Settling In

Transition from family to kindergarten

When a child comes to our kindergarten, a new phase of life begins for the whole family. This transition brings major challenges and needs preparation.

Parents gain their first insights through a detailed introductory conversation and a visit to our kindergarten.

Beforehand, parents can familiarize themselves with our concept, which is available on our homepage.

During the visit to our facility, first contacts with educators and children are made.

When a child is admitted to the kindergarten, parents receive a guide to settling in, which gives them security during this phase. In the first conversation, parents and educators exchange information about the child’s preferences and dislikes, rituals and values in the family and in the facility. We offer a gentle settling-in process that is guided by the child’s needs.

Our task is to help the child process unfamiliar rooms, new people, separation from home and a different daily rhythm.

We want to make the settling-in phase as painless as possible for both the child and the parents.

We want the child to experience the first days together with one parent and for both to gradually detach from one another.

We respond flexibly to the length of the settling-in period: as quickly as possible, as long as necessary.

During the separation process, regular conversations take place about how it is going. At the end of the settling-in period, there is a detailed final conversation.

Preparation for school

Children have the right to a day-care center that helps them acquire the described competencies up to the transition to school and in preparation for starting school.

All work with children, from birth until school entry, is preschool work.

Our goal is to ensure an optimal transition from kindergarten to primary school for our children.

We consider good cooperation with the Trelleborg School and the Carl Humann Primary School necessary. This includes arranging trial lessons for our future first graders as well as joint meetings between educators, primary school teachers and parents.

Starting school means a new phase of life for our oldest children, which they experience with curiosity, expectations and new challenges.

We reject preschool work in the classical sense.

To prepare and accompany the children appropriately for this new phase, the group of school starters meets regularly. They receive age-appropriate offers tailored to them from the Berlin Educational Program, go on excursions and observations on specific topics and expand their experience.

Together with parents, we want to prepare the children so that they can meet their new requirements with self-confidence, activity and responsibility.

The task of the educator is:

• to encourage curiosity, willingness to learn and anticipation
• to develop strategies that help children overcome fears and insecurity
• to prepare children for new rules and time structures and involve parents
• to give children tasks for which they can take responsibility
• to encourage children to express criticism and accept it themselves
• to make living together in community tangible
• to solve conflicts together with the children
• to enable children, through project reflection, to think about their acquired knowledge and abilities
• to give great attention to children’s language development

Educational Areas

A central focus of our work is to offer every child opportunities for development according to their needs and abilities.

We want to enable children to grow into self-confident and tolerant people.

We support them in forming their own community in which everyone can also assert themselves.

We value the children’s own activity as a principle of learning. We promote imagination and creativity while integrating children into the group, which gives them stimulation and opportunities to develop physical, mental and practical skills.

We support children according to their interests and orient ourselves toward their needs.

We work in a situation-oriented way.

The educational areas of the Berlin Educational Program are not processed one after another. Their contents overlap and complement one another in our pedagogical practice: in free play, in activities, in the forest, on excursions and in projects.

The seven educational areas and their implementation in everyday life

Body, movement and health

Education is connected to bodily experience gained through movement. Health is a prerequisite for the child’s general well-being.

Health education in our kindergarten includes:

• movement stimulation and rest phases
• coordination and circle games
• being outdoors in all weather
• a weekly forest visit or excursion, for example to a museum
• books about the body and birth
• role-play materials
• healthy nutrition
• getting to know other food cultures

On the surrounding playgrounds and during our forest excursions, children can climb, slide, overcome height differences, walk on different ground materials such as sand, grass, soil, wood and stones, jump, swing, balance and play with balls and ropes.

Dance and singing games as well as opportunities for active movement in our movement room are embedded in kindergarten life.

Through different forms of movement, children experience their bodies, develop competencies and expand their scope of action.

Rest phases are also part of movement. They offer opportunities for recovery, reflection, relaxation and listening inward.

For rest phases we use audio recordings with relaxing sounds and popular fantasy journeys for children.

It is important to us as educators to observe each child’s signals for movement and rest needs.

Healthy nutrition

Adult role models are very important here, because children’s eating habits are strongly shaped by adult behavior.

