When interest leads learning: developing civic and social competences through English language learning – practices from Croatia

Abstract Book of the 10th International Conference on Modern Research in Education, Teaching and Learning

Year: 2026

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When interest leads learning: developing civic and social competences through English language learning – practices from Croatia

Klara Brcko

ABSTRACT:

This paper presents a qualitative, practice-based research conducted in a natural preschool setting in Croatia, exploring how children’s spontaneous interests can serve as a foundation for early English language learning alongside the development of civic and social competences. The research combines elements of action research and pedagogical documentation, adopting a reflective-practice approach that positions the child as an active participant in the learning process while the preschool teacher assumes an observant, reflective and facilitative role rather than a transmissive one.
Through systematic observation, documentation and reflection, the teacher identified children’s interests related to community, interpersonal relationships, cooperation and a sense of belonging. Based on these interests, English language stimuli were intentionally designed and offered through play-based methods (role play, situational activities). In particular, the Little people, Big dreams picture book series was used to explore less traditional themes within the ELT context, such as diversity, peace and social responsibility, embedded naturally in children’s play.
Data were collected through field notes, photographs, and reflective journals, enabling analysis of children’s engagement, communication attempts and social interactions. Findings indicate greater collaboration and the emergence of early civic behaviors such as expressing opinions, democratic participation, community helping and respect for others.
The study highlights the potential of a child-centered, interest-driven and integrated approach to simultaneously foster early multilingual competence, social skills and learning-to-learn competences. It also underscores the role of the preschool teacher as a researcher of their own practice, aligned with the National Curriculum for Early and Preschool Education of Croatia.

Keywords: Active Learning; Child-Centered Pedagogy; Pedagogical Documentation; Play-Based Learning; Reflective Practice