Kerekecske, dombocska - oral language development in Hungary
This language intervention programme improved disadvantaged Hungarian children's oral language as a prerequisite for later literacy development.
Preprimary Age,Primary Age
Improving the quality of teaching
Peers, People with literacy difficulties, Teacher and educational specialist
• develop the communication skills of disadvantaged children
• improve oral language skills in Hungarian
• develop children’s self-expression and creativity
• increase speaking and verbal reasoning
Young children’s early language skills play a crucial role in their later literacy development, particularly for disadvantaged children and those at risk of poor literacy development. In Miskolc, a disadvantaged region of Hungary, the Open Doors Kindergarten, Primary and Vocational School conducted an intervention to develop children’s early oral language skills as a prerequisite for reading and writing.
This structured language programme drew on published research to develop and implement an interv
ention targeted at disadvantaged children between the ages of four and seven, particularly those from low socio- economic backgrounds and with limited access to learning resources. Most of the children came from Roma families and many had special educational needs.
The intervention consisted of three modules each of which had a separate language focus with related activities and tasks. Each module was structured so that activities built on skills developed in the preceding modules.
Module one developed general communication skills and module two focused on improving speaking and reasoning. The final module included games with a role play element.
One of the advantages of this programme is its flexibility. The modules can be used as a specific language intervention, or individual activities and games can be incorporated into existing language development programmes or classroom practice. It is also inexpensive as it uses traditional games, poems, stories and rhymes known to teachers and children and no specialist resources or training is needed.
During the sessions children played circle games and took part in group activities that had a specific focus on different aspects of verbal and non verbal communication. Teachers commented that the children had become more assertive and that their ability to express themselves verbally and non-verbally had improved by the end of the sessions. They also noticed that the children’s attention span had improved.
The development of the programme was financed with a grant provided by the European Social Fund.
Project websiteSEE FULL EXAMPLE