Training catalogue LbL

Educaonal

rainingcaalogue

LearningbyLanguages®

Tailored oyourneedsandconex

Weknow ha everyclien,conex,andinsuonis unique. Thisiswhywedon’akea‘one-size-s-all’approach,insead workingwihourcliens odevelop ailored rainingprograms ha workacross he hemesmos relevano hem,develop he compeencies heyrequiremos,anddosoinegrangacvies ha willbes smulaelearningin heirconex.For hisreason, youwon’ndapre-designedpackagein hiscaalogue.Insead, ge in ouchwihus odiscussyourneeds.

TheoryTranslaedinoPractce

Our  raining  ranslaesover or  yyearso  didac  c experienceinoconcreeeduca onal ools  ha canbe readilyandeec  velyappliedby eachersandeducaors oawidevarie yo  conex  s.

Designed orProessionalGrowh

Wehelp eachersandeducaorsgrowproessionallyand becomemoreconden in heirworkbyunderaking praccalacvies,reecngonvariedandin-deph casesudies,andparcipanginarangeo smulang projecs.

Emphasizingpedagogicalskills

LearningbyLanguages® rainingculvaescapabilies essenal orconemporaryeducaors,includingbu no exclusive oconex design,groupmanagemen, ormave assessmen,andsraegiesandacvies or osering children’screaviy.Variouslevelso prociencyare expeced obeachieveddependingon hedephohe raining opics.

Innovatve hemes

oraconemporarycurriculum

We ackle opicssuchasinclusion,digial echnology,STEAM subjecs,mullinguallearning,ecologicalawareness, heaelierandislanguages,andmuchmore.Learning byLanguages®gives eachersandeducaors he ools o respond o herealiesooday.

Eachtrainingprogram isdesignedbasedonthecontext and hespecifcneedso eachclien.

TheDevelopmen o EcologicalThinking

Suppor  ng  hedevelopmen o  ecological  hinkingmeans acquiringa newwayo  lookinga na ure andourrela onshipwi  hi  .

This  rainingprogramconcen raesondiverse  hemes: biophilia and emotonalafliatonwi  h  heenvironmen ,  hedevelopmen o  na ural inelligence,respec or  he conservatono  na uralhabi a s and biodiversi  y,andconnec  onwi  hourenvironmen asanat  ude  ha suppor  s actvecitzenship

Addi  onally,  he  rainingprovidesguidanceonhow oenhancespaces andmaerials opromo e  hedevelopmen o  ecological  hinkingandon how ocreaeexperiences  ha encouragesusainableli es yles.

OucomesandCompeencies

LEVEL1

•Familiariywih hemainreerence heoriesrelaed o he developmen o ecological hinking.

•Acquisiono anewperspecveonnaureand hehuman relaonshipwihi.

•Abiliy oorganisedailyrounes ha incorporaeoudooreducaon.

LEVEL2

•Canincorporae henauralandurbanenvironmen inoeducaonal design.

•Abiliy oplananddesignindoorandoudoorspacesandmaerials o supporhedevelopmen o ecological hinking.

LEVEL3

•Abiliy o oser hedevelopmen o ecological hinkinginchildren

•Knowledgeanduseoools orobservingchildren’slearning processesrelaed o hedevelopmen o ecological hinkingin dieren agegroups.

STEAM

CultvatngScient  cThinking

Scien ceduca onisa  undamenalaspec  o  citzenshipskill developmen .Scien clearningenailsacomplex processo  exploraton , problem-solving,andhypo  hesis ormula on.I  isimpor anoin roduce children oSTEAM(Science,Technology,Engineering,andMa h) o developkeyskills  ha prepare  hem or  u  urechallenges ,considering  he connectonswi  h  hear  s,creatvi  y,andinnovaton.

In  he  raining,wewillshare  heideao  usingscience o nur  urescient  c  hinking inchildren  romearlychildhoodand explore  he  undamenal sageso  hescient  cme hod oguideadul  sandchildren owardsa newmindse ha valuesdoub ,cri  cal  hinking,andcrea vi  y.

OucomesandCompeencies

LEVEL1

•Undersanding hedevelopmen o scienc hinkinginearly childhood.

•Abiliy oorganisedailyexperiences ha incorporae he hemeo scienc hinking.

LEVEL2

•CancreaeSTEAMspacesandseups ha suppor researchon scienc hinking.

•Abiliy oorganiseeducaonalexperiences ha inegrae he heme o scienc hinkinginconneconwihSTEAMdisciplines.

