This project, developed in close collaboration with FRÖBEL, aims to support families in fostering their children's language development. A central focus is the active inclusion and empowerment of all families, with particular attention to their heritage languages and the value of multilingualism as a resource for learning.

Children's plurilingualism is understood as a foundation for acquiring additional languages, including the societal language German. Pedagogical teams are trained to recognize and build on children's full linguistic repertoires, including phenomena such as translanguaging, using them as a springboard for sustainable language development.

A concrete outcome of the project is a pedagogical language resource toolkit providing practitioners with practical tools for observing children's language development, including targeted items from the BaSiK assessment instrument. Evidence-based recommendations will guide individualized support measures, contributing to educational equity and the advancement of early childhood language education.

The project's target group encompasses three key actors in early childhood education: children, their families, and pedagogical practitioners.

The primary focus is on children growing up multilingually, whose linguistic resources are often insufficiently recognized or systematically utilized in educational settings. The project equally addresses their families, who as primary caregivers play a crucial role in their children's language development. Additionally, pedagogical teams are actively involved in order to strengthen their professional confidence in working with multilingualism.

The project draws on scientifically validated assessment and observation instruments to document multilingualism as a valuable resource for additional language acquisition. The data collected serve both individual observation of children's language development and the evidence-based advancement of pedagogical practice.

A central goal is to promote empowerment at all levels:

• Children are recognized for the linguistic resources they bring, strengthening their self-efficacy, enjoyment of language, and motivation to learn.

• Families receive acknowledgment and guidance in navigating family multilingualism, and are encouraged to actively contribute their linguistic competencies to their children's educational trajectories.

• Pedagogical practitioners gain professional confidence in handling multilingualism, learning to recognize linguistic diversity as a resource and to apply it purposefully in language support.

Overall, the project works toward making multilingualism visible, advancing educational equity, and establishing an inclusive, resource-oriented approach to language education.