On November 30th, an insightful training course was held in Rivera, focusing on the importance of language development. The event was organized by the Office for Support of Family and Youth Activities (UFaG-DSS) and the Section of Special Education, specifically the Special Early Childhood Education Service (SEPS-DECS). It was also supported by ATAN and the University of Geneva. The course discussions were centred around the PAM “Parla con me” (“Speak with me”) project, backed by regional authorities and ATAN.
The topic of language development has always been one of the key areas covered in training for My School Ticino staff. The continuous flow of speech, perceived from the intrauterine life, allows the child to connect sounds to concepts. From the very beginning, language development continues throughout life. Additionally, there are important considerations around learning a second or third language. While acquiring a new language is always possible, bilingualism evolves in different ways depending on several factors, including the age of acquisition, frequency of use, quality of input, the family’s socio-economic status, and the social value placed on the language.
Field studies have highlighted warning signs for risk/favourable situations, the goal being the creation of contexts that facilitate communication exchanges and the implementation of communication strategies in daily life.
Raising awareness among educators on the topic of “language” and good professional attitudes is important to support language and communication development. A good awareness among professionals also allows them to recognize any warning signs to address potential risks.
The bilingual context of My School Ticino – along with the remarkable brain flexibility of children aged 0-3 – allows children to instinctively and naturally learn a second language, provided they are exposed to an appropriate environment and supported by adults. It is important to note that while language development may seem like an autonomous process, it depends on intentional support, a suitable environment, expert guidance from adults, and ongoing interaction.
Adults’ attitudes play a significant role in the development and strengthening of language and communication in children. For instance, we now know that behavioural challenges often arise from language difficulties, and that language skills are closely linked to academic achievement.
Therefore, actively supporting language development in the 0-3 age range provides the foundation for children to develop clear thinking and communication skills, enabling them to express their thoughts, understand others, and engage effectively – empowering skills that will last a lifetime.
