Teaching tips: Bilingual Children in your care

~ Storykate ~ Leave a comment

Over the years, I have come across a fair share of bilingual or even bilingual children in my care. I teach in Australia and this country is proud to have a diverse population. Here are few things that I observed and learned while working with multicultural families.

“Learn a new language and you gain a new soul.” (Czech proverb)

Bilingualism means speaking more than one language. To be precise, two languages. Children become bilingual for different reasons. Sometimes it happens by circumstance (for example, when parents move to another country). Sometimes it is practical (study, career, opportunities). Sometimes it is emotional (to communicate with family), and sometimes simply out of love for a language.

No matter why you choose to raise a bilingual child or support them in your educational setting, speaking more than one language will benefit them.

Two languages are better than one

Research continues to show the advantages of bilingualism. It is much more than just knowing two languages.

First, bilingual children are more open to other people and cultures. They tend to have a broader worldview compared to monolingual children.

Second, bilingual children develop strong metalinguistic awareness. They notice grammar patterns more easily and understand how language works. For many objects, they know two words. Switching between languages helps them see connections between sounds and letters, which often supports strong writing skills.

Third, bilingual children can switch their attention more easily. This helps them focus better and manage multiple tasks.

Fourth, bilingual children often show stronger divergent thinking. They can think of many different ways to use objects and solve problems creatively. As adults, bilingual people tend to have mental flexibility, and their brains are more resilient with age. History also shows that many well-known creative thinkers were bilingual.

“Coca-Cola, please!”

I wanted my son to grow up bilingual from birth. We watched Muzzy in Gondoland, played educational games, and read books in English. I sang songs in English, Italian, and French, always naming the language so he could learn to recognise them.

However, his response to my English attempts at age four was… memorable.

I remember him stamping his feet and asking me to stop speaking English. But everything changed on a Qantas flight. At five years old, he realised the flight attendants did not understand Russian—and he really wanted juice and Coca-Cola.

He tried saying “I want cola” in Russian. The flight attendant smiled politely but did not understand. By the end of the long flight, he had learned to say clearly:
“Coca-Cola, please!”

His second “survival phrase” was “Where is the toilet?”, which he learned at school.

By age ten, he was speaking English fluently—better than I could imagine after many years of learning it myself.

How children learn a second language

My son’s journey follows a pattern described by Patton Tabors. Children typically go through four stages when learning a second language:

  1. Using their home language and noticing it does not work
  2. Silent period – listening, observing, absorbing language
  3. Formulaic phrases – “Me too”, “What’s your name?”, “I want…”
  4. Productive stage – speaking freely and confidently

Every child moves through these stages at their own pace.

When to start

In early childhood, the brain forms connections quickly, so learning a second language is more effective.

There are different types of bilingualism:

  • Infant bilingualism – exposed to two languages from birth
  • Childhood bilingualism – ages 5 to 12
  • Adolescent bilingualism – ages 12 to 17

Learning two languages at once can be both easier and more challenging. Children absorb language naturally, but they still need support and meaningful interaction.

The ideal time is before 5–7 years, when children already have a foundation in language, and their memory, attention, and fine motor skills are developing. At this age, children are more likely to speak both languages fluently and without an accent.

How much is enough?

Every family is different, so it is hard to define exact hours. Some research suggests around 25 hours per week of meaningful language exposure.

Language includes:

  • listening
  • speaking
  • reading
  • writing

All of these need attention.

Language is not something you “finish”. It is ongoing—more like climbing or maintaining something over time. As parents and educators, our role is to:

  • choose a strategy
  • stay consistent
  • create a rich language environment

Strategies for raising bilingual children

Barbara Zurer Pearson describes three main approaches:

1. One parent – one language

Each parent consistently speaks their own language with the child.

2. Time and place

Different languages are used in different situations (for example, at school vs at home).

3. Home language

The family speaks one language at home, while the community uses another.

This is common in countries like Australia. For example, a family may speak Russian or French at home, while the child uses English at childcare or school.

The key is to maintain the home language, because the environment will naturally support English.

10 steps towards bilingualism

  1. Be consistent with your chosen approach
  2. Be patient and persistent
  3. Make learning enjoyable (books, films, games)
  4. Use a variety of resources (songs, stories, technology)
  5. Create opportunities for real communication
  6. Do not focus on mistakes—focus on fluency and confidence
  7. Consider bilingual programs or language groups
  8. Connect language to culture
  9. Talk often and meaningfully with your child
  10. Give children time and space to respond and participate

What is your experience teaching or raising bilingual children? ‘Let’s discuss!

