Cultura y Educación

An increasing number of children are growing up in environments in which more than one language is spoken. For many of these children, early childhood education and care (ECEC) is often their first contact with the majority language of the country in which they are growing up. This situation adds to the crucial role that ECEC professionals play in children’s education. Children from multilingual families bring an added richness to the ECEC centre. Their full language repertoire is both a resource for the child’s own holistic development, and enriches the learning experiences of the other children. Policy recommendations at European level, as well as the United Nations (UN) Convention on the Rights of the Child advocate for language learning from a young age and promotion of multilingual education in ECEC. However, multilingualism presents specific challenges for ECEC professionals. To support multilingual children and families, ECEC staff must possess complex knowledge, skills and competences, as well as an understanding of child development and early childhood pedagogy. Many ECEC professionals feel an insecurity or lack of experience about working with multilingual children and families. In addition, educational practices are often geared toward monolingualism, and approach diversity and multilingualism as a problem instead of a resource. Multilingual parents (or non-native speakers of the institutional language) may also be uncertain when faced with making choices for their child, and often face barriers to engaging in reciprocal relationships with ECEC professionals.

This study examines the socio-economic situation of three lignite regions in the process of transitioning out of coal mining: Lusatia in Germany, Wielkopolska in Poland, and Upper Nitra in Slovakia. It assesses the effectiveness of various instruments, factors and approaches in creating quality jobs, employment, and economic growth. The research results suggest that a successful energy transition requires the involvement of all stakeholders, the development of tailored strategies, and the addressing of miners’ identity issues. The study provides general recommendations for a just energy transition, such as aligning strategies across scales of government, investing in skills and training, and providing adequate funding.

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