Our work as early childhood educators adopts the approach of being relevant to the situation at hand. The central focus of the pedagogical approach is the child (child-centric), who is viewed by the childcare worker in the context of the child’s reality and in the context of all the child’s senses (holistically).
The “U 3” groups (= under 3 years of age) consist of ten children from the age of eight months to three years. The “Ü 3” groups (= over 3 years of age) consist of 20 children from three to six years of age.
The main aim and the basic requirement
The main aim and the basic requirement of our pedagogical work is to impart a sense of emotional stability to every child by means of loving attention and acceptance. We can only do this, though, if you as the parent trust us and in turn help us to gain the trust of your child. We do not see ourselves as a replacement for homelife with the family. We believe it is more important for us to function as a balance and to complement life at home with the family.
Our most important pedagogical aims are the development of social skills, sensory-motor skill development and the physiological development of the children. We see ourselves as facilitators to children’s development and we take on an observing, accompanying and supporting role in line with the guiding principle: ‘we work with the children at whatever stage they are’.
Children’s social skills are promoted using group games and activities, excursions and walks. The children learn to show consideration and tolerance towards others, to solve conflict constructively and to find their place in a group situation.
The development of sensory-motor skills (speech development and development of the cognitive skills) is promoted by practising speech awareness, getting to know and recognising form and content by means of picture books, singing and other exercises. In this context the word ‘intelligence’ is not overly significant from our point of view. We categorise skills in terms of developmental stage.
With regard to physiological development, observation and comparison are the fundamental methods applicable in childcare. With targeted activities such as grabbing hold of objects, crawling, running and jumping (general motor skills) as well as finger games and puzzles (fine motor skills) we are not aiming to promote development, but simply to suitably accommodate the normal biological development of the children.
We consider an emphasis on achievement more likely to damage children than help them, and we therefore believe it is more important to give children a solid basis in using learned skills. Comparison will then allow the early recognition of any observed unusual behaviour. It is our aim to give you as a parent our considered advice in recommending the appropriate measures.
The aims are similar on the Ü3-group, but with a greater range of activities on offer. We implement the State’s Educational Agreement and produce educational documentation. The following educational areas are important to us:
2. Social, cultural and intercultural education
3. Language and communication
5. Nature and environment
6. Body, health and nutrition
7. Musical and artistic domains
8. Pre-school groups – work with the school children
Every group has its own main group room, adjoining room, bedroom, and wash room. The bedroom is also intended as a play area for the older children who might want to play separately, or do other activities such as role plays, listen to music or look at picture books. It is also used for small groups, for example for language learning. This is complemented by a gymnastics room, a spacious entrance hall and a large, attractively designed external area.
Working with the Parents
We encourage a close, frank and trusting relationship with the parents of our children. We hope that differing viewpoints, constructive criticism and suggestions can be freely aired between you as parents and our childcare workers. We request that we be informed of any changes to the domestic situation such as the birth of a sibling, moving house or parents who are separating, as this can make our work with the children concerned much easier and it helps us to understand altered behaviour.
We are available for in-depth discussions at the monthly parent evenings or home visits. This is the forum for organisational questions, problems and any particular topics which need to be discussed. In particular areas the parents have the right to make recommendations, e.g. staff appointments, staff termination of contract, the layout of the rooms etc.