Frequently Asked Questions

 Not at all. Our classes are designed for complete beginners. The programme uses songs, games and repetition to build language naturally — no prior knowledge needed.

Toddler Panda is for children aged 1–3. Kindy Panda is for children aged 3–5. If you're not sure which class is right for your child, just get in touch, and we'll help you decide.

Yes! Parents and carers are warmly welcomed to stay for Toddler Panda sessions. For Kindy Panda, children typically settle better independently, but we are always happy to discuss what works best for your child. 

If you are in Brisbane, we would love to talk to you about running regular Chinese classes at your service! 

Please email our team at info@bouncingpanda.com.au, and we will see what we can do! We are also able to offer you monthly classes, a one-off Culture Event or some Professional Development around using Chinese.

Learning a foreign language involves developing new linguistic skills, which can enhance cognitive abilities. Children who learn a second language tend to have better problem-solving skills, critical thinking abilities, and improved memory retention.

Exposing children to a foreign language at a young age can help them develop strong linguistic skills. It enhances their phonemic awareness, vocabulary expansion, and overall language proficiency. This can have a positive impact on their first language skills as well. 

Learning a foreign language is closely tied to understanding different cultures. Through language classes, children can gain exposure to diverse customs, traditions, and perspectives from around the world. This fosters cultural awareness, sensitivity, and respect for different ways of life. 

Over the course of a year, we use at least 100 different songs, rhymes and games with the children in each room, and many of these are familiar nursery rhymes.

Repetition is important for young children in that it aids neural development and helps them to become more comfortable and, therefore, more likely to take perceived risks. Bringing the same repertoire back from time to time ensures that the children are familiar enough with it that they can take ownership of it. We want children to be going home and teaching the songs, rhymes and games from music to their parents, or in the case of very young children, responding when their families use our repertoire to engage with them at home.