International projects, such as Choice, Signs in the city, DigitalExtra, financed by the European Union as Grundtvig and Leonardo da Vinci programmes. She has also a long and extensive experience as a translator, backed up by several publications such as the translation of the Dictionary of Computing (Freedman, A. 1993) as well as text books and other materials related to Software Engineering and ICTs, Business for publishers such as McGraw-Hill and Prentice House among others. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c9c820cf3ea0001d272a6/1562156177170/P7032771.jpg Team Profiles Sharon Leigh Auri Sharon Auri is the Managing director of the International Childcare and Education Centre (ICEC). She is from England and came over to Finland 30 years ago and founded the company in 1989 with her husband Mikko Auri who is Finnish. Sharon is an Early years Educator qualified in England and has spent her career working in the multi cultural environment of the ICEC. The ICEC has 8 centres in the greater Helsinki area and over 400 children. There are around 40 different Nationalities represented by the families and staff at the ICEC. Many of the children she works with are bilingual and from very diverse family backgrounds over the years she has worked with teachers, parents and other professionals in some of the issues facing these families when living and working in Finland. In 1996 Sharon started the Early Years Educator programme (an early years teacher training programme). She became a qualified assessor of this qualification which is an English National Vocational Qualification (NVQ). This has grown and now the ICEC has become a registered centre for qualifying early years professionals. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d19de7c11a9570001f55a67/1562003307360/P6292336.jpg Team Profiles Heidi Schuchenegg Heidi Schuchenegg is an educator from Finland. She has worked in ICEC Play ’n’ Learn since 2013 as a key teacher. Heidi’s own group is toddlers, but she is also the bilingual teacher in ICEC’s Meilahti branch working with all the groups from 2-6 years old. Heidi has worked with children since 2006. She has a degree in Early Childhood Education and Family Welfare. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5dbd4fd50ba1c504ec7e1b1b/1572687835764/OI000033.jpg Team Profiles Matt Carlyle As a young child in primary school, Matthew always knew that he wanted to become a teacher. Upon high school graduation, Matthew attended East Carolina University in Greenville, North Carolina where he completed his B.S. in Elementary Education and Reading Education and a Master of Arts in Education, with aspirations to become a Principal/Head of School. Matthew worked for three years as a public school teacher in Raleigh, North Carolina where he was an early years teacher followed by a career growth opportunity to work in educational leadership in both Raleigh, North Carolina and Orlando, Florida. He has now has been residing in Berlin, Germany as the Head of Kindergarten and Preschool for Berlin Cosmopolitan School since July, 2016. Matthew is beyond grateful to lead such a dynamic and diverse team of educators from all around the globe and to also be afforded the chance to serve such a diverse population of children with familial roots and ties to over 45 nations around the world. Matthew is extremely excited to be a part of the unique opportunity that this Erasmus grant provides for him to work alongside educational colleagues at BCS and with international partners to equip and empower internationally-minded and immersed teachers, parents and children in our forever changing and evolving world. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd84b38104c7b6ab93ed5b2/1562003219845/MIRIAM+FERNA%E2%95%A0%C3%BCNDEZ-PACHECO+LAGUNA+sq.jpg Team Profiles Miriam Fernández-Pacheco Laguna Miriam is a dedicated, outgoing and self-motivated person who came to Finland to work in a bilingual kindergarten due to being granted with a Leonardo da Vinci scholarship. She holds Bachelor degrees in Primary Education Teaching and Preschool Education teaching from the Faculty of Education in Ciudad Real, Spain. She has been working as a kindergarten teacher at I.C.E.C Helsinki for four years. During that time she has achieved certain personal objectives, for instance, she acquired the Certificate in Advanced English (CAE) by University of Cambridge and completed a Jolly Phonics teaching program course. All her working experience comprehends children from different age groups, involving a variety of professions such as youth activities monitor and private lessons teacher amongst others. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1ddd2999ed3b00013453d5/1562238255213/LRM_EXPORT_411984449892120_20190704_125622972.jpeg Team Profiles Angeles Bueno Villaverde Professor at the University Camilo José Cela and counselor in the schools SEK-Atlántico and SEK-El Castillo. She holds a PhD and a Master in International Education and Bilingualism. She has done research in the field of education, emphasizing “ Study on the Educational Participation of Families and Students in the Centers of the Community of Madrid” financed by the School Board of the Community of Madrid, “Impact of cooperative learning in the inclusion of gifted students in the Community of Madrid” (Minitry of Education), “Theoretical and instructional bases of the Professional Didactic Campus” (University of Camilo José Cela), “Evaluation, assessment and differentiated teaching for gifted students” (Pryconsa Foundation), "Additional language teaching and learning in International Baccalaureate (IB) Primary Years Program schools" financed by the IB, the International Project "Giftedness and minorities: Problems and young people" funded by the Socrates National Agency (2002-04), participated in the Projects: Intervention Program aimed for high ability students (2011) financed by Pryconsa and “Creative Learning Method” in the field of Mathematics and Social Sciences in Primary Education (2010). She received an Award by the SEK institution for her "Counseling and Tutorial Plan" in 1998. She has supervised three Thesis “Analysis and Feasibility of Primary Years Programme Implementation” (Steffen, 2015) and “Training needs in the videogame sector” (Gonzalo Martínez, 2015) and “Case studies of managers of government teams in the Spanish university: Conditioning and leadership styles” (San Juan, 2017) https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1de259345aa60001cfb249/1562239587016/LRM_EXPORT_412599383719525_20190704_132342926.jpeg Team Profiles Hilary Carter Hilary Collard spent her childhood traveling around the world, her passion for education and nature finally leading her to settle in Finland. She has a Human Geography degree from the United Kingdom, and a Kindergarten Teacher degree from Finland, with certificates in Steiner Waldorf education. After over 10 years experience in childcare she now manages at the International Childcare and Education Centre in Herttoniemi. In her spare time she enjoys spending time with her dogs and continues to travel, exploring new countries and cultures. