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The Kindergarten itself is a challenge because children are just beginning their school journey, they are learning to be part of a student routine, and all the steps taken in this new context will depend on the direction and conduct of the teacher. "The teacher's role is of primary importance here, because the children will look to the teacher for guidance and it is unlikely that they will have any motivational considerations outside of that provided by the teacher" (ITTT, Unit 19, p.6). The training of the teacher to work in the Kindergarten will be of great importance. Dealing with children who are learning the meaning of studying will require totally different teacher skills from an EFL teacher to adult groups. In addition, knowledge about the native language of children will play a relevant part in the teacher's classroom experience. In EFL teaching for adults, if the teacher does not master the language of the students he can use this deficit in favor of learning, maintaining English as the necessary language for communication in class. However, when teaching EFL in kindergarten, the use of the native language may be necessary at many times, especially when it comes to discipline and correction. Children of Kindergarten age lose attention very easily, the teacher will have to balance between captivating students' attention theme after theme and maintaining order and discipline, noting that the student universe is new to children and will take time until they understand the school routines. Impatience may compromise educational outcomes. "They have shorter attention spans, and in the case of the very young ones have not even completely mastered the grammar of their mother tongue, but all are generally amenable to fun games, singing, drawing, etc." (ITTT, Unit 1, P. 5). If all EFL students need reps, EFL students in Kindergarten need a lot more. Each theme should be approached with the greatest variety of activities possible, so that repetition is not tiresome, but so natural that it is not perceived. Although students need repetitions, this does not mean that one should use only one approach over and over again, in fact, the opposite. The teacher will have to overcome the challenge of creativity and each class will understand how to captivate the attention of the little ones. "Educational psychologists have used the metaphor of bath sponge to illustrate the capacity of children to absorb language input, and when pressed lightly the input reproduced without any apparent relevance to lexical or grammatical rules. However, you should not assume that learning is directly consequence of teaching" (ITTT, Unit 19, p.8). Other factors such as the cultural implications, whether in relation to the students or even in relation to the school's teaching standards, besides the teacher's own baggage can be challenges at large scales. Whenever the teacher is attentive to each phase of teaching and learning it will be possible to go ahead and reap good results. Each class will be a particular case study that will provide the teacher with tools and resources to achieve the goal of ensuring the maximum enjoyment of each student. (9. Teaching EFL in a Kindergarten)
