Trends in Arabic Learning in EYFS Settings in 2025

In 2025, the United Arab Emirates (UAE) is witnessing a transformative shift in early childhood education, with a renewed emphasis on Arabic language acquisition in Early Years Foundation Stage (EYFS) settings. This initiative aligns with the UAE's broader vision to preserve its cultural heritage while preparing young learners for a globalized future. In 2025, the Early Years Foundation Stage (EYFS) has taken significant strides in embedding Arabic learning meaningfully into early childhood education. Across schools, Arabic is no longer seen as an additional subject but as an integral part of children’s daily experiences. This shift reflects the growing recognition that introducing languages at an early age fosters stronger communication skills, cultural awareness, and cognitive development.

1. Policy Mandates and Institutional Support

Starting September 2025, the Knowledge and Human Development Authority (KHDA) in Dubai has mandated that all private schools and early childhood centers integrate Arabic language education for children aged four to six years. This policy is part of a phased approach, with future phases extending Arabic language education to children from birth to six years The UAE Ministry of Education has also introduced guidelines requiring private kindergartens to allocate a minimum of 200 minutes per week to Arabic language instruction, with plans to increase this to 300 minutes per week by the 2027–2028 academic year. 

2. Play-Based and Experiential Learning Approaches 

EYFS settings in Dubai are embracing play-based methodologies to teach Arabic. Classrooms are designed to be immersive environments where Arabic is the medium of instruction during playtime. For instance, role-play areas may simulate traditional souks, allowing children to engage in Arabic conversations while "shopping" for goods. Such activities not only enhance language skills but also provide cultural context. In EYFS classrooms, Arabic is increasingly taught through play-based approaches. Teachers are integrating Arabic into role play corners, storytelling, and song, making the language accessible and fun. Children might count in Arabic while playing shop, sing traditional rhymes during circle time, or engage with puppets that “speak” Arabic, all of which promote natural language acquisition. A key trend in 2025 is linking Arabic learning with movement and hands-on activities. For example, children may jump on numbered mats to learn Arabic numerals, use sensory trays to form Arabic letters, or take part in outdoor treasure hunts guided by Arabic clues. These experiences make the language active and memorable. The heart of EYFS lies in play, and in 2025, Arabic teaching is moving towards rich, playful experiences. Teachers are embedding Arabic into everyday play contexts where children can use the language naturally. For example:

•    Role-play corners may become a mini Arabic souk, where children use Arabic numbers, greetings, and simple phrases while “shopping.”
•    Puppet shows bring characters to life in Arabic conversations, encouraging children to repeat and role-play in response.
•    Board and floor games are redesigned with Arabic vocabulary, helping children associate fun and movement with language learning.

By experiencing Arabic in meaningful contexts, children begin to see the language as a living, useful tool rather than just a subject. Schools are introducing Arabic literacy through multisensory and phonics-inspired methods. Children begin by recognizing the unique shapes and sounds of Arabic letters in playful ways—forming letters with playdough, spotting them in nature walks, or matching sounds to images. Teachers gradually introduce writing through large motor movements (air-writing) before moving to fine motor tasks (whiteboards, tracing).This approach ensures that children build a strong and positive foundation in Arabic reading and writing, which supports smoother progression in later years.

Young children learn best when their bodies and senses are actively engaged. EYFS classrooms are now using physical movement and tactile experiences to make Arabic memorable. Examples include:

•    Jumping across stepping stones labeled with Arabic numbers.
•    Tracing Arabic letters in sand, shaving foam, or clay.
•    Following simple Arabic instructions during action songs or mindfulness sessions.

These approaches harness children’s natural energy and curiosity, making learning both active and enjoyable while strengthening fine and gross motor skills.

3. Integration of Technology in Arabic Language Learning

The integration of technology is a significant trend in UAE's EYFS settings. Educators are utilizing digital tools and applications to support Arabic language acquisition. Interactive storytelling apps, Arabic language games, and digital flashcards are employed to make learning engaging and accessible, especially for non-native Arabic speakers. Interactive technology is playing a supportive role. Augmented reality apps, digital flashcards, and AI-driven storytelling platforms allow children to hear authentic Arabic pronunciation and engage with interactive stories. Technology provides multisensory exposure, especially for children from non-Arabic-speaking homes. Importantly, the focus is on balance: technology is used as a partner to enhance—not replace—human interaction.

4. Emphasis on Early Literacy and Oracy Skills

There is a concerted effort to develop both literacy and oracy skills in Arabic from an early age. EYFS curricula in Dubai incorporate activities that promote listening, speaking, reading, and writing in Arabic. Children engage in storytelling sessions, sing Arabic songs, and participate in group discussions, all aimed at building a strong foundation in the language. Many EYFS classrooms are embracing bilingual signage, routines, and displays. Everyday instructions such as “sit down,” “line up,” or “thank you” are introduced in Arabic alongside English. Visual prompts and dual-language labels create immersive exposure and normalize the use of Arabic in daily school life. Phonics-style approaches to Arabic are gaining ground in EYFS. Children are introduced to the shapes and sounds of Arabic letters through tactile activities—sand writing, clay modeling, and interactive wall charts—before moving to more structured reading and writing in later years. This gradual, multi-sensory approach builds a solid foundation for literacy. 