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1ccb3acfb06c00010cc164/1562168147062/P7032781.jpg Team Profiles Kate Habben Kate received an undergraduate degree in philosophy from Western Illinois University in the United States before moving to Berlin. She is currently working towards a masters degree in Social Policy and Practice with a focus on Early Childhood policy from Trinity College Dublin. She joined the Berlin Cosmopolitan School Kindergarten team in 2016 as a group teacher. Working with young children in a multicultural setting with many different languages available to them is special and unique, but building a bond with children in such a setting can be challenging. Providing materials to aide teachers and parents to navigate these waters successfully, allowing children to feel secure enough to grow and learn in multiple languages, makes this project worthwhile. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c519cb9f400000145a6de/1562137002899/LRM_EXPORT_364536790376444_20190703_083731972.jpg Team Profiles - Alexander bloom Alexander Bloom Teaching, to Alex, is not only the most worthwhile profession, but has also became his vocation. The practical implementation of his theoretical knowledge has guided him in his professional life to strive to teach based on research and experience, and also to challenge the existing conditions. He feels like the Erasmus research program is designed to draw upon accepted principles, but taking it a step further, disrupting the status quo to see how we can even better understand early childhood education in an international setting and help to create a curriculum that is tailored to children’s multilingual development. Alex studied at Wheaton College in Norton, Massachusetts, USA. He has a major in Psychology and Education with a focus on early childhood education for children ages 5-8. Alex moved to Berlin in October 2013 and started working at the Berlin Cosmopolitan School in January 2014. He works as a group teacher for children ages 1 to 6 as well as being the year group coordinator, here he organizes curriculum, talks to parents, and other tasks that may need to be carried out to make sure the groups in his year group are running smoothly. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1cca54ce90b200016c6792/1562167950189/P7032778.jpg Team Profiles Michael Habekost As a teacher, having a close bond with the children is integral to help them grow and being able to support them fully in their development. A strong child – teacher bond and the strengthening of socio-emotional competences is of utmost importance for a child's development. For Michael it is exciting to be part of this project, as he is able to share his resources and knowledge as a pedagogue, through research in the educational field and create material others may learn from. Michael did his B.A. in education science with focus on social pedagogy & -management at Friedrich-Schiller-University in Jena, Germany. After moving to Berlin, he was trained as a pedagogical specialist for pre-schools. Since 2013, he is working at Berlin Cosmopolitan School, taking care of children from age 1 to 7. In addition, he is occupying the position as Administrative Coordinator. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1ca4d50cf4c30001880097/1562158343579/P7032762.jpg Team Profiles Nora’s mom was a caregiver in the Pikler Infants’ Home back in the 1980’s, so she and her siblings were raised based on the Pikler ideologies. It felt like it was her path to work in the Pikler Environment. She started to work in the Pikler House (the so called ’Lóczy’) right after she graduated high school. Nora studied, trained, worked there for a year (both in the Infants’ Home and the Daycare Center), then left the institute and studied sociology at ELTE University Budapest. In 2015, she returned and started to work in the Daycare Center as a caregiver. In 2017, her daughter was born which inspired her to lead parent-child groups, and help in the coordination of workhsops for parents. Nora has found that she loves to work with parents. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c54217f15390001cceb91/1562137638212/Cosmopolitanschool_web-82.jpg Team Profiles Marja Kemppainen Marja Kemppainen has an Early Years Educator qualification from Finland and has spent the last 24 years working at the International Childcare and Education Centre ( ICEC). She is the Deputy Managing Director and also works in the adult training department of the ICEC. Her specialty is working with children with special educational needs. Marja is bilingual in Finnish and English as she is Finnish by birth but grew up in London https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c539b38eaff0001eed8fd/1562137505531/Cosmopolitanschool_web-211.jpg Team Profiles Zsuszanna Libertiny Zsuzsanna Libertiny, Executive Pedagogue of the Pikler Daycare Center, Pikler Trainer, completed her studies (M.Ed) of education at ELTE University Budapest and became closely acquainted with the Piklerian ideas with the birth of her first child (1994). An employee of the Pikler Institute in 2002, Libertiny was responsible for parent education and parent-child groups. She left Lóczy for a few years to work in Canada supporting newly immigrated parents with young children. After her return to the Lóczy team, she resumed her previous role, as well as joining the daycare center as part of the direction and the methodological team. Since 2009, Libertiny regularly participates as a lecturer both in Hungary and abroad. Her topics encompass the everyday work with children, the support for families, day-care centers. