Training catalogue LbL

Educaonal raining caalogue Learning by Languages®

1

Tailored o your needs and conex We know ha every clien, conex, and insuon is unique.

This is why we don’ ake a ‘one-size-s-all’ approach, insead working wih our cliens o develop ailored raining programs ha work across he hemes mos relevan o hem, develop he compeencies hey require mos, and do so inegrang acvies ha will bes smulae learning in heir conex. For his reason, you won’ nd a pre-designed package in his caalogue. Insead, ge in ouch wih us o discuss your needs.

Theory Translaed ino Practce Our raining ranslaes over ory years o didacc experience ino concree educaonal ools ha can be readily and eecvely applied by eachers and educaors o a wide variey o conexs.

Designed or Proessional Growh We help eachers and educaors grow proessionally and become more conden in heir work by underaking praccal acvies, reecng on varied and in-deph case sudies, and parcipang in a range o smulang projecs.

4

Emphasizing pedagogical skills Learning by Languages® raining culvaes capabilies essenal or conemporary educaors, including bu no exclusive o conex design, group managemen, ormave assessmen, and sraegies and acvies or osering children’s creaviy. Various levels o prociency are expeced o be achieved depending on he deph o he raining opics.

Innovatve hemes or a conemporary curriculum We ackle opics such as inclusion, digial echnology, STEAM subjecs, mullingual learning, ecological awareness, he aelier and is languages, and much more. Learning

by Languages® gives eachers and educaors he ools o respond o he realies o oday.

Each training program is designed based on the context and he specifc needs o each clien.

The Developmen o Ecological Thinking Supporng he developmen o ecological hinking means acquiring a new way o looking a naure and our relaonship wih i.

This raining program concenraes on diverse hemes: biophilia and emotonal afliaton wih he environmen, he developmen o naural inelligence, respec or he conservaton o naural habias and biodiversiy, and connecon wih our environmen as an atude ha suppors actve citzenship.

Addionally, he raining provides guidance on how o enhance spaces and maerials o promoe he developmen o ecological hinking and on how o creae experiences ha encourage susainable liesyles.

Oucomes and Compeencies LEVEL 1 • Familiariy wih he main reerence heories relaed o he developmen o ecological hinking.

• Acquision o a new perspecve on naure and he human relaonship wih i.

• Abiliy o organise daily rounes ha incorporae oudoor educaon.

LEVEL 2 • Can incorporae he naural and urban environmen ino educaonal design.

• Abiliy o plan and design indoor and oudoor spaces and maerials o suppor he developmen o ecological hinking.

LEVEL 3 • Abiliy o oser he developmen o ecological hinking in children • Knowledge and use o ools or observing children’s learning processes relaed o he developmen o ecological hinking in dieren age groups.

10

STEAM Cultvatng Scientc Thinking Scienc educaon is a undamenal aspec o citzenship skill developmen. Scienc learning enails a complex process o exploraton, problem-solving, and hypohesis ormulaon. I is imporan o inroduce children o STEAM (Science, Technology, Engineering, and Mah) o develop key skills ha prepare hem or uure challenges, considering he connectons wih he ars, creatviy, and innovaton.

In he raining, we will share he idea o using science o nurure scientc hinking in children rom early childhood and explore he undamenal sages o he scientc mehod o guide aduls and children owards a new mindse ha values doub, crical hinking, and creaviy.

Oucomes and Compeencies LEVEL 1 • Undersanding he developmen o scienc hinking in early childhood.

• Abiliy o organise daily experiences ha incorporae he heme o scienc hinking.

LEVEL 2 • Can creae STEAM spaces and seups ha suppor research on scienc hinking.

• Abiliy o organise educaonal experiences ha inegrae he heme o scienc hinking in connecon wih STEAM disciplines.

LEVEL 3 • Abiliy o develop educaonal acvies based on scienc hinking wih a ocus on inerdisciplinary experiences/disciplines.

• Knowledge and use o ools or observing children’s learning processes relaed o he developmen o scienc hinking in dieren age groups.

11

Coding Compuatonal Thinking Compuaonal hinking is he abiliy o solve complex problems by breaking hem and he decision-making processes o address hem ino individual seps, hereby making he achievemen o a soluon or objecve more likely. Coding, on he oher hand, is he process o ransorming ideas, soluons, and insrucons ino a language compuers can undersand. Togeher, compuaonal hinking and coding allow us o ackle increasingly complex problems ecienly. Learning

by Languages raining covers heories and eaching mehods relaed o he developmen o compuaonal hinking and coding among children, hrough boh unplugged and digial acvies.

Oucomes and Compeencies LEVEL 1 • Undersanding he basic conceps o coding and compuaonal hinking.

• Abiliy o develop educaonal acvies o enhance spaal orienaon skills and logical-mahemacal abilies hrough unplugged coding experiences.

LEVEL 2 • Prociency in using various roboc echnologies o promoe cooperaon, creaviy, and invenveness in children.

LEVEL 3 • Abiliy o develop educaonal acvies ha apply coding principles wih an inerdisciplinary perspecve across elds o experience/ disciplines.