Another major trend is the design of bilingual environments. Classrooms in 2025 often display dual-language labels for everyday objects—door, chair, book—so children constantly see and hear both English and Arabic. Morning routines, circle time greetings, and even snack times include Arabic words and phrases. This immersive exposure normalizes Arabic in daily interactions and helps children develop confidence in using it naturally. For bilingual children, it strengthens both languages, and for non-Arabic speakers, it builds curiosity and acceptance.

Storytelling remains one of the most powerful tools in early language development. In 2025, Arabic children’s literature is more widely available, and schools are investing in libraries filled with high-quality Arabic picture books, rhymes, and folk tales. Story sessions are no longer limited to “language lessons” but woven into daily routines. Through stories, children not only acquire vocabulary but also connect with values, traditions, and the beauty of Arabic expression. Teachers are also blending storytelling with drama and role-play, encouraging children to act out characters, repeat key phrases, and bring Arabic words to life.

An emerging trend is linking Arabic learning with environmental education. EYFS classrooms are weaving eco-literacy with language—for example, children learn Arabic words for plants, animals, and natural materials while tending to school gardens. This not only strengthens vocabulary but also connects language with real-life responsibility.

5. Cultural Immersion and Identity Formation

Arabic language education in EYFS settings is closely tied to cultural immersion. Children are introduced to Arabic traditions, festivals, and customs through storytelling, music, and art. This approach not only enhances language skills but also fosters a sense of identity and belonging among young learners. One of the most powerful aspects of Arabic in EYFS is its role in shaping identity and belonging. For Arab children, hearing and using their mother tongue in school reinforces pride in their culture and heritage. For non-Arab children, exposure to Arabic builds empathy, respect, and curiosity about others. Schools are increasingly mindful of integrating Arabic into wellbeing practices—for example, teaching simple Arabic words for emotions, using calming Arabic rhymes during transitions, and celebrating cultural events that make children feel included and valued.

6. Professional Development for Educators

To effectively implement Arabic language education, there is a focus on professional development for educators. The KHDA has introduced the "Guide to the Policy on Arabic Language Provision in Early Childhood Education," which provides educators with strategies to integrate Arabic into daily routines and activities. Additionally, there is an emphasis on recruiting qualified Arabic-speaking educators to ensure high-quality language instruction.

7. Parental Involvement and Community Engagement

Recognizing the role of families in language development, EYFS settings in Dubai encourage parental involvement. Schools organize workshops and events where parents can learn strategies to support Arabic language learning at home. Community engagement initiatives also include inviting local Arabic-speaking community members to share stories and traditions, enriching the children's learning experiences. Schools are placing strong emphasis on Arabic literature for children. Picture books and folk tales in Arabic are shared daily, helping children develop vocabulary while connecting with culture and tradition. Celebrating Arabic festivals and heritage days also reinforces pride in the language and deepens children’s understanding of their community. Parental involvement is a central feature of Arabic in EYFS settings. Schools are encouraging families to share stories, songs, and traditions in Arabic, bridging the gap between home and school. Bilingual workshops and family story sessions ensure that learning extends beyond the classroom and fosters a community of shared language. Parents and families are key partners in Arabic learning. In 2025, many schools are holding family Arabic workshops, where parents learn strategies to support Arabic at home, even if Arabic is not their first language. Schools also invite parents to read Arabic stories, share traditional songs, or participate in cultural celebrations with children. This approach bridges home and school, ensuring children experience Arabic as a shared community effort rather than an isolated classroom subject.

8. Alignment with National Educational Goals

The emphasis on Arabic language education in EYFS settings aligns with the UAE's national educational goals. The Ministry of Education's initiatives aim to strengthen Arabic language proficiency among young learners, ensuring that they are well-equipped to participate in the nation's cultural and civic life. This academic year 2025 marks a pivotal moment in the UAE's commitment to Arabic language education in early childhood. Through policy mandates, innovative teaching approaches, and community involvement, EYFS settings in Dubai and across the UAE are laying the groundwork for a generation of bilingual children who are not only proficient in Arabic but also deeply connected to their cultural heritage. By weaving the language into everyday routines, stories, play, and celebrations, schools are giving children not only the gift of communication but also a strong sense of identity and belonging. These early foundations ensure that Arabic is not just learned but lived, setting children up for long-term success in both language and cultural appreciation.

The integration of Arabic in EYFS settings in 2025 reflects a broader shift in education: the recognition that language learning in the early years must be holistic, playful, and identity-driven. By embedding Arabic into stories, play, daily routines, and community life, schools are nurturing children who are not only bilingual but also culturally grounded, confident, and curious learners. Arabic in the early years is no longer just about mastering letters and sounds—it is about building bridges between language, culture, and the child’s sense of self. With these trends shaping classrooms, the future looks bright for early bilingual education in EYFS.

By Remediana Dias