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd84b38104c7b6ab93ed5cc/1562003296184/Mihaela+Nyysso%E2%95%A0%C3%AAnen+sq.jpg Team Profiles Mihaela Nyyssönen Mihaela Nyyssönen has a Bachelor’s degree in Romanian philology from the University of Bucharest and a Bachelor’s degree in Social Services from Metropolia University of Applied Sciences, Finland. She has worked as kindergarten teacher for 4 years in Romania and for over 11 years in Finland, in ICEC. For the past 4 years, Mihaela has also been a coordinator for a Romanian language playgroup in Helsinki. During this time, she planned and implemented activities, events and workshops for preschool age children and their families. To Mihaela, the most rewarding part of her work is being able to be a part of a multicultural environment, which enriches her on a personal and professional level. Working with bilingual children and their families is her main area of expertise, where she brings a socio-pedagogical approach. She truly believes that working in close partnership with the parents and teaching according to the children’s interests are the keys to a successful early childhood upbringing. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c53f0cd79fe00013a983c/1562137592444/Lauren%2BPiper%2Bsq.jpg Team Profiles Lauren Piper Lauren recently joined the BCS team and was very excited to learn that she could further her own education and development as an early childhood educator through this project. Lauren is constantly striving to improve herself as a teacher and question methodology and pedagogy when working towards young children. It is an amazing opportunity to be involved in helping to better the settling in process of young children in multi-lingual settings. In New York City, Lauren received a Masters Degree in Early Childhood Special Education and taught in early childhood, Reggio Emilia-inspired schools for eight years. In undergraduate school, Lauren studied writing, literature and publishing with a minor in American Sign Language and Music. Lauren now works as a collaborate teacher in a two-year-old classroom at BCS and can't wait to learn and grow more with both this school as well as this project. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c575a2646e800010945b2/1562138481380/P5311161.jpg Team Profiles Carolin Hermes Carolin sees this project as a chance to make a change and participate in an innovative and lasting collaboration of a diverse group of experts in order to contribute to research in the field of early years and in particular shed light into and improve the practice around settling ins in Kindergarten/Kita for bilingual children around the world. Carolin studied English studies and Education, worked as an integration assisent for disabled children, started at BCS as a support teacher with children age 1-7. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c51e8623a130001057256/1562137076262/LRM_EXPORT_364539782631430_20190703_083734965.jpg Team Profiles Andrew Watson is originally from Australia but has been living in Finland and working at ICEC since 2014. He has a passion for teaching children through dramatic play and storytelling and see these as the key to bridging language and cultural differences. He strives to make his classroom an environment where children feel confident and secure and have the opportunity to express themselves in a variety of creative ways. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1ca562429273000150b076/1579355035075/P7032764.jpg Team Profiles Szidonia graduated as a Teacher of English as a Second/Foreign Language and has held various teaching and translating positions before her daughters were born in 2012 and 2017. She got acquainted with the Pikler Approach to Early Childcare as a new mom, while living in the UK with her family. She joined the Pikler House Team upon her moving back to her home country in 2018. She is a facilitator in Pikler Parent and Child groups, runs the Pikler Online Store and manages the Pikler House website, among other things. She finds it greatly rewarding to work with children aged 0-3 years and at the same time actively participate in spreading the word about the truly respectful way of caring for infants and small children that the Pikler Approach is. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1cb9d3cfb06c00010af85d/1562163679448/P7032772.jpg Team Profiles Pilar Ester Mariñoso Doctor in Psychology with specialization in teaching and learning Mathematics in early childhood and Primary. MSC in guidance, education and vocational training. Primary teacher with a specialization in special educational needs. She is a Montessori guide and assistant. She is a collaborating researcher with University of Arizona and nowadays she is carrying out a research concerning how to solve modelling problems at kindergarten and primary education stages. She has been working in public and private schools for 20 years. Simultaneously, she has also worked at University of Zaragoza for the last 8 years. She is an Associate Professor in the Faculty of Education and Health at UCJC, training future teachers and instructing them in teaching and learning Maths, development of logic-mathematical reasoning. She is also a member of executive teams at Montessori school of Zaragoza. She is a very active person, and specially in loves outdoor activities such as mountain skiing. She feels love for a good book and travelling to know other people and different cultures. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1c9e9c0cf4c3000187a37b/1562156712618/P7032766.jpg Team Profiles Lilla Márkus Lilla Márkus is one of the Psychologists of Lóczy Foundation for Children, which supports the professional work of Pikler Daycare Center. She completed her M.A. in psychology at PPCU Budapest. At first she met with the Pikler method during her university studies, a few years later she became acquainted with the work of the Daycare Center, when she was attending a postgraduate training in Parent-Infant Relational Assessmment and Consultation. She joined the Pikler team in 2017 after she has been working as a kintergarden psychologist for 3 years. She participates in taking programmes for children and parents, and works in the current research programme of Pikler Research Team. Her own research and practical interest concerns the protective and risk factors in the development of early parent-infant relational and regulation patterns, and the treatment of regulation disorders of infancy and ealy childhood. https://iccc.group/case-studies-for-families daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b77d/1546188322810/Kat14+Kopie.png Case Studies for Families Rufus Culture of sleep Rufus is in the process of settling into kindergarten and may stay for the first time in his new group tomorrow. Rufus’s dad is worried because Rufus has always before only fallen asleep either in his parents' arms or in the stroller. He knows that Rufus will have a bed in the kindergarten and will sleep with many children together. Rufus's father is worried that his child will not fall asleep unless he