What would parents like? Early language learning in kindergarten.

Abstract

In our paper, we write about the results of our preparatory, exploratory study on one of the elements of our planned research in the field of parental involvement, namely early language learning – a controversial issue in Hungary. One of the most important elements of the framework regulating pre-school education in Hungary is the Hungarian mother-tongue education. Mother-tongue development does not preclude learning about other languages, and early second language learning has been shown to have good effect on mother-tongue development. Kindergarten programs providing playful foreign language sessions or bilingual education are also in harmony with the guidelines issued by the European Commission and the expectations of Hungarian parents. Our research examines the pattern of parental involvement in a bilingual program implemented in Hungarian municipal kindergartens. It explores the reasons behind the decision of parents and their expectations for the program. The empirical results are interpreted in an international context. Based on questionnaire data recorded for four consecutive years, the demand for bilingual kindergarten education is steadily increasing; and expectations indicate similar trends to international results with new aspects. Most of the parents are aware of the advantages of early language acquisition. In addition to learning the basics of a foreign language, it is also an important expectation that the child becomes open to other cultures. Although the possibility of choosing a kindergarten is not a real option for the entire Hungarian population, learning about the components of parental involvement and motivation is essential in developing the most effective educational guidelines.