Are you wondering if you should sign up your child for a Teddy Eddie course?
We do believe you should!
Teddy Eddie is:
learning takes place in a playful way, in small groups, in cosy, colourful classrooms
the approach guarantees steady progress, a smooth transition from level to level, and continuity in the learning process
the course meets the needs of children of different ages and at varying levels of language ability
the method includes an exceptionally wide vocabulary range (always introduced and practised in full sentences); classes are conducted by qualified teachers under the constant supervision of methodology advisers
support for parents includes a unique Parents’ Guide as well as ongoing information about the course in the form of open lessons, regular emails, parents’ meetings and a reliable system for evaluating your child’s progress
licensing rules guarantee a high standard of teaching and appropriate teacher training
the materials appeal to children’s sense of humour and make use of child-friendly, storybook settings
the unparalleled richness of the language content allows genuine immersion in the foreign language
our approach reflects natural language acquisition processes and is truly communicative
Why learn English so early?
The influence on a child’s overall development
– learning a foreign language develops learning strategies and has a positive influence on children’s cognitive development
– it also broadens children’s horizons and shapes their social and cultural awareness
– it improves their memory
– language teaching to preschool-aged children takes place in a playful way, which is a pleasant experience for them and enables them learn effortlessly (something which is often difficult to achieve later on)
– children quickly accept the fact that English is a tool of communication
– the natural need to communicate encourages children to try to express themselves in a foreign language
– younger children are less inhibited than older students so they don’t feel self-conscious when they make mistakes while attempting to communicate
– children don’t get discouraged when they encounter unfamiliar words or phrases. They are quite accustomed to this situation, because they are still learning their mother tongue.
– younger children cope much better with mastering the phonological system of a new language. Since their speech apparatus is still flexible, it is more likely that they will acquire natural English pronunciation and intonation, which will in turn have a positive influence on their listening comprehension skills
– preschool-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 their language awareness and has a positive impact 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 skills. In contrast, preschool-aged children get used to the sounds of a foreign language relatively quickly, and learn to understand spoken language effortlessly
– the natural developmental plasticity of children’s brains 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 spend on mastering the language, which leads to a higher level of achievement
– thanks to the playful style of activities, children develop a very positive attitude to English, which often becomes their favourite subject. This strengthens their internal motivation and ensures better results in their further language education.
– preschool-aged children do not treat a foreign language as a school subject, and so it is possible to set children purely communicative goals and allow them to learn in a more spontaneous and natural way.
About the course
Each Book in the TEDDY EDDIE Method has been designed for 60 class meetings, lasting 35 to 45 minutes each. Classes are held twice a week.
TEACHERS who conduct classes go through a strict recruitment process according to the guidelines of the Licenser. Their overall level of language competence, English pronunciation and, of course, their ability to work with children, are subject to thorough examination.
Those selected are given comprehensive training, including selected aspects of foreign language teaching methodology, the specifics of working with preschool children, and a thorough introduction to the TEDDY EDDIE Method. They are also equipped with detailed instructions, procedures, lesson plans and supplementary materials to enrich their lessons.
Classes are regularly supervised and discussed with the Method Supervisor. Selected lessons are recorded and then viewed by the Licenser’s methodologists. These lessons are evaluated according to the TEDDY EDDIE METHOD STANDARD, not only to maintain the highest quality courses, but also to constantly develop the skills of the teachers conducting these classes.
A very important aspect of the method is the teacher’s ONGOING CONTACT WITH PARENTS.
Parents can expect:
- regular verbal reports about the progress of a the whole group and/or their own child, provided after each class
- weekly emails with information about the material covered and suggestions about how the new language can be revised with a their child at home
- open classes at the end of each semester
- written end-of-term reports about their child’s progress
Mobile application – Eddie’s palyground
SECRET BOOKLET – picture booklet or:
SECRET STICKERS – a set of stickers
Evaluation of learning outcomes
The primary aim of the method is children’s satisfaction – it’s crucial that our children develop a positive attitude towards learning a foreign language, that they come to classes willingly, and that they feel confident in the class environment. To ensure this, the children’s reactions during classes, their general behaviour and academic progress are monitored throughout the course.
Verifying a child’s language progress can be quite difficult at times, both for the parents and the teacher. This is because children often behave very differently in class and at home when it comes to displaying how much English they know. Therefore, frequent contact between the parents and teacher is strongly recommended to ensure a mutual exchange of information, providing systematic support for the child.
Therefore, frequent contact with a teacher, mutual exchange of information and cooperation are advised.
Detailed information on the key language skills and knowledge that a child will acquire during the course is outlined in the Parents’ Guide.
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.
At the end of each semester the teachers prepare a detailed Child’s Progress Report, in which the following skills and competence areas are considered:
– mastery of target vocabulary
– story comprehension
– responses to the teacher’s instructions
– answering the teacher’s questions
– participation in games and quizzes.
Teddy Eddie at home
Current research shows that children achieve better results if they maintain contact with the language at home as well as in class.
To facilitate this home-school link, the Teddy Eddie package includes a set of CDs which a child should listen to at home several times a week. All that a parent needs to do is to press the PLAY button on a CD player.
It is enough to play the CD in the background while the child engages in other activities. It is this additional, systematic exposure to the target language that yields beneficial effects over time.
The course components include many educational games which can be played at home.
The Parents’ Guide includes all the texts which 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 the student’s book, course CDs and a 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 hugely positive impact on learning outcomes. Teachers and Programme supervisors will offer plenty of assistance, provide support and give specific suggestions as appropriate.
Key features of the Teddy Eddie method
of Teddy Eddie methodology
Genuine language use
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 method, we strive towards tangible, measurable learning outcomes, which are observable here and now. To this end, we implement a number of tried and tested strategies and techniques to motivate children to use English inside and outside the classroom.
Relevance to today’s children
Impactful course content needs to appeal to the sensitivities and inclinations of today’s children. Tailoring all the course materials to match the ever-changing expectations of its little users is an ongoing challenge for the Teddy Eddie method. This involves our unique style of audio recordings, our cartoon-style characters, and our trademark sense of humour.