12

Children and Technology Children easily inerac and consruc heir own knowledge in an environmen where he real and virual, analog and digial, maerial and immaerial dimensions are ofen inseparable, and realies are diverse and inegraed.

Various digial echnological ools oer possibilites or ineracton among hemselves, hus generang numerous opporunies or ineracon wih children and among children, osering unusual play relatonships and new orms o represenaton and undersanding o realiy.

Oucomes and Compeencies LEVEL 1 • Undersanding he sense and signicance o digial echnology wihin educaonal services.

• Recognizing he value o digial echnology in children’s learning processes.

• Undersanding he value o digial echnology as an expressive and communicave language.

LEVEL 2 • Familiariy wih a diversiy o digial ools and echnologies.

• Abiliy o relae digial ools and echnologies o radional languages.

• Prociency in using digial ools and echnologies o enhance eaching mehods.

LEVEL 3 • Abiliy o creae and use digially augmened learning environmens.

• Knowledge o digial soryelling o suppor children’s narrave processes.

• Abiliy o design and conduc digial soryelling experiences in educaonal conexs.

13

Image and Media Educaton Image-based communicaon and adversemen has become ubiquious, and begins o inuence children a a very early age.

Thereore, i has become essenal o address he opic o image educaon in educaon. Doing so promoes conscious consumpton and helps children develop critcal hinking owards he images hey consume hrough he media.

Oucomes and Compeencies LEVEL 1 • Familiariy wih key reerence heories and naonal and inernaonal regulaons on image educaon and communicaon.

LEVEL 2 • Abiliy o propose educaonal acvies and experienal learning mehods or a conscious and creave use o media conen.

LEVEL 3 • Abiliy o sugges exchange and discussion acvies or conscious media use. Abiliy o oser children’s capaciy o recognise he mulple communicave levels o an image and he messages hey convey.

14

The Value o Maerials in Educatonal Conexs Curren pedagogical research indicaes ha i is crucial o provide children wih learning conexs ha go beyond he ordinary.

A key means o do his is hrough he creatve and skilul use o maerials and seup o spaces. Doing so can promoe rich and creave learning play. Each maerial has is own physicaliy and expressiveness, and he diversiy o oerings allows or he creaon o engaging and evocave conexs ha invie children o play, creae meaphors, and consruc research pahs. .

Oucomes and Compeencies LEVEL 1 • Undersanding he senses and meanings o he value o he educaonal environmen and maerials.

• Knowledge o dieren ypes and characeriscs o srucured and unsrucured maerials.

LEVEL 2 • • Abiliy o creae seups and experienal conexs in relaon o he dieren spaces presen in educaonal services.

LEVEL 3 • Undersanding he percepual and sensory qualies o inormal maerials.

• Prociency in using observaon ools o documen each child’s knowledge processes in relaon o dieren maerials.

15

English Language Teaching Various research sudies demonsrae how even early exposure o he musicaliy o a language dieren rom one’s moher ongue in early childhood acvaes numerous possibilies or children.

Naonal and inernaonal legislave guidelines emphasise he imporance o inerculural and multlingual dimensions, and underscore he signicance o linguisc exploraon.

For hese reasons, i is imporan o include approaches o English language exposure in he curriculum o early childhood educaonal services, using sraegies and mehodologies suiable or he 0-6 age group.

Oucomes and Compeencies LEVEL 1 •

Familiariy wih approaches and language eaching mehodologies aimed a he preschool age group.

LEVEL 2 • Abiliy o propose exposure o he English language during daily rounes.

LEVEL 3 • Prociency in proposing un and experienal language learning acvies or English.

• Abiliy o ulise various soryelling echniques as a sraegy or exposure o a oreign language.

16

Assessing Children’s Compeencies The assessmen o compeencies is a sign o commimen and responsibiliy oward children and eachers in he pursui o qualiy educaon.

The goal is o bring ou children’s poental and increase eachers’ awareness o he mos eecve educaonal pracces.

The raining aims o rehink assessmen as a sysemic and documenable process, inroducing observaon and evaluaon ools ha ocus on emerging individual compeencies.

Oucomes and Compeencies LEVEL 1 • Undersanding reerence heories on learning assessmen rom a socio-consrucvis perspecve.

LEVEL 2 • Familiariy wih he assessmen mehodology according o he Learning by Languages mehod.

• Knowledge and abiliy o use ools or assessing children’s compeencies.

LEVEL 3 • Prociency in consrucng an individual porolio o children’s compeencies.

17

Designing Tailored Pahs or Children wih Disabilites Naonal and inernaonal legislave guidelines emphasise he imporance o approaching individuals wih disabilites as whole, emphasising he relaonship beween he individual and he environmen, and inving inervenons ha ake ino accoun he conex as a whole.

Being able o design eectve and ailored pahs or children wih disabilites allows suppor eachers and educaors o pursue he real inclusion o children wih disabilies in he classroom/group.

Equipping proessionals wih he knowledge and skills necessary o do his conribues o heir awareness o heir ‘environmenal’ role.

