Our WorkOur 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). i 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 along the lines of “Help me to do it myself …” 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 conspicuous behaviour. It is our aim to give you as a parent our considered advice in recommending the appropriate measures. Our aims are similar in the Ü 3 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:
Our Rooms 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 evening or home visit. This is the forum for organisational questions, problems and any particular topics which need to be discussed. Regular participation is up to the individual. The parents of each group choose from among themselves a representative and a deputy. The parent committee of the whole childcare facility then elects a chairperson and a deputy at the first constituted meeting. 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. |
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, when 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.
