Kids Creative Lingo Limited is a UK-based company specialised in the production of language learning resources for early years and primary school children.
Our team is composed of professional educators dedicated to providing high-quality teaching resources to both primary school teachers and parents in the UK and abroad.
We are firm believers in the importance of early education and are launching a campaign giving educators and parents who subscribe to our programme the opportunity to help a child in need.
To find out more, please read the following document: https://www.theadventuresofyopane.com/wp-content/uploads/2020/01/Subscribe-Help-a-Child-in-Need.pdf
Learn English, French & Spanish through animated stories, role-play games, songs and activity books.
For many years the educational field has been firmly cemented in believing that different individuals have different learning styles. These are termed visual, aural and kinaesthetic. Recently this myth has been debunked. Despite 93% of the public and 76% of educators still believing that learning styles exist, it has now been demonstrated that they don’t. (more…)
A child’s educational journey is a marathon, not a sprint. In fact, it isn’t even confined to the window between when they learn their ABC’s to the day they throw a mortarboard in the air. Learning is a lifelong journey.
However, in modern society and educational systems, learning has become synonymous with education alone. Forcing learning in to the confines of an educational system means that it’s fairly easy to learn purely because of an extrinsic motivator: assessments and exams.
Whilst this is often seen as important for academic and career success, it poses some difficulties. With learning being a marathon, not a sprint, maintaining motivation for learning due to extrinsic factors only is immensely hard in the long run. It also removes much of the pleasure and fulfilment to be gained from intrinsically driven learning.
In short, doing well (or learning) simply with the goal of reaching the next level isn’t inspiring, or motivating in the long run.
What’s particularly key is that becoming an intrinsically motivated learner from the very beginning, in the Early Years, has the ability to set the tone for the rest of an individual’s life. The most adept, fulfilled and successful learners are those who are intrinsically motivated from the very beginning.
Life is a series of problems to be solved. We don’t mean this in a doom and gloom way, rather that our daily lives are a series of multiple small challenges which we automatically solve using our refined problem solving skills.
In fact, our ability to problem solve is so automatic that we don’t even think about it. Just today you’ve likely made a myriad of problem-solving decisions from what to wear, how to prepare for a meeting, to how to cajole your pre-schooler in to eating their five-a-day.
But here’s the thing: children don’t yet possess these same problem-solving abilities. They aren’t inbuilt. They have to be learned. This is particularly true for pre-schoolers. (more…)
We need to think of vocabulary as a building block. Its intrinsic value is only complete when part of a larger structure. Research shows that vocabulary is far more important than the individual words, and their meaning. Vocabulary knowledge, breadth and depth are directly correlated with a child’s overall development.
Very young children are said to be like sponges. They absorb information and learning from the world around them with seemingly unrivalled ability. It follows, therefore, that they will be able to reach fluency in a second language much more easily than older children, and certainly adults.
In fact, there’s a definite window in childhood when it is considerably easier to acquire a second language, certainly with fluency. Researchers disagree how long that window remains open, but some say it reaches its peak by around 6 or 7 years old. After this point it is understood to be much harder to learn a second language, and considerably harder to gain fluency in it.
Why is this so?
If you learned a second language at school, what can you remember? Chances are, if you embarked on learning a foreign language, like many at late primary or early secondary age, and haven’t gone on to use that language regularly, you’ve lost it. The benefits were limited to the language itself, for the time you could recall it.
That means that attempting to compare it with learning as a young child, in the early years, is akin to comparing apples and oranges: they are completely different. A young child’s brain learns language completely differently. This chasm of difference widens when we realise that early years’ language acquisition is a completely different kettle of learning experience in terms of the additional development it fosters. (more…)
Pick up that toy cup of tea to be shared with teddy, make music with your voice as you become a character from a child’s favourite story, and you can be forgiven for thinking you’re doing nothing but having fun. Yet in these actions – story-telling and role-play games– you’re accessing immensely powerful learning tools. Through this type of ‘play’ we unlock the door to a lifelong love of learning, but also an ability to learn.
Since the days of the caveman, stories have been a human’s most powerful communication tool. It’s actually essential when it comes to teaching children. Really, story-telling is incredibly hard-wired in to our make-up. (more…)
What if you could embrace the core elements of a complete immersion method of language learning? What if you could do this without being multilingual yourself? What if you could teach young children a second language whilst also supporting a much broader approach to their development, beyond language alone? Well, you can.