Are you wondering if you should sign up your child for a Teddy Eddie course?

We do believe you should!

Teddy Eddie is:


FRIENDLY

learning takes place in a playful manner in small groups,  in cosy and colourful rooms

MULTI-LEVEL

the approach guarantees steady progress, smooth transition from level to level, and continuity of the learning progress

f

FLEXIBLE

the course meets the needs of children of different ages and at different levels of language ability

AMBITIOUS

he programme includes an exceptionally wide vocabulary range (always introduced and practiced in full sentences); classes are conducted by qualified teachers under the constant supervision of methodology advisers

PARENT-FRIENDLY

the support for parents includes a unique Parents’ Guide as well as ongoing information about the course in the form of open lessons, regular e-mails, meetings with parents and a reliable system of evaluation of  child’s progress

RELIABLE

licensing rules guarantee a high standard of conducting courses and appropiate teachers’ training

CHEERFUL

The materials contact with children’s sense of humour and make use of a child-friendly fairy-tale setting

RICH

the unparalleled richness of course components and the language content allow for genuinely total ‚immersion’ in the  foreign language

w

CLOSE

The approach reflects natural language acquisition processes and is truly communicative

Why learn English so early?

N

The influence on the child's overall development

– learning a foreign language develops learning strategies and has a positive influence on the mental development of a child

– learning a foreign language broadens horizons as well as shapes children’s social and cultural awareness

– learning a foreign language improve children’s memory

– language teaching to pre-primary aged children takes place in a playful manner, which is a pleasant experience for them and a way to learn effortlessly (which in later life is often difficult to achieve)

w

Communicative benefits

– children quickly accept quickly the fact that English is used for communication and, therefore, language learning isn’t artificial for them

– the natural need to communicate encourages children to try to express themselves willingly in a foreign language

– younger children are less embarrassed and intimidated than older students so they don’t feel self-conscious when they make mistakes as they try to communicate

– children don’t get discouraged when they encounter unfamiliar words or phrases (unless they affect the main message of course). They are quite accustomed to this situation, because they are still learning their mother tongue. It’s a compensation strategy the mastering of which doesn’t come easily for older students.

Language development

– younger children cope much better with mastering the phonological system (that is sounds) of the new language. Since their speech apparatus is still flexible, it’s more likely that they will acquire the natural English pronunciation and intonation, which will in turn affects positively their listening comprehension skills.

– pre-primary aged children are still in the process of learning their native language, and learning two languages simultaneously (a mother tongue and a foreign language) is beneficial as it increases children’s language awareness and has a positive influence on the development of both brain hemispheres

the older a student is, the more difficult it is for him or her to acquire listening comprehension abilitiesIn contrast, pre-primary aged children get used to the sounds of a foreign language relatively quickly, and learn to understand spoken language effortlessly, e.g. teachers speaking in English to them

– natural, developmental plasticity of children’s minds makes language acquisition more similar to learning their mother tongue

The reality of foreign language teaching

– considering the limited time we can devote to learning a foreign language (usually no more than two short sessions a week), the sooner children start, the more time they spent on mastering the language, which leads to a higher level of achievement

– thanks to the playful form of activities, children developa a very positive attitude to English which often becomes their favourite subject. This strengthens the internal motivation of children and ensures better results in their further language education.

– pre-primary aged children don’t have to worry yet about the educational system and the fact that a foreign language is also a cirricural  subject at school, where grades are sometimes more important than skills. Because of that, it’s possible to set children purely communicative goals and allow them to learn in a more spontaneous and natural way.

About the course

 

Each of the Books of the TEDDY EDDIE Programme has been scheduled for 60 meetings, lasting 35 to 45 minutes each. Classes are held twice a week.

TEACHERS conducting classes undergo a strict recruitment process  according to the guidelines of the Licenser. Their overall level of language competence, English pronunciation as well as their ability to work with children are subject to thorough examination.

Those selected receive a comprehensive training cycle,  including selected aspects of foreign language teaching methodology, the specifics of working with pre-school children, and a thorough introduction to the TEDDY EDDIE method. They are also equipped with detailed instructions, procedures, lesson plans and supplementary materials that can enrich their lessons.

Classes are regularly supervised and discussed with the Programme Supervisor. Selected lessons are recorded and then viewed by methodology experts of the Licenser. These lessons are discussed according to a special STANDARD FOR TEDDY EDDIE METHOD, not only to provide the highest quality courses, but also to constantly develop teachers conducting these classes.