At breakfast, lunch and afternoon snack we pay attention to:

• varied food
• fresh fruit and vegetables every day
• meat once a week
• fish once a week
• organic whole foods
• whole-grain products such as whole-grain pasta and unpeeled rice
• different salads with lunch
• special meals for vegetarians, children with allergies or intolerances and religious requirements
• baking cakes and cookies with the children
• unsweetened tea
• sweets only for celebrations
• introducing children to dishes from other countries

It is important to us that children serve themselves, with help for younger children, may refuse food they do not like, know hunger, thirst and satiety, experience a pleasant atmosphere at the table and talk with us about healthy eating and healthy food.

Body care rituals and hygiene habits

Children imitate what adults and children around them do and learn rituals of body care and hygiene. These include:

• washing hands before meals and after using the toilet
• brushing teeth after lunch
• combing hair
• changing clothes when they become too dirty

Toilet learning

Educators respond to children’s signals and wishes. We allow free access to children’s toilets and respect the wish to be alone, which is made possible by two separate toilet cubicles. Educators discuss the child’s toilet learning process with parents.

Rest and sleep

Between 12:30 and 15:00 our kindergarten rests. Children have the opportunity to sleep or rest.

Older children who no longer have such an intensive need for sleep rest while a story is read to them and can then play quietly, draw, do crafts or take part in pedagogical offers.

Social and cultural environment

Children need roots and wings: roots to know where they come from and wings to explore the world.

Education is not possible without social relationships and cultural influence. We support children in orienting themselves in their living environment. Kindergarten life becomes a stable structure in the children’s lives.

Through projects, excursions and walks, we familiarize children with their neighborhood, their district and the city and help them develop a sense of connection.

We are open to all cultures and religions, communicate them and use them as enrichment for kindergarten life and the children’s worlds. Traditional festivals are celebrated throughout the year, including Christmas and Carnival.

Important aspects for us are:

All children have the same rights.

Discovering similarities and differences within the children’s group.

• Every child may be as they are
• experiencing appreciation
• individuality and group
• traditions
• life in a multicultural environment
• expressing own needs, interests and feelings
• negotiating conflicts and making compromises
• agreeing on norms and rules for living together in kindergarten
• respectful and differentiated handling of different family cultures and family structures

We see our task as meeting every child from their family background and opening them to community life in the group.

This requires close contact with parents and special interest in the rituals and traditions of individual families. From this reciprocal relationship we also gain new inspiration for group life and kindergarten life as a whole.

Through the example of educators, children experience an atmosphere of mutual appreciation, support, friendly interaction and community action. This gives children confidence in shaping their own ideas.

Through children’s assemblies, we encourage children to express their wishes and opinions clearly in the group, to give and accept criticism and to contribute their ideas.

Communication, languages, written culture and media

Children should develop joy in language and speaking with us. We make sure to be good language role models. Especially with younger children, we accompany our own actions with language.

Educators offer themselves as conversation partners without pushing themselves on the children.

We listen to children and respect their own decisions. Language is firmly integrated into everyday life. We motivate children to express wishes, needs and feelings, tell experiences, ask questions and solve conflicts verbally. We encourage children to listen to one another and be there for each other. We meet other family languages with respect and appreciation.

We learn songs and rhymes together and listen to stories.

We enable children to experience language in many ways through:

• language accompanying all activities
• language games, rhymes, songs and finger plays
• verbal and non-verbal communication
• looking at books and retelling stories
• table conversations
• regular reading aloud
• developing scenes with play figures
• attentive listening
• conversation circles
• morning circle
• visits to the library and borrowing books
• visits to children’s and puppet theatre

We increasingly use photo and video recordings for projects, daily routines, celebrations, theatre performances and other pedagogical content such as settling in and transition to school.

Video allows reflection for educators, children can experience themselves in different activities and parents gain greater insight into kindergarten life.

We keep a language learning diary together with the children and for each child and exchange information with parents about their children’s language development.

If we notice delays or difficulties in language development, educators consult with parents about appropriate measures.

In the last year before school entry, we carry out a language status assessment with every child.

Visual design

Through drawing, painting and experimenting with clay, dough, paper, felt, paint, water and other materials, children actively engage with their environment. They process experiences and express feelings.

We give children the opportunity to:

• use craft and painting materials in the group room at any time
• express themselves creatively
• design exhibitions
• create scenery, pictures and other materials for projects
• use natural materials such as cork, shells, sand and fabrics according to their imagination

Music

Music offers possibilities for understanding beyond language barriers and is also a source of emotional experience and enjoyment.

