Concept kindergarten, melanchthon municipality berlin spandau

Conception of the daycare center of the Evangelical Melanchthon Church Parish in Berlin Spandau

Man’s freedom is not that he can do what he wants, but that he doesn’t have to do what he doesn’t want to do. (Jean-Jacque Rousseau)

Table of Contents:
– Foreword
– Living situation of the families in the district
– Opening hours of the daycare center
– Principles and priorities of educational work
– The Kneipp health concept
– Acclimatization
– Pedagogical work with the children / open concept
– Religious education
– Movement education and body experience
– Basic math experience
– Language support, writing culture and media
– observation and documentation
– Nature / environmental experience basic technical experience
– traffic education
– Social values education
– Emotional and social skills
– fine motor skills
– Creative-creative area
– Daily routine
– integration
– Child protection
– parents
– Tasks of the daycare staff
– Contacts and collaborations
– Relationships between the community and daycare staff
– Legal basis
– Enough

The conception of the daycare center of the Evangelical Melanchthon church congregation defines which goals the Melanchthon church congregation wants to achieve with its day care center, which paths it takes and how the work in the facility is organized. The concept is aimed at parents, employees and anyone who has any interest or responsibility for daycare. The daycare center is an evangelical institution and therefore receives its special profile. We have been listed as a certified Kneipp day care center since September 2017.
It is part of community work that relates to children, families and society. It is therefore done in cooperation with the other offers of the community for children. It is primarily aimed at children from the Spandau Wilhelmstadt district. She maintains contact with primary schools, kindergartens and other facilities in the district.

Living situation of the families in the district
The children who attend daycare live mostly in the Wilhelmstadt district.

The families live in multi-family and high-rise buildings as well as in single-family houses. The district has its own green area with playgrounds and leisure facilities. The majority of the families are small families with one or two children. Your life situation is largely characterized by the professional activity of your parents. The district has developed into a social focus in recent years, so children with a migration background and children from socially disadvantaged families come to us. In order to support these families in the environment described above, the Melanchthon church community maintains a day care center. She wants to respond to the needs of the individual families, e.g. Provide children, also from small families, with peers and enable parents to work. The initial social situation and the general social conditions in the district are taken into account in the orientation of the offer and in the daily educational work.

opening hours
Monday – Thursday from 6:30 a.m. to 4:30 p.m.
Friday from 6:30 a.m. to 4:00 p.m.

Principles and focus of pedagogical work
The community and the staff in the daycare wish everyone an open, trusting and constructive cooperation. Dealing with each other should be characterized by mutual interest and fairness.
The educational work is based on a Christian image of man and on the Berlin educational program. The goals and focus of the work and its implementation also result from it.
-Religious education work
-Body, exercise and health
-Social and cultural environment
-Communication, languages, written culture and media
-Creative design, promotion of fine motor skills
-music
-Basic math experience
-Basic scientific and technical experience
-Promotion of emotional and social skills

The Kneipp health concept

The educational work in our daycare center is based on the health concept of the pastor and naturopath Sebastian Kneipp.
All of the daycare workers at our day care center have completed their training as Kneipp health care workers.

Why Kneipp in the daycare?

The first thought is of course the health of your children. The strengthening of the immune system is particularly necessary for all children. And this is to be done with the implementation of the Kneipp concept. What is special about the Kneipp health concept is the harmonious interplay of the 5 elements water – movement – nutrition – medicinal plants and lifestyle. Together they form the basis for a health-conscious lifestyle and for a holistic natural healing process.

Implementation of the 5 elements

water

Water as a carrier of heat and cold strengthens performance, activates the immune system and refines self-awareness and body awareness. In kindergarten we offer a different Kneipp treatment every week, e.g. the foot bath or the warm-cold alternating foot bath, the arm bath, the lemon hand bath or various castings. In the warm season, when the tubs can be placed in the garden, the children have the opportunity to squeeze almost every day.