A very important aspect of the method is teacher’s ONGOING CONTACT WITH PARENTS.
Parents can expect:

  • regular verbal information about the progress of the whole group and/or individual child, provided after each class
  • weekly e-mails with information about the material covered and suggestions about how the new language can be revised with the child at home
  • open classes at the end of each semester
  • written end-of-term reports about child’s progress

Course components

 

STUDENT’S BOOK

CD

PARENTS’ GUIDE

Mobile application – Eddie’s palyground

SECRET BOOKLET – picture booklet or:

multiROM deDOMO

SECRET STICKERS – a set of stickers

CASE

Evaluation of learning outcomes

 

A

The chief aim of the method is children’s satisfaction – it’s crucial that children develop a positive attitude towards learning a foreign language, that they come to classes willingly, and that they enjoy being members of a supportive class environment. To ensure this, children’s in-class reactions, their daily behaviour and academic progress are monitored throughout the course.

A

Verifying child’s language progress can at times be quite difficult, both for parents and the It’s because children may behave very differently in class and at home when it comes to displaying how much English they know. Therefore, frequent contact between parents and the teacher is strongly recommended to ensure systematic exchange of information and mutual support for the child.

A

Therefore, frequent contact with a teacher, mutual exchange of information and cooperation are advised.

A

Detailed information on key language skills and knowledge that a child is going to acquire during the course is outlined in Parents’ Guide.

A

Minimum training is the same for all the students. However,  children’s progress is often more significant and sometimes even the creators of the method are surprised! If and when that happens depends on many factors:  attendance, a child’s age, years of education, getting a feel for language at home, individual predispositions or character.

A

At the end of each semester teachers prepare a detailed Report on Child’s Progress, in which the following skill and competence areas are taken into account:

–  mastering target vocabulary

–  comprehending simple narratives

– responding to teacher’s instructions

– answering teacher’s questions

– participating in games and quizzes.

Teddy Eddie at home

Current research shows that children achieve better results if they keep in touch with the language at home as well as in class.

To facilitate this home-school link, Teddy Eddie package includes a set of CDs which a child should listen to at home at least several times a week. All that a parent needs to do is press the PLAY button on a CD-player.

It is enough to play the CD unobtrusively while the child engages in any other activities. It is the additional, systematic exposure to the target language that yields beneficial effects over time.

Course components offer many educational games to be played at home.

Parents’ Guide includes all the texts  are used in class (stories, songs, and rhymes) as well as the vocabulary from each chapter together with the Polish translation.

Optionally, parents can take advantage of extra ideas for using a student’s book, course CDs and a miniset of images (called the “Secret Booklet”) to play with the child and thus provide additional language practice. In our experience, every form of parental involvement in the learning process has a huge positive impact on learning outcomes. Teachers and Programme supervisors will offer every assistance, provide support and specific suggestions as appropriate.

In addition, the core Teddy Eddie materials portfolio has been supplemented with a set of dedicated materials based on the innovative, award-winning deDOMO method.

This method, developed by Grzegorz Śpiewak, Ph.D.,  offers an easy-to-implement approach for parents to exploit the unique dynamics of domestic life to introduce and practice high-priority foreign language items with their child.

The set includes a CD with an e-book version of the deDOMO how-to guide for parents, a home language guide, and a set of accompanying recordings.

More about the method at: www.dedomo.pl

Highlights of Teddy Eddie methodology

The effect of ‘immersion’ in the language

Learning a language involves so much more than memorizing a collection of single, unconnected words. In order to experience their communicative value, words need to be connected, to form meaningful phrases, sentences, utterances and texts.  Prioritizing such connected language – a cornerstone of the Teddy Eddie method – establishes a firm, solid link between language learning and genuine language use.

.

More than having fun and being familiarized with a language

Teddy Eddie believes very firmly that learning English at a very young age  can be made so much more than merely taking part in fun activities and being familiarized with bits of foreign language to be actually acquired and used much later. In our Programme, we strive towards tangible, measurable learning outcomes, observable here  and now. To this end, we a number of tried and tested strategies and techniques to motivate children to use English inside and outside the classroom.

..

Relevance to present-day children

Impactful course content needs to appeal to sensitivities and inclinations of present-day children. Tailoring all course materials to match the ever-changing expectations of its little users is an ongoing challenge for the Teddy Eddie programme. This involves our unique style of audio recordings, our cartoon style characters, and our trademark sense of humour.