Language Educational Observations in a Multicultural Kindergarten

Abstract

The study gives an insight into language educational observations followed in a Hungarian multilingual–multicultural kindergarten. It briefly describes the special setting in Fáy András Kindergarten, Pápa, where 23 foreign families’ children were received in September 2008. The aim of the article is to give reasons why observation as a research method was chosen in spite of its relative difficulties under pre-school circumstances: how its drawbacks could be overcome and how its benefits could be exploited. Besides, it gives an account of the applied research tools and technology which may prove to be indispensable during educational observations. The report gives a closer look at the kindergarten activities which help children and kindergarten teachers to create a linguistic, educational and social community, and then discusses the relevant language educational issues. Conclusions along discussion are also made to reveal the prominent interrelations and interdependence in this complex educational setting.