Abstract:

This study presents an analysis of reflections focused on the process of adaptation of children with a different mother tongue (DMT) in a kindergarten environment where the Berlin model of adaptation was applied. Although this model is well established internationally, it is not widely implemented or theoretically known in Slovak preschool facilities. Methodologically, this was a qualitative reflective case study in which a pedagogical diary and systematic teacher reflection were used as the main tools for data collection. Analysis of the recorded observations revealed the specifics of the linguistic, social, and emotional adaptation of children with DMT. Analysis of the recorded observations revealed the specifics of the linguistic, social, and emotional adaptation of children with DMT. Several factors influencing the course of adaptation were identified, such as the need for a secure relationship with an "accompanying person," the gradual increase in the child's autonomy, and the importance of a stable daily routine. The research findings of the study point to the importance of reflective pedagogical practice in accompanying children with DMT during the adaptation period and formulate recommendations for pedagogical practice in the context of increasing linguistic and cultural diversity in pre-primary education.

Acknowledgement:
This study is the partial output of the research task within the Project Programme of Linguistic Development for Children with a Different Mother Tongue in Slovak–creation and verification. This work was supported by the Slovak Research and Development Agency under Contract no. APVV-22-0450.

Keywords:

Adaptation, child with a different mother tongue, kindergarten, reflection.