Move

If the movement is used in a sensible dose, this improves strength, endurance, coordination and strengthens the cardiovascular system. It arouses joy, strengthens self-esteem and reduces stress. In outdoor exercise units, light and air caress our soul. In the kindergarten, this includes the fixed yoga day, the exercise in the gym, the exercise options in the garden and our forest week.

nutrition

Eating according to Sebastian Kneipp’s recommendations is simply good – tasty, varied and wholly fresh. Diet rich in fiber promotes well-being and vitality. Healthy nutrition makes you fit for everyday requirements and provides us with everything our body and senses need. In our daycare center, healthy eating includes not only the theoretical knowledge that the children experience in the facility, e.g. B. our fruit and vegetable plate, which is prepared every morning. We bake the Kneipp bread with the children in a wood-burning oven and spread it with homemade jam or a herb curd. We plant herb beds with the children, harvest the herbs and let them taste it.

medicinal plants

Medicinal plants with their natural active ingredients protect us from diseases and alleviate many ailments, whether as tea, spice, wrap, bath additive or ointment. It is important to us to pass on to the children that the old home remedies, e.g. Plants and herbs can be versatile helpers for health and well-being. For example, we offer children sugar-free, open fruit and herbal teas as well as home-made Bionade, which e.g. strengthen the immune system in cold months. We learn about different herbs, plant them and use them. We work with various herbs (fragrance bags, fragrance jars and bath additive with lavender) and provide e.g. Dandelion jam or a curd spread with various herbs.

order of life

This element connects the other four and provides the basis for a life in the greatest possible balance and harmony with society and the environment. A healthy lifestyle enables us to cope better with everyday burdens and to cope with them better. In the day care center, a fixed daily routine and rules, a fixed structure are part of the way of life. This is also in ours KITA CONSTITUTION firmly anchored. It gives the children security to know what will happen next in the daily routine.

acclimation
The switch from a protected home environment to a daily visit to the daycare center demands a high level of concentration and physical exertion from the children. We want to approach this process carefully.
We expect the parents to make room for the familiarization period of 2-4 weeks.
We think it makes sense if the child is accompanied by a familiar person during this time. An educator will be available to help you get used to it.

Acclimatization process:

1 and 2 days
In the first 1-2 days, the child stays with us in the daycare center for about 1.5 hours with a familiar person. During this time, the child has the opportunity to get an overview of the premises, the play materials and the other children and educators. The teacher gives the parents help with changing the diaper and feeding them (if the child is a crib).
3 and 4 days
If the child makes a relatively safe impression, we try to send the parents out of the room for a short moment. The parents remain within reach for the child. The teacher gives the parents help with changing diapers and feeding.
Day 5
On this day, the child’s childcare time can be increased, i.e. the child takes part in lunch or breakfast together. The educator tries to change or feed the child independently.
2 weeks
In the second week, the child stays in the daycare for breakfast or lunch. (Either with or without parental supervision.) At the end of the second week, the child can also sleep in the daycare if necessary or be looked after until the afternoon.
3 week
At the end of the third week, acclimatization should be completed.

Pedagogical work with the children

We look after 55 children aged 1-6 years. We have had a crèche group since summer 2009, as well as a mixed elementary group.

We work according to the concept of open work.

The aim of the open work is a child-centered pedagogy, the orientation towards the development and age-specific needs of the children and their individual skills.
Today’s living conditions make more and more spaces disappear in which children can play with other children independently of adults.
There is less and less space for children with their play and exercise needs, with their urge to conquer the world with curiosity.
The open work gives the children more choices, such as Finding friends for your own needs, interests and desires; they can take on more responsibility and self-determination.
Our concept of open work takes this as an opportunity to create extensive opportunities to satisfy the play and exercise needs of our children.

Our pedagogical work is based on the child’s observing perception in order to support learning processes and enable them to deal with their life situation. The respective educators watch the children. The reflection of the observation takes place in cooperation with other colleagues.