LEVEL3

•Abili  y odevelopeduca onalac  vi  esbasedonscien c  hinking wi  ha ocusoninerdisciplinaryexperiences/disciplines.

•Knowledgeanduseo ools orobservingchildren’slearning processesrelaed o  hedevelopmen o  scien c  hinkingin di eren agegroups.

Coding CompuatonalThinking

Compu a onal  hinkingis  heabili  y o solvecomplexproblemsby breaking  hem and  hedecision-makingprocesses oaddress  hem inoindividualseps,  herebymaking  heachievemen o  asolu  on orobjec  vemorelikely.Coding,on  heo  herhand, is  heprocess o  ransormingideas,solu  ons,andins ruc  ons inoalanguage compu erscanundersand.Toge her,compu a onal  hinkingandcoding allowus o ackleincreasinglycomplexproblemse cien ly.Learning byLanguages  rainingcovers  heoriesand eachingme hodsrelaed o  hedevelopmen o  compu a onal  hinkingandcodingamongchildren,  hroughbo  hunpluggedanddigi alac  vi  es.

OucomesandCompeencies

LEVEL1

•Undersanding hebasicconcepso codingandcompuaonal hinking.

•Abiliy odevelopeducaonalacvies oenhancespaalorienaon skillsandlogical-mahemacalabilies hroughunpluggedcoding experiences.

LEVEL2

•Prociencyinusingvariousroboc echnologies opromoe cooperaon,creaviy,andinvenvenessinchildren.

LEVEL3

•Abiliy odevelopeducaonalacvies ha applycodingprinciples wihaninerdisciplinaryperspecveacross eldso experience/ disciplines.

ChildrenandTechnology

Children easilyinerac  andcons ruc  heirownknowledge inan environmen where  herealandvir  ual,analoganddigi al,maerialand immaerialdimensionsareofeninseparable,andreali  esarediverse andinegraed.

Variousdigi al echnological oolso erpossibilites orineracton among  hemselves,  husgenera ngnumerousoppor  uni  es or inerac  onwi  hchildrenandamongchildren, oseringunusualplay relatonshipsandnew ormso  represenaton andundersandingo  reali  y.

OucomesandCompeencies

LEVEL1

•Undersanding hesenseandsignicanceo digial echnologywihin educaonalservices.

•Recognizing hevalueo digial echnologyinchildren’slearning processes.

•Undersanding hevalueo digial echnologyasanexpressiveand communicavelanguage.

LEVEL2

•Familiariywihadiversiyo digial oolsand echnologies.

•Abiliy orelaedigial oolsand echnologies o radionallanguages.

•Prociencyinusingdigial oolsand echnologies oenhance eaching mehods.

LEVEL3

•Abiliy ocreaeandusedigiallyaugmenedlearningenvironmens.

•Knowledgeo digialsoryelling osuppor children’snarrave processes.

•Abiliy odesignandconduc digialsoryellingexperiencesin educaonalconexs.

ImageandMediaEducaton

Image-basedcommunica onandadver  semen hasbecomeubiqui ous, andbegins oin uencechildrena averyearlyage. Thereore,i  hasbecomeessen al oaddress  he opico  image educa onineduca on.Doingso promo esconsciousconsumpton andhelpschildrendevelopcritcal  hinking owards  heimages  hey consume  hrough  hemedia.

OucomesandCompeencies

LEVEL1

•Familiariywihkeyreerence heoriesandnaonalandinernaonal regulaonsonimageeducaonandcommunicaon.

LEVEL2

•Abiliy oproposeeducaonalacviesandexperienallearning mehods oraconsciousandcreaveuseo mediaconen.

LEVEL3

•Abiliy osugges exchangeanddiscussionacvies orconscious mediause.Abiliy o oserchildren’scapaciy orecognise he mulplecommunicavelevelso animageand hemessages hey convey.

TheValueo Maerials inEducatonalCon

exs

Curren pedagogicalresearchindicaes  ha i  iscrucial oprovide childrenwi  hlearningconex  s  ha gobeyond  heordinary.

Akeymeans odo  hisis  hrough  he creatveandskil  uluseo  maerials and se upo  spaces .Doingsocanpromo erichandcrea velearning play.Eachmaerialhasi  sownphysicali  yandexpressiveness,and  he diversi  yo  o eringsallows or  hecrea ono  engagingandevoca ve conex  s  ha invi echildren oplay,creaemeaphors,andcons ruc  researchpa hs..

LEVEL1

•Undersanding hesensesandmeaningsohevalueohe educaonalenvironmen andmaerials.

•Knowledgeo dierenypesandcharaceriscso srucuredand unsrucuredmaerials.

