a. to enable the educators understand and adjust accordingly the English Language Learning as a second language with an age-appropriate way and with a play-based methodology; b. to equip the educators with the appropriate material in order to deliver courses on English language learning in early age of education b. For children, to use English effectively for any purpose across from a really young age and familiarize themselves with the curriculum of primary schools; c. to develop children’s interest in and appreciation of language learning; Specifically, the project enables the educators teaching children to use the pooled knowledge, expertise and experience of formal and informal teaching of our programme participants.
Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Young children have shorter attention spans than older children and adults, and they're still learning their mother tongue. But teaching these learners can be enormously rewarding once you've taken a few basic principles on board. Unfortunately, pre-schoolers and kindergarten are taught English language in most EU countries in the same way as (young children of primary, secondary school or adults), with little opportunity for creativity, actual language use, and with little enjoyment for most (Nuktong 2010; Panthumasen 2017). Many children become bored and demotivated and start to view English as an object of study only. therefore this project addresses the importance of play during learning process. Play elements allow not only to create more interactive and engaging way of learning, but also acquire language instead of learning it, aimitate real-life situations, thus provoking necessity to learn problem-solving, critical thinking, communication and social skills. Play is a subconscious learning.