Our work

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.

  • Educational profile

    8 children aged from one year to 3 years are cared for in 5 groups.
    The educational work at the Tausendfüßler daycare centre is characterised, among other things, by the Emmi Pikler educational approach.
    Pikler’s pedagogy is aimed at nursery children between birth and three years of age and emphasises the initiative of young children. This is encouraged by an appropriate environment and attentive, empathetic carers.
    The Emmi-Pikler pedagogy holds the view that a child’s personality can develop best when it is allowed to develop as independently as possible.
    Accordingly, the task of us professionals is to provide the child with a sense of security and to organise its environment in such a way that the toddler can become active independently depending on its stage of development.
    We observe the four principles of Pikler’s pedagogy:
    1. respect for the child’s own initiative and support for their independence
    2. support of a stable personal relationship between the child and trusted caregivers
    3. every child should feel accepted
    4. promotion of the child’s physical well-being and health

    During free play, the child is given a space in which they are invited to discover and explore their surroundings using “open” play materials such as baskets, wooden rings, cups, platforms, slopes and much more. They also come into contact with other children. This gives the children the opportunity to do what they want to do and what they are ready to do based on their development in a relaxed atmosphere. They are neither pressurised nor guided. They can move and play in a self-determined way.
    As professionals, we fulfil our pedagogical mission by being with the children with our full attention and supporting them attentively wherever support is needed and building a good, trusting relationship with the children.
    Another focus of the Pikler approach is the consciously experienced care situations: Daily routines such as washing, nappy changing or eating are implemented in such a way that each child can express for themselves when they are ready for which step and can contribute independently. All activities are also accompanied by language from the specialist staff. Conscious communication in the care situations is intended to promote the self-efficacy of the girls and boys as well as the social bond between the professional and the child.

  • Our groups

    Each group has a playroom, a bedroom, a toilet and a nappy-changing room. The playroom is also intended for children who want to retreat, for example for role play, listening to music or reading a picture book. The children also have access to an exercise room with a ball pool and a playhouse.

    The facility also has a large, long corridor, which is used as a play area, an office, a laundry room, a guest WC, a staff room, a kitchen, a cellar and a vehicle room, which is also available for parents to park pushchairs/buggies.

    The centre has three playgrounds offering plenty of opportunities to play. The children have three covered sandpits at their disposal. This means they can play in the sand in all weathers without getting wet. There are also plenty of buckets, scoops, wheelbarrows, etc. available. The sand is regularly cleaned and replaced.
    There is a nest swing, a tepee and a bobby car track in the playgrounds
    There is also a seesaw animal and two play areas that fulfil the children’s play needs for swings, climbing, slides and much more. In summer, we offer the children a variety of opportunities to splash around. To prevent sunburn, there are large sunshades on two playgrounds that guarantee UV protection and an awning.

  • Daily routine

    Time and space for free play
    Fixed rituals such as mealtimes, care, rest and play times provide orientation. Ideally, the children can decide for themselves whether and for how long they want to take part. Autonomous play and undisturbed exploration and discovery in protected learning environments take centre stage. According to Emmi Pikler, time and space are the cornerstones of autonomous movement development. And physical development, in turn, is the basis for good cognitive and social-emotional development. Free play therefore not only promotes motor skills, but also children’s self-confidence and well-being.
    Our day:
    7.30am-9.00am Bring time
    9:00 a.m.: Breakfast together at group level, the children bring their breakfast from home
    09:30 – approx. 11:30 Free play
    11:45 – approx. 12:15 Lunch together at group level
    12:15 – approx. 12:45 Preparation for nap/first pick-up phase
    12:45 – approx. 14:30 Bedtime/rest period for the older children who no longer need to sleep
    From 14:45 – 16:30 small snack/2nd pick-up phase, as well as free play until pick-up time

    In the afternoon, the free play phase is again available for our children.

  • Cooperation with the parents

    We want you to feel comfortable and in good hands in our centre right from the start, which is why, in addition to the educational work with your children, working with you as parents and family is particularly important to us.
    We are in constant contact with parents and value mutual exchange. The basic prerequisites for successful co-operation are trust, mutual respect and openness. Discussions and feedback from both sides enable us to respond better to the child.
    The diverse life situations of families also give rise to different wishes, expectations and different demands on the facilities. This is why we focus on a trusting and cooperative partnership and an open dialogue with parents. In dialogue between parents and educational staff, mutual expectations, individual concerns and perhaps even worries or fears can be worked out and discussed.

    Parents’ council
    The parents of each group elect a parent council member and their representative from their ranks. The parents’ council of the entire centre elects its chairperson and their representative at the first constituent meeting.