LEVEL2

••Abiliy ocreaeseupsandexperienalconexsinrelaon o he dieren spacespresen ineducaonalservices.

LEVEL3

•Undersanding hepercepualandsensoryqualieso inormal maerials.

•Prociencyinusingobservaon ools odocumen eachchild’s knowledgeprocessesinrelaon odieren maerials.

EnglishLanguage Teaching

Variousresearchs udiesdemons raehoweven earlyexposure o  he musicali  yo  alanguage di eren romone’smo  her ongueinearly childhoodac  vaesnumerouspossibili  es orchildren.

Na onalandinerna onallegisla veguidelinesemphasise  heimporanceo  inercul  uralandmultlingualdimensions,andunderscore  he signi  canceo  linguis cexplora on.

For  hesereasons, i  isimpor anoincludeapproaches oEnglishlanguageexposure in  hecurriculumo  earlychildhoodeduca onalservices,usings raegiesandme hodologiessui able or  he0-6agegroup.

OucomesandCompeencies

LEVEL1

•Familiariywihapproachesandlanguage eachingmehodologies aimedahepreschoolagegroup.

LEVEL2

•Abiliy oproposeexposure o heEnglishlanguageduringdaily rounes.

LEVEL3

•Prociencyinproposing unandexperienallanguagelearning acvies orEnglish.

•Abiliy oulisevarioussoryelling echniquesasasraegy or exposure oa oreignlanguage.

Assessing Children’sCompeencies

Theassessmen o  compeenciesisasigno  commi  men andresponsibili  y owardchildrenand eachersin  hepursui  o  quali  yeduca on. Thegoalis o bringou  children’spo entalandincrease eachers’ awareness o  hemos eec  veeduca onalprac  ces.

The  rainingaims ore hinkassessmen asasysemicanddocumenableprocess,in roducingobserva onandevalua on ools  haocus onemergingindividualcompeencies.

comesandCompeencies

LEVEL1

•Undersandingreerence heoriesonlearningassessmenroma socio-consrucvis perspecve.

LEVEL2

•Familiariywih heassessmen mehodologyaccording o he LearningbyLanguagesmehod.

•Knowledgeandabiliy ouse ools orassessingchildren’s compeencies.

LEVEL3

•Prociencyinconsrucnganindividualporolioo children’s compeencies.

DesigningTailoredPa hs

orChildren

wi  hDisabilites

Naonalandinernaonallegislaveguidelinesemphasise heimporance o approachingindividualswihdisabilitesaswhole,emphasising he relaonshipbeween heindividualand heenvironmen,andinving inervenons haakeinoaccounheconex asawhole.

Beingable odesign eectveand ailoredpahs orchildrenwihdisabilites allowssupporeachersandeducaors opursue herealinclusion o childrenwihdisabiliesin heclassroom/group.

Equippingproessionalswih heknowledgeandskillsnecessary odo his conribues o heir awarenessoheir‘environmenal’role.

OucomesandCompeencies

LEVEL1

•Undersanding heconemporaryreerencemodelrelaed o disabiliy,inlinewihnaonalandinernaonalbes pracce.

LEVEL2

•Acquiringamehodology or ailoredplanning.

•Abiliy odesignandorganiseinervenonsandexperiences consisen wih ailoredplanning.

LEVEL3

•Knowledgeandabiliy ouseobservaonanddaacollecon ools or deningobjecves,acvies,andsraegies or ailoredplanning.

•Beingable omoniorandevaluae ailoredprojecsusing observaonalanddaacollecon ools.

•Prociencyinincorporang echnological oolsinoplanning o suppor inclusion.

elier Promong heDevelopmen o ExpressiveLanguageandCreaviy

TheCulureoheAelier or heDevelopmen o Expressive

LanguageandCreatviy

Theaelierisno jus aplace,bu an approach oknowledgecapableo promotng hedevelopmen o expressivelanguageandcreatviy,o blendingknowledgeanddisciplines,ando mulplyingperspecves.The aelierisundersoodas adailyopporuniy oreachchildand orchildren inagroup oencouneravarieyo maerials, ools,and echniques. Theaeliersimulaneouslyengages heirhands, houghs,andemoons as lerso knowledge, enrichingeducatonalexperience.

OucomesandCompeencies

LEVEL1

•Undersanding  hesenseandsigni  canceo  heaelierwi  hin educa onalservices.

•Recognizing  hevalueo  heaelierandexpressivelanguagesin children’slearningprocesses.

•Undersanding  hevalueo  heaelierandexpressivelanguages or  hedevelopmen o  crea vi  yanddivergen hinking.

