Intercultural Education and Multilingualism in the Kita

Trust across cultural boundaries

Working together with parents from different cultures is valuable and requires cultural sensitivity, appreciation and overcoming language barriers. The aim is a trusting, partnership-based cooperation across cultural boundaries.

Appreciative, culturally sensitive cooperation

Cooperation with parents from different cultures is based on the principles of good cooperation with parents (see the separate courses on language education, observation and inclusion), complemented by cultural sensitivity: appreciative and partnership-based (taking parents seriously as competent partners and experts on their child, on an equal footing, without lecturing or patronising them); culturally sensitive (being sensitive to possible cultural differences and influences, without stereotyping or overlooking the individual, Modules 4, 8); open and respectful (meeting parents and their culture, language and perspective with openness and respect, without judgement); understanding-oriented (aiming for understanding and dialogue, clearing up misunderstandings, looking for solutions together); and trust-building (building trust, which is the foundation of cooperation). This appreciative, culturally sensitive, understanding-oriented cooperation is the basis for good, trusting cooperation across cultural boundaries – for the child's wellbeing. It is important to meet parents (who may themselves be in a new environment, have a different language and culture, and feel unsure) with appreciation, openness, respect and trust, and to build a solid, lasting relationship.

Figure (Module 10): Five principles of appreciative, culturally sensitive cooperation with parents. Source: own illustration (AI-assisted).

Overcoming language barriers

A particular challenge is often the language barrier: if parents (still) speak little German, understanding each other is more difficult. Ways of overcoming language barriers are: interpreters/language mediators (professional or volunteer language mediators who make understanding possible – especially for important conversations); simple, clear language (speaking slowly, clearly and simply, avoiding complicated wording); visualisation (pictures, signs and gestures to support understanding); multilingual information and materials (important information in different languages); patience and time (taking time for understanding each other, being patient); and, where necessary, involving others (e.g. family members or acquaintances who can translate – only if the parents wish, and with caution on sensitive topics and when children are asked to translate). Children should not be asked to interpret in conversations about themselves, their family or sensitive topics (e.g. development, health, conflicts, child protection) – this can overburden them. For such conversations, professional or trained language mediators who have committed (ideally in writing) to keeping information confidential are suitable; volunteer or lay mediators, family members and acquaintances are not automatically bound to confidentiality, so the day-care centre (Kita) asks them for such a commitment. The parents agree beforehand to who will interpret, and information about the child and the family is only passed on as far as is necessary for the conversation (data protection and confidentiality). Overcoming language barriers is important so that understanding and cooperation succeed and parents are not excluded or disadvantaged by the language barrier. It is worth finding ways of understanding each other and not letting the language barrier become an obstacle to cooperation. Successful understanding – despite language barriers – is the basis of good cooperation.

Figure (Module 10): Ways of overcoming language barriers. Source: own illustration (AI-assisted).

Going deeper: Building bridges and building trust

Cooperation with parents from different cultures is at its core building bridges and building trust across cultural and language boundaries. Various challenges can arise: language barriers (see above), cultural differences and possible misunderstandings, different ideas and expectations, possible insecurity or reserve on the part of parents (who may themselves be in a new, unfamiliar environment, not know the system, feel unsure or have had bad experiences before), and possible prejudices or fear of contact on both sides. Building bridges and building trust means tackling these challenges constructively and building a solid, trusting relationship and cooperation across those boundaries. Important elements are: openness, appreciation and respect towards the parents, their culture, language and perspective (which creates trust and a good relationship); the overcoming of language barriers and the effort to understand each other (which makes communication and relationship possible); cultural sensitivity and understanding of the parents' situation and perspective (which avoids misunderstandings and creates understanding); patience and relationship-building (trust and a solid relationship take time, especially across cultural and language boundaries); the involvement of parents as partners and experts (which values and includes them); and the appreciation and inclusion of their culture and language (Modules 6, 9, the message "You and your culture/language are welcome"). It is especially valuable to convey to parents that they and their child are welcome and valued with their culture, language and background (similar to the message "Your child is welcome", see the separate course on inclusion) – particularly if the parents may have experienced insecurity, strangeness or earlier exclusion. This message and the appreciative, open, understanding-oriented stance create trust and a good basis for cooperation. Building bridges and building trust is demanding and takes time, patience, openness and effort – but it is valuable and worthwhile: successful, trusting cooperation with parents across cultural and language boundaries is the foundation for the child's wellbeing and good support, and for a good relationship between the Kita and the family. For the Kita this means actively building bridges and building trust: meeting parents with openness, appreciation and respect, overcoming language barriers, being culturally sensitive and understanding-oriented, patiently building a relationship, involving parents as partners, and conveying to them that they and their culture/language are welcome. This is how intercultural cooperation with parents succeeds – a valuable, solid cooperation across cultural boundaries, for the benefit of children and families and to enrich the community.

Figure (Module 10): From possible challenges to building bridges and trust. Source: own illustration (AI-assisted).