is being rocked, or that no one will be able to be close to him if/when Rufus needs physical contact. Age: 20 months Home language: Finish Additional language spoken: - Key words: transition times, sleep, rituals https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b785/1546188663874/Kat10+Kopie.png Case Studies for Families Arno Intercultural experiences and how they can lead to parent-educator challenges Arno has recently enrolled at an English-speaking kindergarten. It has quickly become apparent that integration is going to be difficult for him and his family. Arno’s family are refugees, having fled from a war zone where he and his mother both suffered traumatic experiences. The family language is Arabic, and they have very little understanding of English. This has made communication in the kindergarten almost impossible. After joining the group, Arno soon began exhibiting aggression towards both his educators as well as the other children. Sharing is often a problem for Arno and his solution to conflict has been to hit others. His educators have reached out to his parents in hopes to address his physical aggression. However, limited means of communication has impacted the parental partnership and bringing up this sensitive topic has now caused Arno’s parents to become defensive. Age: 5 years and 8 months Home language: Arabic Additional language spoken: - Key words: integration, nonverbal communication, conflict, cultural differences https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b78d/1557669198257/Kat9%2BKopie.jpg Case Studies for Families Luca Language acquisition in a bilingual setting in children and metalinguistic awareness in children Luca is born into a German/ Portuguese family, her dad speaks German and her mum speaks Portuguese. (mono, bili, multili) Luca started at a German-English kindergarten when she was about one year old. (FLA (First Language Acquisition); SLA (Second Language Acquisition); time of acquisition) Luca is exposed to German at home with her dad, to Portuguese at home with her mum as well as with her babysitter who she has bonded with, to German and English at kindergarten with educators and peers (comprehensible input). Luca is two years old now and her language development is constantly progressing in all languages mentioned before. She understands a lot that is being said to her and she starts to respond more by expressing herself verbally (performance vs. competence). The language she uses to communicate her interests and needs (at kindergarten) is not yet clear to identify most of the times. It seems like Luca choses German over English in many situations and seems to use German as her main language of communication at kindergarten. (FLA; SLA, status of a language, success of language acquisition). She tries to use English when interacting with the English educator or English speaking children which oftentimes is not clear to understand and sounds like a mix of English and Portuguese (language transfer). Age: 27 months Home language:German & Portuguese Additional language spoken: English Key Words: transition, focus, cultural differences, understanding, language acquisition https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b777/1546187677754/Kat12+Kopie.png Case Studies for Families Rana What is Prosilience? Rana is almost 4 years old and has recently moved from another continent and started at a new kindergarten where she is able to speak and understand the main language. The group has two female educators with soft and gentle voices. Rana’s behaviour at the kindergarten shows that she is often unable to focus in circle activities and seems to experience difficulty initiating or joining in a play activity in both structured and unstructured play settings. There was once a situation where an educator made a sudden movement next to Rana’s head and her response was to quickly cover herself with her arms. On another day, when a male support educator was helping in the group and spoke with a loud and clear voice, it was easier for Rana to follow directions. Age: 3 years and 9 months Home language: English Additional language spoken: German Key Words: transition, focus, cultural differences, understanding, supporting prosilience https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b78b/1546188137424/Kat3.png Case Studies for Families Momo Language as a tool to strenghten the relationship with children Momo is a child born to a German father and a Korean mother. He seems to be able to hear well but does not speak. Momo could possibly have a mental disability which is not diagnosed. At kindergarten, Momo has troubles connecting with other people. He plays by himself, avoids other children and his teachers most of the times. Momo appears to feel uncomfortable in the new setting after starting daycare at a new kindergarten. The languages spoken at home are German and Korean. Momo speaks none of the languages yet and communicates only with sounds in rare occasions at kindergarten. His overall body language is very silent and makes it seem like he is trying to hide and not be seen. His parents have not communicated any worries about Momo to the teachers. Age: 36 months Home language: German and Korean Additional language spoken: - Key words: transition times, nonverbal communication, picture schedule, timers, drop off https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b789/1557668249174/Fola.jpg Case Studies for Families Fola Fola is a girl who was born in Massachusetts, United States, to Ghanaian parents and grows up in America and the UK. She now goes to kindergarten in London. Fola speaks English with an American accent, starts adopting British words and speaks a variant of the Kwa language with her parents. Fola seems to take on different facets or attitudes whenever she speaks one of the languages mentioned. Fola choses the Kwa language to speak with her parents at home and at family gatherings. She starts speaking more with a British accent but switches to an American accent whenever she gets excited or upset. Sometimes the other children make fun of how Fola pronounces certain words. Age: 5 years 2 months Home language: English, Kwa Additional language spoken: - Key Words: cultural identity, cultural differences, emotion based code switchingy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b77f/1546188545326/Kat15+Kopie.png Case Studies for Families Rita The importance of feeling understood Rita was born biologically female and identifies as a boy. He first began to exhibit signs of gender oppositional behaviour when he was 2 and a half years old. Although Rita’s