Oucomes and Compeencies LEVEL 1 • Undersanding he conemporary reerence model relaed o disabiliy, in line wih naonal and inernaonal bes pracce.

LEVEL 2 • Acquiring a mehodology or ailored planning.

• Abiliy o design and organise inervenons and experiences consisen wih ailored planning.

LEVEL 3 • Knowledge and abiliy o use observaon and daa collecon ools or dening objecves, acvies, and sraegies or ailored planning.

• Being able o monior and evaluae ailored projecs using observaonal and daa collecon ools.

• Prociency in incorporang echnological ools ino planning o suppor inclusion.

18

Aelier Promong he Developmen o Expressive Language and Creaviy

The Culure o he Aelier or he Developmen o Expressive Language and Creatviy The aelier is no jus a place, bu an approach o knowledge capable o promotng he developmen o expressive language and creatviy, o blending knowledge and disciplines, and o mulplying perspecves. The aelier is undersood as a daily opporuniy or each child and or children in a group o encouner a variey o maerials, ools, and echniques.

The aelier simulaneously engages heir hands, houghs, and emoons as lers o knowledge, enriching educatonal experience.

Oucomes and Compeencies LEVEL 1 • Undersanding he sense and signicance o he aelier wihin educaonal services.

• Recognizing he value o he aelier and expressive languages in children’s learning processes.

• Undersanding he value o he aelier and expressive languages or he developmen o creaviy and divergen hinking.

LEVEL 2 • Familiariy wih he mulple connoaons ha he aelier can assume in relaon o ongoing hemac exploraons.

• Knowing how o organize maerials, ools, and experienal conexs o characerize a graphic-picorial, naural, scienc, narrave, ligh, digial, or ase-oriened aelier.

LEVEL 3 • Undersanding he sages o developmen o expressive languages and creaviy in relaon o dieren age groups among children.

• Prociency in using observaon ools or he developmen o expressive languages and creaviy o documen he individual knowledge processes o each child.

22

Clay and Is Poental Uses Clay is a naural maerial deeply inerwined wih he hisory o humaniy. In educaon, clay lends isel o being a rich opporuniy or children o experience sensatons and perceptons. The course includes boh heorecal and praccal momens where parcipans will learn abou and experimen wih he properes o clay, exploring he various plasc alphabes inheren in his language.

Oucomes and Compeencies LEVEL 1 • Undersanding and observing children’s approaches and knowledge sraegies relaed o clay in dieren age groups.

• Familiariy wih various ypes o clay and heir specic maerial qualies.

• Acquiring he abiliy o provide suiable suppor, ools, and maerials or an inial exploraon o clay.

LEVEL 2 • Learning essenal echniques or clay modelling and creaon o hree-dimensional models.

• Acquiring he abiliy o provide suppor, ools, and maerials ha can enhance consrucve and expressive processes involving clay.

• Being able o relae clay o oher orms o expressive language.

23

Graphic and Paintng Language The genesis o graphic signs is characerized by he pleasure o leaving a visible race on paper, experimenng wih dieren hand and arm movemens, and discovering unexpeced qualies o he sroke. This course includes various heoretcal and practcal momens o delve ino he signicance o graphic language in children’s growh and o learn abou and experimen wih dieren ypes o graphic ools and echniques.

Oucomes and Compeencies LEVEL 1 • Undersanding and observing children’s approaches and knowledge sraegies relaed o graphic and painng language in dieren age groups.

• Familiariy wih he characeriscs o graphic ools, suppors, and some graphic-painng echniques.

• Undersanding he various ypes o marks in relaon o dieren graphic-painng ools.

• Acquiring he abiliy o provide suiable suppor, ools, and maerials or an inial exploraon o various ypes o graphic signs.

LEVEL 2 • Learning essenal echniques or creang sudy conexs relaed o approaching wrien codes, porraiure, and sel-porraiure.

• Acquiring he abiliy o provide appropriae suppor, echniques, and ools or live observaons.

• Being able o relae graphic and painng language o oher expressive languages using analog and digial echnologies.

24

Experiences wih Ligh and Digial Technologies Dieren orms o naural and arcial ligh presen opporunies o explore he surrounding environmen, spaces, and maerials.

Ligh can convey dieren sensaons, ransorm spaces in daily lie, and inerac wih maerials, colour, and he body. I acvaes mulple cognive approaches and experimens wih luminous phenomena in children.

Oucomes and Compeencies LEVEL 1 • Undersanding and observing children’s approaches and knowledge sraegies relaed o he language o ligh and is scienc phenomena (reecons, reracons o ligh, rainbows, shadows, ec.).

• Familiariy wih some echnologies/ools ha generae ligh.

• Undersanding he characeriscs o maerials in relaon o ligh.

• Acquiring he abiliy o provide suiable ools and maerials o creae immersive environmens.

LEVEL 2 •

Undersanding he characeriscs and poenals o cerain digial ools in relaon o ligh.

• Learning echniques o creae immersive scenes or soryelling and dramazaon.

• Ulizing various analog and digial ligh echnologies o enhance radional expressive conexs and languages.

25