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.
Our pedagogical goals include in particular the development of social skills and sensory-motor skills, and the physiological development of the children. 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.
Each group has its own playroom, sleeping room, lavatory/washroom and baby-changing room. The sleeping room is also intended as a play area for those children who want to play separately, or do other activities such as role plays, listening to music, or looking at picture books. Three playgrounds, integrated into our grounds, are part of the facility. Lunch is usually prepared in our in-house kitchen.
We offer early musical education in all our groups. This gives the children the chance to experiment with musical instruments and rhythm, sing songs, play finger games or simply move to the music. Older children can enjoy physical activity in our gymnastics groups. Nine children at a time take turns visiting a gymnasium. There, the children can let off steam, experiment with other movement materials, experience the joy of movement and test their limits.
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.