parents are very loving and appear to want what’s best for him, their approach to gender is very traditional. They often tell Rita to “behave like a girl” and encourage him to engage in activities which are typically believed to be more feminine. Rita is an only child and her parents have shared that this is because the couple previously lost a child during pregnancy. They are currently in the process of getting divorced and have started partner counselling. The parents speak Greek with Rita and can communicate with the teachers in English. Rita stopped speaking Greek. With friends, he speaks English and starts speaking the language of the kindergarten with an English grammar structure for the sentences. Both parents speak Greek with Rita even though she is always answering in English, because they don`t want him to lose their home language & the language of the broader family. Age: 5 years and 4 months Home language: Greek Additional language spoken: - Key words: gender, identity, oppositional behaviour, communication, counselling https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b793/1557683652551/Dina.jpg Case Studies for Families Dina Sofia’s family has recently moved from Madrid, Spain to Berlin, Germany. She has been in her new German/English kindergarten for a little over a month. Up until the move, Sofia had only been exposed to Spanish. She had a relatively easy time settling into the kindergarten but is now beginning to experience difficulty during transition times and structured play. She has become very attached to one educator but has not made any other significant relationships to adults or children in the group. When she is in need of something, she seeks out this one specific educator and if she is unable to make her need clear, she often gets very upset and has a hard time calming herself down afterwards. Sofia has a 5 year old sister in an older group in the kindergarten, who has been experiencing difficulty since the beginning of the settling in process. Sofia’s mother went through the settling in process with Sofia and her father went through with her older sister. The parents now alternate drop off, always dropping off Sofia first as they say this is easier for them. Sofia’s sister often prolongs the drop off of Sofia by refusing to let her go. Age: 6 years 5 months Home language: Swedish Additional language spoken: English & French Key words: children's literature, picture books, self-identity, multicultural literature, diversity https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b783/1557668280448/Junge%2Bin%2Bpink-lila%2BKleidung.jpg Case Studies for Families Raffa Rainbow Families Raffa is a very active 3-year-old girl who started kindergarten by the age of 20 months. She has two dads who are very eager parents and want to do everything in her best interest. One dad speaks German and the other dad speaks French as a home language. They speak German with each other and in the family. One dad speaks French to Raffa. Raffa was adopted when she was 14 months old from a children´s shelter on another continent, she lived the first 14 months of her live in this shelter. The language of the other country was Chinese. Raffa often gets asked by the other children where her mother is and has no answer. At times she shows very extreme emotions which can take her up to half a day to redirect. Age: 3 years and 6 months Home language: German, French Additional language spoken: Chinese Key Words: inclusion, rainbow families, adoption, diversity sensitive philosophy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b791/1557670959696/Sofia.jpg Case Studies for Families Sofia Sofia’s family has recently moved from Madrid, Spain to Berlin, Germany. She has been in her new German/English kindergarten for a little over a month. Up until the move, Sofia had only been exposed to Spanish. She had a relatively easy time settling into the kindergarten but is now beginning to experience difficulty during transition times and structured play. She has become very attached to one educator but has not made any other significant relationships to adults or children in the group. When she is in need of something, she seeks out this one specific educator and if she is unable to make her need clear, she often gets very upset and has a hard time calming herself down afterwards. Sofia has a 5 year old sister in an older group in the kindergarten, who has been experiencing difficulty since the beginning of the settling in process. Sofia’s mother went through the settling in process with Sofia and her father went through with her older sister. The parents now alternate drop off, always dropping off Sofia first as they say this is easier for them. Sofia’s sister often prolongs the drop off of Sofia by refusing to let her go. Age: 26 months Home language: Spanish Additional language spoken: - Key words: transition times, siblings, nonverbal communication, picture schedule, timers, drop off https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b787/1546188902723/Kat4+Kopie.png Case Studies for Families John Intercultural experiences: parent-educator partnership solutions John works with four-year-old children from many different backgrounds. He tries to be inclusive of each child’s cultural heritage and ensures each child has a flag representing their culture or cultures in the classroom. One day a parent from an Iraqi family comes to John very upset that their flag is not included. John informs the family that he does in fact have an Iraqi flag in the classroom. However, the parents explain that they are unhappy about this because despite their Iraqi nationalities, they identify as Kurdish. John apologizes and ensures that he will put the Kurdish flag in the classroom.. Age: 38 years Home language: English Additional language spoken: German, French Key words: traditions, heritage, culture, sensitivity https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b781/1546260061538/Kat5+Kopie.png Case Studies for Families Anahera Children with special needs and capabilities Anahera is 2.5 years old and has recently moved with her parents, Kai and Ria, from New Zealand to Europe. She will soon be starting in an English-speaking kindergarten. The languages which are spoken within the family are English and Maori. Anahera has been diagnosed with Down Syndrome and receives several services such as speech therapy and physiotherapy, which are carried out in English. However, thus far she only speaks about twenty words of the language. There is also an English-speaking specialist helping Anahera’s parents in supporting her, using early interventions to