LEVEL2

•Familiari  ywi  h  hemul  pleconno a ons  ha heaeliercan assumeinrela on oongoing  hema cexplora ons.

•Knowinghow oorganizemaerials, ools,andexperien alconex  s ocharac erizeagraphic-pic orial,na ural,scien c,narra ve,ligh , digi al,or ase-orienedaelier.

LEVEL3

•Undersanding  hesageso  developmen o  expressivelanguages andcrea vi  yinrela on odi eren agegroupsamongchildren.

•Pro  ciencyinusingobserva on ools or  hedevelopmen o  expressivelanguagesandcrea vi  y odocumen heindividual knowledgeprocesseso  eachchild.

ClayandI  sPo entalUses

Clayisana ural maerialdeeplyiner  winedwi  h  hehisoryo  humani  y .Ineduca on,claylendsi  sel obeing arichoppor  uni  y or children oexperiencesensatonsandperceptons .Thecourseincludes bo  h  heore calandprac  calmomen swherepar  cipan swilllearn abou  andexperimen wi  h  heproper  eso  clay,exploring  hevarious plas calphabe sinheren in  hislanguage.

LEVEL1

•Undersandingandobservingchildren’sapproachesandknowledge s raegiesrelaed oclayindi eren agegroups.

•Familiari  ywi  hvarious  ypeso  clayand  heirspeci  cmaerial quali  es.

•Acquiring  heabili  y oprovidesui ablesuppor  , ools,and maerials oranini  alexplora ono  clay.

LEVEL2

•Learningessen al echniques orclaymodellingandcrea ono   hree-dimensionalmodels.

•Acquiring  heabili  y oprovidesuppor  , ools,andmaerials  ha canenhancecons ruc  veandexpressiveprocessesinvolvingclay.

•Beingable orelaeclay oo  her ormso  expressivelanguage.

GraphicandPaintngLanguage

Thegenesiso  graphicsignsischarac erizedby  hepleasureo  leaving avisible  raceonpaper,experimen ngwi  hdi eren handandarm movemen s,anddiscoveringunexpec edquali  eso  hes roke.This courseincludesvarious  heoretcalandpractcalmomen s odelve ino  hesigni  canceo  graphiclanguage inchildren’sgrow  hand o learnabou  andexperimen wi  hdi eren ypeso  graphic oolsand echniques.

OucomesandCompeencies

LEVEL1

•Undersandingandobservingchildren’sapproachesandknowledge s raegiesrelaed ographicandpain nglanguageindi eren age groups.

•Familiari  ywi  h  hecharac eris cso  graphic ools,suppor  s,and somegraphic-pain ng echniques.

•Undersanding  hevarious  ypeso  marksinrela on odi eren graphic-pain ng ools.

•Acquiring  heabili  y oprovidesui ablesuppor  , ools,and maerials oranini  alexplora ono  various  ypeso  graphicsigns.

LEVEL2

•Learningessen al echniques orcrea ngs udyconex  srelaed o approachingwri encodes,por  rai  ure,andsel -por  rai  ure.

•Acquiring  heabili  y oprovideappropriaesuppor  , echniques, and ools orliveobserva ons.

•Beingable orelaegraphicandpain nglanguage oo  her expressivelanguagesusinganaloganddigi al echnologies.

Experienceswi  hLigh andDigi alTechnologies

Di erenormso  na uralandar  cialligh presen oppor  uni  es o explore  hesurroundingenvironmen ,spaces,andmaerials.

Ligh canconveydi eren sensa ons,  ransormspacesindailyli e, andinerac  wi  hmaerials,colour,and  hebody. I  ac  vaesmul  ple cogni  veapproachesandexperimen swi  hluminousphenomenain children.

LEVEL1

•Undersandingandobservingchildren’sapproachesandknowledge s raegiesrelaed o  helanguageo  ligh andi  sscien c phenomena(re ec  ons,re rac  onso  ligh ,rainbows,shadows, ec.).

•Familiari  ywi  hsome echnologies/ ools  ha generaeligh .

•Undersanding  hecharac eris cso  maerialsinrela on oligh .

•Acquiring  heabili  y oprovidesui able oolsandmaerials ocreae immersiveenvironmen s.

LEVEL2

•Undersanding  hecharac eris csandpo en also  cer aindigi al oolsinrela on oligh .

•Learning echniques ocreaeimmersivescenes orsory ellingand drama za on.

•U  lizingvariousanaloganddigi allighechnologies oenhance  radi  onalexpressiveconex  sandlanguages.

OucomesandCompeencies