I need words in different languages to comfort children when they’re upset or for toilet training. Can someone make a resource with simple, useful phrases that we could use with children? 85% of our children are Vietnamese but resources in any of Australia’s community languages would be great!
The above is a digital resource for toilet training and procedures to support multi-lingual and cultural learning environments. To address the mentioned concerns, this resource is in both English and Vietnamese. As this is a digital resource, phrases can be changed to suit the cultural languages of the learning environment through the provided web links language translator (Translator.EU, n.d). By modifying the text on these cards to suit the cultures within the learning environment, feelings of acknowledgement and respect will be felt by students, while stronger relationships will also be formed among these children, their family and educators (Webb & Williams, 2018). The Queensland Kindergarten Learning Guidelines (QKLG) (Queensland Curriculum and Assessment Authority [QCAA], 2018b) emphasise how respectful relationships between educator, child and their family forge stronger foundations for children’s learning, development, and their sense of belonging.
In a bid to support familiarity within the learning centre, a section is provided in most sequence boxes to insert images from the learning environment that directly match the relevant phrase. For example, in box seven an image of the centre’s children’s wash basin is suggested for the image insert. Education and Training (2019) assert that educators can purposefully use linguistic strategies to provide opportunities and interactions that help scaffold children’s understandings and enhance development. When the template has been modified to suit the learning purpose, it can then be printed as a poster or cut into flash cards for display or a sequencing activity. Written forms of language and numerals on each card are a visual cue to promote literacy skills of reading left to right, also supporting non-readers through number recognition and visual images as they engage with and follow the correct order of events (Fellowes & Oakley, 2020). The QKLG (QCAA, 2018b) highlight how engaging with different texts for a purpose, and making connections between texts and personal experiences, all further enhance communication abilities.