reveal her full potential in life. Anahera previously enjoyed playing with other children in New Zealand and longs to be able to do so again in her new kindergarten. Age: 2 years and 4 months Home language: English and Maori Additional language spoken: - Key words: inclusion, disabilities, special needs, diversity sensitive philosophy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b77b/1546187902006/Kat13+Kopie.png Case Studies for Families Dominik Transitioning to an new caretaker of another culture or language at kindergarten Dominik, age 3, has just started at a new English-speaking kindergarten and has been having problems settling in. This is his first time away from home and his mother is very protective of him. He also has some particular dietary ‘preferences’, only eating pasta and chicken nuggets, which has led his mother to worry that he might be hungry during the day. Dominik’s mother speaks Hungarian with him while his father speaks French. The family language is English, but Dominik’s most fluent language is Hungarian, and he now seems to be reluctant to use English with his educators or the other children. During the settling in process, Dominik stayed very close to his mother, hiding his face if approached by other children. For the first week, his mother stayed with Dominik for approximately 3 hours a day, taking him home before lunch. In general, she seems quite uneasy and has mentioned to the educators that she is missing her friends and family. Age: 3 years and 2 months Home language: Hungarian Additional language spoken: French Key words: settling in, bonding, relationship, multilingual, communication, diet https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b78f/1557670697244/Yanmei.jpg Case Studies for Families Yanmei Yanmei and her mother and father immigrated to the Ireland from China one month ago. Previous to the move she was in a Chinese/ English bilingual kindergarten in Beijing since the age of two. She is now beginning to settle into her new kindergarten class, and even though she has a large knowledge of vocabulary and likes to answer questions during morning circle, she is often quiet and keeps to herself during play time. Yanmei is the only student of Chinese descent in school. Age: 4 years 3 months Home language: Chinese Additional language spoken: English Key Words: Code-switching, cognitive control, emotional regulation, cultural frame switching, language hierarchy https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cf186e9a7f69a295b779/1546260428280/Kat11+Kopie.png Case Studies for Families Max Social - emotional competence Max's family consists of his mother, father, and twin baby siblings. The family has recently relocated to Germany from Israel. Max is completely bilingual in German and in Hebrew. His parents both worked for the first few months while the family was living in an interim house. Max's father moved before the rest of the family. His mother and the children have recently joined him and the container with the family belongings has not arrived yet. The family has limited access to age appropriate toys. Max has spent 6 weeks at home with his mother and the twin babies because a kindergarten spot was not yet available. Now that Max has entered his new kindergarten, his educators have observed difficulty in his initiating independent play, sharing, and taking turns. He often engages in play fighting and is one of the most physical children in the group. He often talks about his mobile device and avoids any cuddles or gentle physical contact with educators or children. Max also had a live-in nanny for the last three years in Israel. Age: 22 months Home language: English Additional language spoken: Hebrew Key Words: social-emotional competence, self-efficacy, family structure https://iccc.group/introduction-families daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9cfc86e9a7f69a295c02b/1515678561443/Cosmopolitanschool_web-42.jpg Introduction Families https://iccc.group/rana-reflective-questions-families daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d0bb6476ac0001dd3521/1546191425246/Kat12.png Rana Reflective Questions Families https://iccc.group/families-supporting-childrens-prosilience daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d1e8104c7bdaa396c333/1546191425246/Kat12.png Families supporting children’s Prosilience https://iccc.group/early-childhood-importance-of-prosilience daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d2420d9297cc2443bf7d/1546191425246/Kat12.png Early Childhood Importance of Prosilience https://iccc.group/the-concept-of-resilience-risk-factors-and-protective-factors daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d2750852296ce7541bd0/1546191425246/Kat12.png The Concept of Resilience (risk factors and protective factors) https://iccc.group/does-every-risk-factor-have-a-negative-impact-on-the-development-of-my-child daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d33d1905f4bb53126d6c/1546191425246/Kat12.png Does every risk factor have a negative impact on the development of my child? https://iccc.group/how-to-foster-prosilience-in-young-children daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d37624a694a12150d65c/1546191425246/Kat12.png How to Foster Prosilience in young children https://iccc.group/selfcontrolselfregulation daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d41eb208fc377deabf26/1546191425246/Kat12.png Self-control/Self-regulation https://iccc.group/selfawareness daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d476e5e5f02e97795c05/1546191425246/Kat12.png Self-awareness https://iccc.group/selfefficacy daily 0.75 2019-05-16 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d4a3652dea2a3887417b/1546191425246/Kat12.png Self-efficacy https://iccc.group/social-competence daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d55ee79c70516aa24413/1546191425246/Kat12.png Social competence https://iccc.group/adaptive-coping-skills daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d594eb39317578f1cc71/1546191425246/Kat12.png Adaptive coping skills https://iccc.group/problem-solving daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d5ed6b471000017547ca/1546191425246/Kat12.png Problem solving https://iccc.group/the-importance-of-trust-and-bonding daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d6836b4710000175500c/1546191425246/Kat12.png The Importance of Trust and Bonding https://iccc.group/environment daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d6e88069df00016d4d78/1546191425246/Kat12.png Environment https://iccc.group/atmosphere daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d773e79c70a32e35ef85/1546191425246/Kat12.png Atmosphere https://iccc.group/reflections-on-prosilience daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d7ae8165f5185e72c6d4/1546191425246/Kat12.png Reflections on Prosilience https://iccc.group/max-reflective-questions-fro-families daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9d99e8069df00016d77c2/1557572125212/Junge%2Bmit%2BPflaster.jpg Max Reflective Questions fro Families https://iccc.group/the-competent-child-1 daily 0.75 2019-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9da66eef1a103e9492e80/1557572125212/Junge%2Bmit%2BPflaster.jpg The Competent Child https://iccc.group/participation-in-early-childhood-education-1 daily 0.75 2019-07-01 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9db21eb39313f8dfe415d/1562002958620/Max Participation in early childhood education https://iccc.group/what-can-families-do-to-prepare-for-and-encourage-social-and-emotional-competence daily 0.75 2019-07-01 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5cd9db6471c10b2ae30b4bd8/1562002986191/max What can families do to prepare for and encourage Social and Emotional Competence? https://iccc.group/feedback-2 daily 0.75 2019-09-25 https://iccc.group/how-to-use-this-website daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d1a127813050b000179f2c7/1561989758879/Bild_15.jpg How to Use This Website https://iccc.group/pictures daily 0.75 2019-07-03 https://iccc.group/index-for-families daily 0.75 2020-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf79/1557778200447/Kat5+Kopie.png Index for Families What is Prosilience? Life is full of unexpected situations, which could unsettle adults and children alike. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf73/1557778200442/Kat14+Kopie.png Index for Families Supporting children’s social and emotional competence Social and emotional competence for children is the ability to interact positively with others, regulate emotions and behaviour, solve problems and communicate effectively with others (Innis, 2018). https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf85/1589393488940/Fola.jpg Index for Families Diversity and Cultural Identity Children construct their cultural identity, their individuality and their group affiliation in relation to their family and closest members of their community. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf6a/1567933818583/Kat12+Kopie.png Index for Families Settling In You and your child are about to embark on a wonderful journey into kindergarten life. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf76/1557778200445/Kat15+Kopie.png Index for Families Diversity and Its Role In the Settling In Process When children feel understood, it helps to support their independence and empowers them to explore and investigate their environments (Pollak et. al., 2001). https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf82/1589393457120/Kat4+Kopie.png Index for Families Non-Verbal Communication in a Kindergarten Setting Language can be distinguished between that which is spoken and known as verbal communication and that which is unspoken, otherwise known as non-verbal communication i.e. ”body language.” https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf6d/1557778200437/Kat11+Kopie.png Index for Families Building and Sustaining Relationships Open communication between educators and families is vital when building and sustaining a positive and supportive partnership. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf88/1557778200462/Kat3.png Index for Families Language as a Tool To Build Relationships Language is a powerful tool in building a relationship with a child. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf7c/1589393409347/Junge%2Bin%2Bpink-lila%2BKleidung.jpg Index for Families Language and Communication with Children Language is an essential part of identity, providing a key means of self-expression, enabling us to form relationships and bonds, to communicate needs and express our desires. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf70/1557778200439/Kat13+Kopie.png Index for Families Day to Day Routines Routines are the times in the day that are needed to ensure the health and care of your children, they should be consistent and follow all health and safety regulations which will be in effect in most countries. https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74c4bfa677d754f44cdf7f/1589393441614/Kat10+Kopie.png Index for Families Language Learning in Young Children As already discussed, language is an important way to express a person’s identity. Language contributes to who we are, where we come from and is the foundation to communicate with others. https://iccc.group/settling-in-1 daily 0.75 2020-05-14 https://iccc.group/settling-in-reflective-questions daily 0.75 2020-04-18 https://iccc.group/settling-in-attitudes daily 0.75 2020-04-18 https://iccc.group/building-relationships-1 daily 0.75 2020-05-14 https://iccc.group/building-relationships-parents-as-partners daily 0.75 2020-04-18 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5e9b0402fac4021d8fa48bda/1587217417766/Screen+Shot+2020-04-18+at+15.41.56.png Building Relationships Parents as partners https://iccc.group/building-relationships-play-dates daily 0.75 2020-04-18 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5e9b027339a29d137eb9f1ee/1587217019122/Screen+Shot+2020-04-18+at+15.34.47.png Building Relationships Play Dates https://iccc.group/routines-1 daily 0.75 2020-04-24 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ea2a0f04b005966d769f3e8/1587716346798/Screen+Shot+2020-04-24+at+10.18.23.png Routines 1 https://iccc.group/routines-home-and-kindergarten daily 0.75 2020-04-24 https://iccc.group/routines-sleeping-napping-and-quiet-time daily 0.75 2020-04-24 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ea2a91223cb1b5d878a555d/1587718423368/Screen+Shot+2020-04-24+at+10.52.55.png Routines Sleeping, Napping and Quiet Time https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ea2a8b76542966aa174b304/1587718366370/Screen+Shot+2020-04-24+at+10.51.55.png Routines Sleeping, Napping and Quiet Time https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ea2a833fdc8966e1969da29/1587718201357/Screen+Shot+2020-04-24+at+10.49.37.png Routines Sleeping, Napping and Quiet Time https://iccc.group/supporting-childrens-social-and-emotional-competence-1 daily 0.75 2020-05-13 https://iccc.group/social-and-emotional-competence-the-competent-child-1 daily 0.75 2020-05-13 https://iccc.group/social-and-emotional-competence-the-competent-child-2 daily 0.75 