We enable the children to act and play in a large space (individual opportunities). Our children can visit venues for different experiences in the entire facility at any time. You can be there with other children, withdraw when it suits your needs.
We support the children in their ideas and interests. Joint projects emerge and topics are dealt with realistically.
We enable children to deal with their life situation through life-related projects and offers. The child should not only think of his own advantage, but should also be able to perceive and respect the needs of other people. The focus is on the child with his interests and needs and indicates the direction.
This means that it is not we adults who shape the child, but it does the enormous development work itself from the start. The children have the will and the strength to carry out their development through their own activity. If children are actors in our own development, this means letting go of the children so that they can develop independently. It is important for us that we support and accompany the child in its development, give it security.
A partnership relationship between the educator and the child is particularly important.
For us this means:
• We pay tribute to the child with his learning skills, his creativity, his curiosity for the world, his hundred languages, his special features, his perseverance, his enthusiasm.
• We see the child with everything it already knows, what it already knows, what it has already learned and what it wants to get to know.
• We accompany the child and enable him to be interesting, ask and answer questions, pursue and take up his interests, give the child time and space for exploration and experience, give the child recognition and devote attention, we are one to the child a secure basis, by showing boundaries and directions, are his role models and actions.
We give the children the opportunity to themselves participatory to participate in everyday life. The participation of children in all decisions affecting them is thus recognized as a fundamental right.

children Constitution

In September 2011, the pedagogical team met in the Melanchthon day care center as a constituent assembly. The teachers agreed on the children’s participation rights that will apply in the future. The participation of children in all decisions affecting them is thus recognized as a fundamental right. Pedagogical work should be based on this fundamental right. At the same time, children’s participation is a necessary prerequisite for successful (self-) educational processes and the development of democratic thinking and acting.

The children’s parliament

The children’s parliament meets if necessary. The dates will be announced to the parents in good time. Participation in the children’s parliament is contractually recorded with all children and parents. The presence is mandatory for all children. The children’s parliament decides on all matters that concern day care. The simple majority of everyone present decides when making a decision; a decision can never be made against the votes of all adults or the votes of all children.

Section 1: Security standards

The educators adhere to the general duty of supervision and legislation. The children have no say in this. The teachers strive to ensure the safety of body and soul.

Important rules:

The red hand means:

The room is closed or access is prohibited
Please do not disturb the offer
Leave buildings standing
I have to ask permission first

Our children’s rights are:

1 I have the right to a motivational teacher

I have the right that my educators receive regular further training, have interests for my points of view, take care of me lovingly and support, support and accompany me in everyday life (time for the child).

2 I decide which offers I want to participate in.

I have the right to a wide range of offers. It is up to me whether I want to make the offer in the respective room. In the morning I undertake to assign myself to a room.

Every day at 9:30 a.m. there is a binding and attractive morning group for all children. The respective Kneipp offer of the week is also presented. The presence at the Kneipp applications is mandatory for me so that I can get to know the versatility of these. I need a medical consent form to visit the sauna.

Offers in the elementary area are only available to a limited extent to crèche children. This depends on the offer and staff. For special offers, such as The crib children need special preparation and planning for swimming.

3 I have a right to an undisturbed game.

My teacher leaves me alone and is supportive and / or giving ideas to the side. My parents are only allowed to enter the functional rooms when requested.

4 I am allowed to do sports.

I can do sports in the daycare. My parents undertake to have comfortable trousers and swimwear in stock for sports activities so that I can take part in all sports at any time.

5 I spend the week with my kindergarten teachers.

I have the right to attend the regulars’ table (Mondays). There my wishes, interests, and excursions are listened to and tried to implement in the planning.

Passive participation of the crib children. The nursery school’s wishes are represented by the educators.

6 I can play outside in wind and weather.

My parents undertake that I always have weather-appropriate clothing and seasonal change clothes in stock. It is my parents’ responsibility to provide replacements. My parents are responsible if they fail to do so.

7 I can decide for myself what to do inside and outsidewant to wear.

The children are accompanied and supported in their development skills so that they can later decide for themselves what they want to wear inside or outside. At the discretion of the educators, they decide what a child should at least wear for health reasons.

Nursery children are accompanied and supported by the kindergarten teachers in their competence development so that they can later decide for themselves what they want to wear inside and outside.