Through early musical education we want children to:

• enjoy music and making music
• have an age-appropriate repertoire of songs
• develop a sense of rhythm
• experience how music affects their feelings
• use simple instruments such as rhythm sticks and triangles
• gain self-confidence through singing together and singing for others
• experience noise and silence, harmony and disharmony
• support language development by practicing song lyrics
• integrate songs, dances and instruments from children from other countries

The connection between music and movement through dance and singing games brings joy.

Mathematical, scientific and technical basic experiences

We do not teach mathematical understanding of numbers, sizes, shapes and weights in an abstract way, but through everyday situations.

Children gain scientific and technical experiences in daily kindergarten life and in guided experiments. They experience natural laws through the elements, the seasons and activities such as climbing.

Children are supported in seeing themselves as part of the environment, asking questions and taking responsibility. Through observing and experiencing nature, environment, space and time, children unconsciously learn patience, perseverance and concentration.

We offer the following areas of experience:

• talking about sequences in daily routines
• counting in everyday activities
• getting to know dates, weekdays, months and years
• matching, sorting and distributing
• board games, counting games, dice games and dominoes
• counting rhymes and verses
• exploring the clock
• measuring and comparing length, width, height, weight and distance
• getting to know number symbols
• creating space and opportunities for experiments
• using sand, water and natural materials outdoors
• observing growth conditions in the forest
• distinguishing smells and tastes while baking or preparing small meals
• waste separation in kindergarten
• using technical devices such as cameras and cassette recorders
• conversation circles about parents’ professions
• observing natural phenomena and weather

Body, Health and Care

Body awareness

Our goal is for every child to feel comfortable in their own body. We want to support physical development through movement.

We want every child to enjoy moving and develop coordination, skill and endurance. This happens through varied movement opportunities in our active rooms, on playgrounds and during weekly forest visits.

We support gross and fine motor skills through targeted activities such as large-format painting, touching and exploring different materials, crafts, cutting and kneading.

We help children consciously perceive their own bodies and pay attention to rest and relaxation. Our cozy corners and upper level offer opportunities for this at any time.

Sleeping

For younger children, nap time begins after lunch. No child is forced to sleep.

We create a cozy atmosphere in our separate sleeping room and respond to each child’s falling-asleep habits, such as reading, singing or cuddling.

Older children also have a rest period in which they can relax with an audio play or a story read aloud.

Afterwards, children can play quietly, draw or do crafts.

Toilet learning

Every child becomes toilet trained in their own time. The child determines the moment for the first visit to the toilet. Through the example of older children, using the toilet becomes interesting and the child wants to be like the bigger children.

Most children become toilet trained between the ages of two and three, because only toward the end of the second year can a child control the sphincter muscle.

Educators support younger children when using the toilet.

Older children have their own toilet cubicle available.

We want children to develop a positive relationship with their body and its functions.

Children should learn to clean and care for their bodies properly.

This includes washing hands after using the toilet and especially before eating, brushing teeth after meals, showering regularly, washing and combing hair and applying cream.

Sexual education

Child sexuality is natural and is treated as such. We avoid anything that sends the message that sexuality is something bad. We want to support, not forbid or suppress, bodily feeling, curiosity, openness and children’s sexual interest.

Topics include needs, consent, swear words, gender, sexuality, reproduction, birth and forms of life.

We want children to know that they can turn to educators and other people at any time.

Together we establish rules for child sexuality and make clear that boundary violations have consequences.

We want to be role models and offer orientation by dealing actively with child sexuality. If child sexuality is unwanted or forbidden, important experiences may be missing and the ability to love and relate may be made more difficult.

Sexuality is a process. We remain in conversation with the children because children of different ages have different questions.

We give age-appropriate answers to children’s questions about the body, love, partnership, pregnancy and birth.

Morning circle conversations, reading children’s books during rest time, project work on family and painting one’s own body are suitable methods. The kindergarten box offers materials for educators as well as materials for children to respond to current questions and situations.

Healthy nutrition

A balanced diet is a top priority for us. Breakfast, afternoon snack and lunch are tasty and varied. Fresh fruit and vegetables are served daily for breakfast and snack.

Lunch is delivered by a regional organic catering service.

The weekly menu is displayed for parents on our information boards.

We take preferences, allergies and seasonal food offers into account at all meals.

At breakfast and lunch there are rules. At breakfast, older children get the dishes they need themselves and then clear their place.

The lunch table is set by the table service, usually two to three children.

In this way we promote independence and responsibility. Children serve themselves lunch; younger children are of course helped by educators.