Erik Erikson’s theory of development

~ Storykate ~ Leave a comment

A few years ago, I finished Erik Erikson’s book Childhood and Society. As the mother of a school-age boy, I felt two things at once.

On the one hand, I was disappointed that I hadn’t had this book in my library nine years earlier. There was so much important and essential in it.

On the other hand, I felt relieved and even excited. The crises of early childhood were already behind us. So much still lay ahead: my son’s adolescence, and eventually my own old age and wisdom.

All of this is explored by the remarkable psychologist Erik Erikson.

Erik Erikson Bio

Blue-eyed blond Erik Erikson was born in Frankfurt am Main, Germany, in 1902.

Karla Abrahamsen was his mother. She was an intellectual of Jewish origin. She was married to Valdemar Salomonsen, however he was not Erik’s biological father. His father was an unknown Dane. Erik, originally a painter and teacher, became interested in psychology after meeting Anna Freud, the daughter of the famous psychoanalyst. She convinced Erikson to study at the Vienna Psychoanalytic Institute, which he did, choosing child psychoanalysis as his specialty. Erikson’s biography is often described in such detail. People believe that the identity crisis he studied so deeply was something he knew firsthand.

At a regular school, he was teased for being Jewish, and at a Jewish school, for not looking Jewish.

In 1933, Erik Erikson moved to the United States, where he began working at Harvard Medical School. Later, he moved to Yale University. During this period, he became interested in the influence of culture and society on child development. In 1950, Childhood and Society was published — a book that became a classic for beginning psychologists, sociologists, and educators.

In his later years, Erikson became fascinated with the question of the meaning of life. He continued working on the issues that concerned him until his death. He passed away at the age of 92.

Erik Erikson stages of development

Why is Erikson so important for parents and teachers — for anyone who cares about children’s lives?

Erikson explained a child’s emotional and social development. He showed what lays the foundation for emotional stability. He also identified what undermines it. He identified 8 main stages of psychological development. Each stage is marked by a conflict that a person either resolves successfully or not.

  1. First stage — from birth to one year: trust vs mistrust
  2. Second stage — from one to two years: autonomy vs shame
  3. Third stage — from three to six years: initiative vs guilt
  4. Fourth stage — corresponds to Freud’s “latency period”: competence vs inferiority
  5. Fifth stage — adolescence: identity vs role confusion
  6. Sixth stage — early adulthood: intimacy vs isolation
  7. Seventh stage — later adulthood: productivity vs stagnation
  8. Eighth stage — integrity (wisdom) vs despair

If the conflict is resolved positively, a person gains new character traits. These traits include confidence in the future, willpower, and competence. They also gain loyalty, the ability to love, care, and wisdom.

Childhood is an incredibly important stage in a person’s life. The relationships a child has with significant adults during this time influence later socialisation. The scientist said that it is in childhood that trust in people and the world arises. Autonomy and initiative also begin during this stage. Erikson was not a pessimist. He believed it is always possible to “return” to the past. We can “work through” unresolved conflicts.

Trust vs Mistrust

The first stage, according to Erikson, corresponds to the first year of a child’s life. The baby learns to trust themselves, other people, and the world as a whole. Erikson writes that trust can be internal. This means having belief in one’s ability to cope with difficulties. Trust can also be external, which is the belief that important adults will be there when needed.

A baby successfully passes this stage. This happens when parents soothe them when they cry, feed them when they are hungry, rejoice in their first sounds and steps, and respond to their needs. A child whose basic needs are not consistently met grows up suspicious and distrustful.

Self-confidence and trust in adults are necessary for a child to move to the next stage and develop independence. Lack of trust, on the other hand, puts the development of more complex social relationships at risk. In such cases, the child is more vulnerable.

What does it mean in practice?

  • carry babies in your arms and hug them often
  • feed on demand
  • soothe at the first signs of stress

This helps children believe that the world is safe and that there are people in it who care about them.

Erikson debated that such behaviour in the first year cannot “spoil” a child. Trust is the foundation without which true autonomy is impossible.

Independence vs Shame and Doubt

The second stage corresponds to the second and third years of life. The main developmental task is autonomy or independence. This is the period when the child’s “I” is forming.