2020-05-13 https://iccc.group/families-1 daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74d60aa677d754f44d7989/1561983235309/Bild_15.jpg Families - Welcome to the ICCC Families Homepage https://iccc.group/conclusion-2 daily 0.75 2019-09-30 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74d775e9cdb53aa952568e/1562002089023/THIS+ONE%21.jpeg Conclusion - Conclusion https://iccc.group/further-reading-2 daily 0.75 2019-12-07 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74d79ed2ff7501b493fecf/1562164174547/Further+Reading.jpeg Further Reading - Further Reading https://iccc.group/diversity daily 0.75 2020-05-13 https://iccc.group/welcoming-all-children daily 0.75 2020-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebbfb50c9b14e646e57e0f9/1589377883574/Screen+Shot+2020-05-13+at+15.50.46.png WELCOMING ALL CHILDREN https://iccc.group/different-types-of-families daily 0.75 2020-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebbfd7c4bb7d40d903c9127/1589378433808/Screen+Shot+2020-05-13+at+16.00.11.png DIFFERENT TYPES OF FAMILIES https://iccc.group/childrens-development-selfawareness-and-biases daily 0.75 2020-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebbfe28638e8908af89b351/1589378608717/Screen+Shot+2020-05-13+at+16.03.02.png CHILDREN’S DEVELOPMENT – SELF-AWARENESS AND BIASES https://iccc.group/what-is-prosilience daily 0.75 2020-05-14 https://iccc.group/the-importance-of-prosilience daily 0.75 2020-05-13 https://iccc.group/how-to-foster-prosilience daily 0.75 2020-05-13 https://iccc.group/further-reading-3 daily 0.75 2019-10-09 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d74e02278bc271b504f22ee/1567938462091/Further+Reading.jpeg Further Reading - Further Reading https://iccc.group/language-and-communication-as-a-tool daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebc03de4bb7d40d903dbb00/1589380068597/Screen+Shot+2020-05-13+at+16.27.26.png LANGUAGE AND COMMUNICATION AS A TOOL https://iccc.group/language-and-communication-as-a-tool-3 daily 0.75 2020-05-14 https://iccc.group/how-do-children-aquire-language daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebc399ff2fd153c3ad0cfed/1589393831621/Screen+Shot+2020-05-13+at+20.16.42.png How do children aquire language https://iccc.group/process-of-language-learning daily 0.75 2020-05-13 https://iccc.group/process-of-language-learning-1 daily 0.75 2020-05-13 https://iccc.group/process-of-language-learning-2 daily 0.75 2020-05-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebc3e17879c75754ab261f8/1589394974161/Screen+Shot+2020-05-13+at+20.35.49.png Copy of Process of language learning https://iccc.group/nonverbal-communications daily 0.75 2020-05-14 https://iccc.group/communication-channels daily 0.75 2020-05-14 https://iccc.group/how-can-parents-help-with-nonverbal-communication daily 0.75 2020-05-14 https://iccc.group/diversitysensitive-pedagogy daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0249fee5be558d5a5272/1589445199859/Screen+Shot+2020-05-14+at+10.32.58.png Diversity-sensitive pedagogy https://iccc.group/how-can-you-support-a-diverse-curriculum daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd04652f626208cfb2c73c/1589445740741/Screen+Shot+2020-05-14+at+10.41.51.png HOW CAN YOU SUPPORT A DIVERSE CURRICULUM https://iccc.group/language-and-its-effects-on-cultural-identity daily 0.75 2020-05-14 https://iccc.group/language-as-a-tool daily 0.75 2020-05-14 https://iccc.group/the-importance-of-books1 daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0a47c248cc1915113296/1589447250161/Screen+Shot+2020-05-14+at+11.06.56.png THE IMPORTANCE OF BOOKS https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0a7809f109687cfd887b/1589447294599/Screen+Shot+2020-05-14+at+11.07.52.png THE IMPORTANCE OF BOOKS https://iccc.group/how-to-nurture-a-relationship-through-the-conscious-use-of-language-2 daily 0.75 2020-05-14 https://iccc.group/mirror-neurons-and-the-importance-of-books daily 0.75 2020-05-14 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0c79b5b173274f594946/1589447806682/Screen+Shot+2020-05-14+at+11.16.26.png MIRROR NEURONS AND THE IMPORTANCE OF BOOKS https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0c35f4dd5c13d7c2e557/1589447739438/Screen+Shot+2020-05-14+at+11.15.22.png MIRROR NEURONS AND THE IMPORTANCE OF BOOKS https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ebd0c064a098463e0150592/1589447694522/Screen+Shot+2020-05-14+at+11.14.20.png MIRROR NEURONS AND THE IMPORTANCE OF BOOKS https://iccc.group/how-to-use-this-website-families daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5d92466bf16d7270a022531d/1569867374859/Bild_15.jpg How to Use This Website - Families https://iccc.group/conference daily 0.75 2020-02-19 https://iccc.group/prosilience-link daily 0.75 2019-10-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da1a3b73dfd360e62059bf8/1570874316548/Kat12.png PROSILIENCE LINK https://iccc.group/playlists-material daily 0.75 2020-11-11 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5da224c635c26c463ca8764b/1570872278259/Bild_15.jpg Playlists Material - Materials Playlists https://iccc.group/press daily 0.75 2020-01-12 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd8baa6bb2f450856b961/1576786511687/LOGO+BCS.jpg Press https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd8935156b361f402ef34/1576786361294/Fola.jpg Press https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd862f3c6b06a4f214521/1576786469052/Bild_15.jpg Press https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd81ded12a965bdb2df48/1576786353147/Erasmusgefoerdert_rgb.jpg Press https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd80c42b1c87ba655517e/1576786350510/Material+ICCC+Erasmus%2B+2020.+Photo+Alexander+Bloom.jpg Press https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/5dfbd7ea3fb0586051ae263d/5dfbd7eaed12a965bdb2d7e9/1576786356584/Team+ICCC+Erasmus%2B+2020+.++Photo+Alexander+Bloom.jpg Press https://iccc.group/impressions daily 0.75 2020-07-13 https://static1.squarespace.com/static/5a45342cbce176f4c100b1d4/t/5ea7f120ae03ef2c5752db42/1588064608234/OI000040.jpg Impressions - Impressions Find here instructional videos relating to our project. Please consider reading our handbooks for a more comprehensive understanding of our research. We recommend for non-fluent English speakers to slow down the video speed and also use the transcript functions provided. Those can be found in the toolbox at the bottom of the video caption. https://iccc.group/testimonials daily 0.75 2020-05-15 https://iccc.group/endorsements daily 0.75 2020-05-15 https://iccc.group/downloads daily 0.75 2021-02-19