In addition to the possibility of achieving great fluency in the second language, the child is able to develop excellent pronunciation in English since in the preschool age group their system is open to the pronunciation of any sounds.
Given the needs of the globalized world, it is currently essential to have good fluency in English. Early childhood education is a suitable time to begin the language learning process as it takes place in an informal and enjoyable way.
For Lambert (1974), the fact that an individual becomes bilingual has effects on their self-esteem and ego. Being able to interact with another linguistic group has the influence of changing an individual’s self-concept and self-esteem.
This suggests that bilingualism involves acculturation, which is related to contact or incorporation of values, aspirations, etc.
Valuing your own culture, however, can and should be encouraged alongside contact with the new culture.

Yes, initially children begin to speak one or two loose words in the second language mixed with Portuguese.
As they hear more and more English, they incorporate more words into their vocabulary, until they can form short sentences in English.
Children are aware that they are exposed to two languages, knowing that they are mixing Portuguese with the English they are learning. Mixing the two languages ​​is a natural learning process in early childhood, as they seek the most effective way to communicate verbally.

Each child has their own pace of learning in both their first and second languages.
At Puzzle we respect everyone’s rhythm, both in language and in other areas of knowledge.
So yes, children will be encouraged to speak as much as they can at that given moment in English, accompanied by Portuguese.

Children learn English in a meaningful way, through everyday situations at school such as music, recycling trash, snacks, art, games, story time, etc.
The children experience these proposals in English, with the teacher being the model in the language.
It is important to highlight that in addition to spoken language, communication takes place through gestures, signs and also through body language.
Often when you notice an air of inquiry on the part of the child, you resort to a gesture that highlights what is being said.

Children stay at school for 4 hours a day, enough to quickly begin to understand the daily life of the school.
Then, they speak small single words, which in the next stage become short sentences (e.g. “open please”, “sunny day”, and “water please”).
The next phase of this learning process is to be able to form more complex sentences, which better explain something they want, what they have accomplished, etc. like “I went to the farm”.
Communication at school is done through a notebook, with messages for parents being bilingual. Children experience these proposals in English, with the teacher being the model in the language.
It is important to highlight that in addition to spoken language, communication takes place through gestures, signs and also through body language.
Often when you notice an air of inquiry on the part of the child, you resort to a gesture that highlights what is being said.

The adaptation period at school is a delicate moment for the family, as it represents the child’s first social experience outside the family environment.
Even though they are sure of the child’s arrival time and the school that best suits their needs, it is common for fathers and/or mothers to have contradictory feelings such as “my child didn’t even cry…”, with an air of disappointment.
Adaptation to the people who make up the school: staff, teachers and children, and to the new environment varies from child to child.
Some immediately wave goodbye to their mother or father, others take a little longer to settle in.
The important thing is to respect the child’s individual rhythm, always communicating with them in their mother tongue, until they feel confident in their new surroundings.
They only start with English after the adaptation period. Even if they are sure of the child’s arrival time and the school that best suits their needs, it is common for the father and/or mother to have contradictory feelings such as “my son didn’t even cry…”, with an air of disappointment.
Adaptation to the people who make up the school: staff, teachers and children, and to the new environment varies from child to child.
Some immediately wave goodbye to their mother or father, others take a little longer to settle in.
The important thing is to respect the child’s individual rhythm, always communicating with them in their mother tongue, until they feel confident in their new surroundings.
You only start with English after the adaptation period.

Children quickly respond to a new language when they see the legitimacy of its use.
The bilingual school represents a community of people who communicate in English, so the child strives to belong in this environment, trying their best to make themselves understood.
You know that Portuguese is spoken at home, so in many cases we see how children avoid or even refuse to speak English in this context

Today, English is already very present in our daily lives in São Paulo.
Songs, expressions like “hot dog”, films and the internet are very close examples that show how we are exposed to English in our daily lives.
However, at home you can also encourage English through children’s songs, videos and DVDs in English and even with a specific time, such as bath time, to talk in the second language.