UDC 378.147:37:005:796:798
DOI: https://doi.org/10.59694/ped_sciences.2025.13.069
PROMOTING MULTILINGUALISM IN KINDERGARTEN THROUGH AESTHETIC METHODS. AN EMPIRICAL STUDY ON LANGUAGE DEVELOPMENT AND PSYCHOSOCIAL SKILLS
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BARTALIS-BINDER Kata-Szilvia
PhD, is a Lecturer at the Faculty of Psychology and Educational Sciences,
Babeș-Bolyai University
ORCID iD: https://orcid.org/0009-0007-9730-5714
Abstract:
In an increasingly culturally diverse society, multilingualism constitutes a vital means of transcultural communication and individual expression. This article investigates the relationship between aesthetic education and holistic approaches to fostering multilingualism, addressing not only linguistic and communicative dimensions but also socio-emotional, cultural, and sustainabilityoriented aspects.
The study draws upon an established pedagogical framework from the project «Künste bilden – eine DaF Werkstatt» (Arts Educate – A Workshop Approach to German as a Foreign Language) and presents findings from an experimental study involving 18 early childhood educators. Results reveal how aesthetic methods can support both language acquisition and transcultural engagement among young children. Methodological reflections and practical implications underscore the potential of aesthetic education for advancing multilingual competencies in early childhood settings.
The findings confirm that aesthetic methods are not only a valuable tool for promoting multilingualism, but also have a transformative effect on multiple facets of early childhood education. The development observed among both educators and children highlights the potential of such approaches to bridge language, social, and cultural education. To maximize the impact of these insights, systematic implementation and stronger networks between educational institutions and cultural actors will be essential.
Arrival games, soundscape explorations, and the creation of multilingual scenes enable children to encounter different countries, environments, and ways of life. These embodied experiences support sustainable attitudes toward cultural and ecological diversity.
Keywords: Multilingualism, aesthetic experience, early childhood pedagogy, transcultural competence, language development, empirical research project, teacher training, language awareness.
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