Our work

Our pedagogical work is orientated towards a situational approach. The focus of the pedagogical approach is on the child (child-centred), who is viewed by the childcare workers in connection with the reality of their life and all their senses (holistic).

The health of the children is an important concern for us. In the childcare centre, we have our own nutritional concept with a focus on a balanced nutrition for the child. In addition, we are certified for "SunPass" and "Kita mit Biss". Our work is rounded off by a variety of activities indoors and outdoors.

The “U3” groups (=under 3 years of age) consist of ten children aged approx. eight months to three years. In the “Ü3” groups (=over 3 years of age), 20 children aged three to six years are cared for.


  • Our main goal

    The main goal and basic requirement for our pedagogical work is to convey a state of emotional security to each child through loving attention and accepting behaviour. However, we can only do this if you as parents trust us and thus help us to gain the children’s trust. We expressly do not see our work as a substitute for a parent’s home. It is important to us to take on a balancing and complementary function to the parental home.

  • Pedagogical aims

    Our pedagogical goals include in particular the development of social skills and sensory-motor skills, and the physiological development of the children. We see ourselves as developmental companions and take on an observing, accompanying and supporting role according to the principle: ‘We work with the children at whatever stage they are’.

    We promote the children’s social behaviour with group games and activities, and by going on excursions and for walks. The children learn to show consideration and tolerance towards others, to solve conflicts constructively and to find their place in the group.

    The development of sensory-motor skills (language development and development of cognitive skills) is promoted by practising speech awareness, getting to know and recognising shapes and contents by means of picture books, singing and other exercises. In this context, the reference to the term ‘intelligence’ is not overly significant from our point of view. When classifying abilities, we speak of the level of development.

    We assess the physiological development of the children with the methods of observation and comparison. With specific exercises such as grasping, crawling, running and jumping (gross motor skills) as well as finger and stick games and puzzles (fine motor skills), we are not trying to explicitly improve their development, but simply to accompany the normal biological development of the children in an appropriate way. We consider exaggerated performance thinking to be rather harmful and consider it more important to consolidate the child’s security in the acquired skills. Comparison will allow the early recognition of any observed unusual behaviour. The aim is to be able to offer you as parents, careful advice by recommending any necessary measures.

    In the Ü3-group, our goals are similar but with a greater variety of activities on offer. We implement the Education Agreement of North Rhine-Westphalia (Bildungsvereinbarung NRW) and produce educational documentation. The following educational areas are important to us:
    1. Movement
    2. Social, cultural and intercultural education
    3. Language and communication
    4. Mathematical education
    5. Nature and environment
    6. Body, health and nutrition
    7. Musical and artistic domains
    8. Pre-school group – work with school children

  • Our rooms

    Each group has their own group room, a side room, sleeping room, and washroom. The sleeping room is also intended as a play area for the older children who want to play separately, or do other activities such as role plays, listening to music or lookinng at picture books. It is also used for small group work, e.g., language support. This offer is complemented by a gymnastics room, a spacious entrance hall and a large, attractively designed outdoor area.

  • Cooperation with the parents

    We encourage a close, open and trusting cooperation with you as parents. We want different views, constructive criticism or suggestions to be discussed freely between you and our team. In the interest of your children, we ask you to inform us in particular about changes at home, such as the birth of a sibling, moving, or a separation of the parents, as this facilitates our work with the affected children and enables us to better understand any changes in behaviour.

    We are available for in-depth discussions at the regular parent meetings or parent evenings. This is the time to address organisational questions, problems and other special topics. We understand your regular participation as a commitment. The parents of each group elect a parent council member and his/her representative from their ranks. The parent council of the entire facility elects their chairperson and his/her representative at the first constituent meeting. The parents have the right to make proposals in certain areas, e.g. new hires, dismissals, room design, etc.