The thesis examines the role of preschool teacher in the language development of bilingual children in the preschool period. It emphasizes the importance of a quality educational environment, appropriate pedagogical approaches, and active collaboration with children and their parents. The purpose of the research was to examine how preschool teachers can effectively support and promote the language development of bilingual children through various activities, strategies and the use of appropriate didactic aids. The theoretical part focuses on defining key concepts such as first, second, and foreign language, and on under-standing children's speech and language development. It discusses how the preschool teacher through planned language activities, quality interactions, the use of didactic aids, and an inclusive approach, promotes the language development of bilingual children and helps them successfully integrate into the kindergarten environment. It further analyzes the specifics of bilingual childhood, highlighting the characteristics of the language development of children growing up in a multilingual environment and the advantages of early contact with two languages, such as greater cognitive flexibility, the ability to switch between languages, the formation of cultural identity and social inclusion. The empirical part is based on a quantitative study conducted using an online questionnaire that was distributed to preschool teachers from various Slovenian kindergartens. The study involved 70 preschool teachers with experience working with bilingual children. The findings indicate that most preschool teachers regularly carry out language-rich activities (storytelling, circle discussions, songs and rhymes), regularly include children in interactions with peers, use visual and didactic mate-rials and include symbolic play. Based on the results of the study, the conclusion presents guidelines aimed at supporting preschool teachers in their effective work with bilingual children.
|