This is when you first hear from your toddler: “No!”, “Mine!”, “Give!”, and of course, “Myself!”. I remember my son at two years old… Every trip to the shop ended the same way. He loved pressing the intercom button first and knocking on the door. If I accidentally forgot about his “need,” the anger and offence were intense.

Erikson reassures parents: “terrible twos” are completely normal. Nothing unusual about it. Children need opportunities to choose, to be involved in tasks, and to take on small responsibilities they can manage. For example, if a child wants to dress themselves and you are in a hurry, plan to get up earlier. This allows them the time to dress themselves.

At this time, Erikson warns, children behave very inconsistently: sometimes overly dependent, sometimes the opposite. To feel secure, they need reasonable limits. At home, we walk barefoot, but outside, we wear shoes. We eat ice cream after soup and salad, not before. It is most important to be firm (but not harsh), calm, and consistent.

What does it mean in practice?

  • give the child choices: “We are going outside. Do you want mum to dress you or will you do it yourself?”
  • set clear, reasonable, consistent limits (we can hug mum, but we don’t hit; we don’t fight, we talk things through)
  • accept and understand emotional swings from independence to dependence

The same child can be a “big kid” one moment and a “crying baby” the next.

Initiative vs Guilt

Children aged 4–5 go through this stage, which lasts until about 12 years old. At this age, a child is very energetic and curious. If this period is successfully resolved, the result is a confident and competent child.

Preschoolers can already do a lot: jump, run, climb, make friends. The outcome depends strongly on how parents respond to a child’s ideas. Learning from mistakes without feeling guilt is the key task of this stage.

This is the best time to do things together: cooking, building airports from blocks, making cubby houses in the yard. Praise for completed tasks, for helping at home, for everything that was achieved. Encouragement is very important. Labels like “what is this scribble?” can take away a child’s desire to show initiative.

What does it mean in practice?

  • encourage independence
  • focus on achievements, not mistakes
  • set expectations that match the child’s abilities
  • involve children in everyday activities — they are eager to learn what you can do

Erikson also describes later stages of development. However, this article focuses on younger children, so I will stop here. I refer you to the source, Childhood and Society, which describes each stage in detail.

To help children grow smart, they need trust and love.

Storykate 🪇

Unschooling is a new trend?

~ Storykate ~ Leave a comment

Yesterday, I overheard a conversation between a parent and an educator. The parent casually said, “Oh, we’re doing a little bit of unschooling.”

I paused for a second because it was the first time I had heard that term. Naturally, I asked a few more questions.

UNSCHOOLING

It turns out that unschooling is an educational approach in which children learn through their own interests, curiosity, and everyday experiences rather than pursuing a fixed curriculum or formal lessons. Instead of adults deciding exactly what and when children should learn, the child’s interests help guide the learning process.

For example, a child interested in cooking might naturally explore maths through measuring ingredients. They can develop literacy through reading recipes. They may also learn science through experimenting with food.

I found the conversation really interesting because the idea of self-directed learning is becoming more visible in conversations about education and childhood.

RESEARCH

Wheatley (2009) describes unschooling as a child-led approach to education. Learning develops naturally through children’s interests, play, and curiosity. It is also nurtured by everyday experiences instead of a formal curriculum. This approach avoids tests or teacher-directed instruction. The article argues that children are naturally motivated to learn when their emotional and developmental needs are met. Wheatley draws on theories of intrinsic motivation and self-determination. He suggests that traditional schooling can undermine children’s love of learning. This happens when schools rely too heavily on control, standardisation, and external rewards.

The article highlights several perceived benefits of unschooling. These benefits include greater individualisation of learning. There are more opportunities for creativity and initiative. The approach allows flexible use of time. It also offers stronger support for the “whole child,” including social, emotional, and physical wellbeing. Wheatley also argues that unschooling encourages democratic participation. Children are involved in making decisions about their learning and daily activities.

What he talks about in his article is the contrast between unschooling and what the author describes as “factory-style” schooling. Wheatley critiques standardised testing. He critiques accelerated curriculum. He also critiques limited play opportunities and rigid schedules. Wheatley suggests that these practices can negatively affect motivation and healthy development. Instead, the article presents unschooling as an alternative model that values autonomy, curiosity, meaningful learning, and intrinsic motivation.

This is not new. There has been a lot of criticism of one size fits all model. E.g. by Ken Robinson or Ilyich.