Educators encourage the French way of eating: taking small portions more often.

No child is forced to eat. Children can try food and of course refuse it.

We also introduce children to other food cultures, for example eating with hands or chopsticks.

We want children to experience food as something enjoyable in a calm atmosphere and without time pressure.

Water and unsweetened tea are visibly available at all times.

We avoid sweets in everyday kindergarten life. They are only offered on special occasions such as birthdays and celebrations.

Room design

Room design is shaped reality. It expresses social and cultural reality with which one can relate in agreement or distinction.

Through differentiated room design, we stimulate children’s perception. Thoughtful spaces help children develop self-activity, communication, social interaction, bodily experience and ideas.

Our rooms are places to feel comfortable and offer different retreat options.

Our rooms are fields for research and experimentation in which children can be active with all their senses and form an image of themselves, others and the world.

Together with the children, we develop ideas for designing our rooms. We make sure different cultures and traditions can be reflected.

Through thoughtful color and lighting choices, we support children’s aesthetic perception. Our group rooms are clearly structured into functional corners such as construction, reading and cozy corners.

This gives children orientation and security. There is enough room for retreat and play.

Materials such as craft and painting supplies and board games are placed at children’s eye level and are freely accessible. Project descriptions and documentation in the form of children’s work and pictures are displayed on the information board, creating transparency for parents.

We provide selected materials for research and experimentation and give children the opportunity to learn how to handle tools.

We create opportunities to move in many ways in the rooms and on surrounding playgrounds and to experience nature in the forest.

Observation and documentation

Observation and documentation are our most important tools for supporting children in their educational process.

The development of each child is documented:

• in the language learning diary
• in observation and development forms
• through photos, drawings and children’s artworks
• and reflected once a year in a development conversation with parents

Each child’s documentation is treated confidentially by educators and cannot be viewed by outsiders without parental consent.

We observe the life of the kindergarten community: who plays with whom, with what and where, and who is mostly occupied alone.

Group life is documented through photo walls. Reflection meetings between educators every two weeks allow an analysis of current group life.

Teamwork

The role of the director

The director sees our concept as the most important component of the kindergarten, represents it externally and supports and accompanies staff in its implementation.

The leadership approach enables educators to work independently in cooperation with all employees.

Different abilities of educators are valued and trusted, and each person is encouraged to bring them into pedagogical work.

Regular staff conversations are held with every employee. Each person receives feedback on their work, including recognition and criticism, and goals are defined.

Every employee has the opportunity to express wishes and needs. The director has an open ear for educators, children and parents. They can come with problems, worries, questions and joys at any time.

The director ensures that all educators and the director herself regularly take part in further training so that a high qualification of the team is maintained. Administrative tasks are also part of the director’s work.

An essential part of the work is cooperation with parents. Regular meetings with parent representatives and participation in parents’ evenings are a matter of course.

Cooperation within the team

We work together as a team. We value every employee’s strengths and meet each other with openness, appreciation, acceptance, respect, trust and interest. In this atmosphere, it is possible to express and accept criticism.

We may have different opinions that can exist side by side.

All decisions are made democratically and supported by every employee.

We support each other when staff are absent.

We take responsibility and, according to our possibilities and competencies, also take on cross-group tasks.

We shape and maintain team relationships through reflection, communication and willingness to resolve conflicts.

Teamwork is a fundamental prerequisite for achieving our goals, especially for implementing our concept.

The concept and its implementation are developed together in the team and are therefore an important basis for internal quality development and quality assurance.

Our team meeting takes place every two weeks. This time is working time.

Our team meetings include:

• sharing information
• conversations about individual children, group situations and ongoing projects and activities
• evaluation of observations of individual children
• exchange about parent conversations, parent evenings, training content, collegial consultation, case discussions and regular reflection on our own work

Content points are collected and processed together. Minutes are taken.

In addition, annual team days take place. During these days the concept is revised, team development takes place and self-reflection is practiced.

The results of these days are then published for the parents.

All employees regularly take part in further training. Newly gained insights are brought into the team.

Principles of Quality Development

To secure and improve the quality of our pedagogical work, we deal with the following quality criteria in these areas:

• daily routines
• play
• room design
• observation and documentation
• educational partnership with parents
• transition to primary school
• democratic participation
• cooperation within the team
• regular further training
• cooperation with other institutions

These quality criteria form the content basis for internal and external evaluation.