Although the article strongly advocates for unschooling, it is largely theoretical and reflective in nature rather than empirical research. Much of the discussion relies on personal experience. It draws from educational philosophy and references to motivational psychology literature. This is rather than focusing on large-scale data studies.

As edivence-based teacher, I would love to research more about the lack of structure for learning from a neuroscientific point of view.

Reference

Wheatley, K. F. (2009). Unschooling: A growing oasis for development and democracy. Encounter: Education for Meaning and Social Justice, 22(2), 27-32.

LET’S DISCUSS!

https://www.facebook.com/Storykate2020

Have you heard this term before?
Have you heard parents talk about unschooling?
Or are you doing a version of unschooling in your own family?

I’d love to hear your thoughts in the comments.

Maths with intention – the new guide will save you hours of planning

~ Storykate ~ Leave a comment

I created this because I kept seeing the same thing…

Educators know maths matters, but feel unsure about the how.

How do you teach maths in a play-based room? How do you document it using EYLF language? How do you move beyond counting to real understanding?

So I put everything I know into one guide.

Maths With Intention

Early Years Maths Through Active Learning

Maths With Intention: Early Numeracy Guide

Ages 3–5 EYLF 2.0 aligned 67-page PDF Play-based

The play-based maths guide Australian early childhood educators have been asking for.

Most educators working under the EYLF know that mathematics belongs in their program. What they struggle with is the how. How do you move beyond rote counting? How do you document mathematical thinking in play? How do you talk about subitising or spatial reasoning in a learning story? Maths With Intention answers exactly those questions — practically, beautifully, and without a single worksheet in sight.

This is a 67-page guide for early childhood educators, kindergarten teachers, and ECT students who want to teach maths the way the Early Years Learning Framework actually intends: through play, movement, language, and intentional teaching moments that turn everyday play into powerful mathematical learning.

What’s inside

  • My story — how I taught my son to count to 1000 using Montessori and Zaitsev methods, and what it taught me about how children really build number sense
  • What is early numeracy? — number sense, pattern, measurement, spatial reasoning, data sense and mathematical language explained in plain English
  • Early maths and the EYLF 2.0 — exactly how mathematical thinking maps onto Outcome 4 (Confident and Involved Learners) and Outcome 5 (Effective Communicators), with sentence starters for your observations and learning stories
  • Theoretical background — Dienes, Vygotsky, Piaget, Howard Gardner and Zaitsev, made practical for the play-based room
  • Counting songs at circle time — my three go-to songs and the movement strategies that make them stick
  • Go-to room resources — how to use the number line and 100-chart as active teaching tools, every day
  • My favourite group activities — 12 ready-to-run games for circle time and small groups
  • First Nations Mathematics — embedding Aboriginal and Torres Strait Islander perspectives in early maths, drawing on the QCAA Mathematics Storytelling resource and the 8 Aboriginal Ways of Learning framework
  • Quick reference: writing a maths observation — sentence starters you can use the very next time you sit down to document
  • Language Guide: What to Say When — questions and prompts for counting, comparing, building, problem-solving and extending the confident young mathematician

Who this is for

  • Early childhood educators working under the EYLF 2.0 (Belonging, Being and Becoming)
  • Kindergarten and preschool teachers in Australia, New Zealand, and any play-based setting
  • Educators studying for or holding a Bachelor’s or Master’s of Early Childhood Education
  • Educational leaders building pedagogical practice across a centre
  • Relief ECTs, nannies, and family day care educators who want to teach maths confidently in any room
  • University students on Teaching Practice (TP) placements

Why this guide is different

Australian early childhood education is strongly anti-worksheet, but most educators have never seen what intentional maths teaching actually looks like in a play-based room. This guide shows you — with real classroom photos, real children, real language, and the EYLF-aligned wording you can lift straight into your documentation.

It’s grounded in 18+ years of teaching experience, a Bachelor’s and Master’s of Early Childhood Education, and certified Zaitsev teacher training. It’s designed to be read once, then opened weekly for the rest of your career.

Format: 67-page A4 PDF. Print, laminate, or read on screen. Yours to keep forever.

About Storykate

I’m Kate — early childhood teacher, university educator, certified Zaitsev teacher since 2007, and the educator behind Storykate. I’m passionate about giving Australian educators practical, evidence-based, beautifully designed resources that make the EYLF feel achievable on a Tuesday afternoon.

You can find me on YouTube at @Storykate.

Get your guide here https://payhip.com/b/IcLXG