8 I may play unobserved.

At the discretion of the teacher (you can rely on me), I may exceptionally play in a small group in non-approved function rooms, as well as in the garden. Afterwards I have to clean up the room.

In order to be able to guarantee the duty of supervision, I do not have the right to choose a location at times.

9 I can decide for myself where I want to play

After consultation I can play in the crib.

After consultation I can play in the elementary area.

Playing in the garden

From 10.30 am after the offers, I have the right to play in the garden. Younger children can play independently in the garden after an arrival time of approx. 12 weeks. I have to sign up or sign out with a teacher. During the midday rest, I take care that sleeping children are not disturbed by me. When I drive the car, I take care not to injure anyone.

I decide who I want to be friends with.

11 I have a right to help

If I need help, I can turn to other children or to the daycare staff. You will support me

stand.

12 I can overcome my fears

I can decide if I want to face my fears. If I need help with this, I can use §11.

13 I can try something on my own.

I am given the time to try things out on my own.

14 I can decide for myself whether I want to dress up or put on make-up. (e.g. carnival)

15 I have a right to withdraw

16 I can speak my mind openly

In everyday life I have the opportunity to express my opinion at any time.

17 I have a choice of what I want to eat.

I also have the option to take an alternative meal.

I can also eat the dessert without a main course. I eat in a fixed meal group, but I have the opportunity to change it according to my physical needs (hunger or fatigue).

18 I decide what to cook.

Once a month (Mondays), a meal group can design the menu for the coming week. Our planning we inform the head chef and she undertakes to implement our planning for the coming week. The nursery school’s wishes and preferences are represented by the nursery school teachers.

19 I don’t have to try.

There is never a TEST TAP

20 I can decide if I’m going to one after lunchRest phase (dream trip) would like to participate.

I sleep outside in the garden. (Outdoor sleeping) Depending on the season in a weatherproof sleeping bag (preferably from Dalten Track Junior) or without. (up to -5 ° C) Crèche children are given a rest break depending on their sleeping needs, e.g. Strollers, Manduca etc., given in the daily routine. During the transition period to the elementary level, they cannot initially decide for themselves whether they want to sleep or not. Transitional children are provided with a “duck mom”, who takes care that their “chicks” are doing well in the elementary area and shows them the rules and structures. If the "duck mum" believes that the "chick" can fly out of the nest, then she talks to the respective parents and explains to them that all applicable paragraphs can now be used by their child.

21 I can live creatively

I have free access to the materials. My educators are responsible for providing me with age-appropriate materials.

22 There are no fixed delivery times

However, the Kneipp application time starts at 8.45 a.m., the pedagogical core time starts at 9 a.m. My parents noticed the notice boards so that I would be on time for excursions. Every Monday, our website is redesigned, where important information regarding the daycare can be found.

If I don’t show up, my parents must have apologized to the daycare center by 9:00 a.m. When I am picked up, my parents are responsible for supervision. If a child has been picked up, the daycare must be left after ten minutes.

23 I have the right to be acclimatized cautiously.

I expect my parents to take the time to get used to it gently (after our Familiarization concept). I am accustomed to needs and individually.

24 I decide when I want to get clean.

I give the start signal when it should start with the cleanliness education. My parents will then take care of enough change clothes.

25 I have a right to cure myself.

I also reserve the right to present a health record if I am still feeling bad after being picked up by my parents. For the visit to the doctor, we provide a medical record, which must be filled in by the doctor and returned to a teacher or the management.

Please note the current notices on the weekly schedule regarding the current clinical pictures. We adhere to the guidelines of the Infection Protection Act.

26 messages for parents

I have the opportunity to help create messages for parents.

27 I have the opportunity to prepare myself toCelebrate and participate.

28 I can always use my teat, my comforter orhave my cuddly toy with me.

I and my parents are obliged to look for it myself if necessary.

Friday is toy day. I may on Bring toys, cuddly toys or a vehicle to the daycare. This should not be an electronic or battery powered toy. The toy must fit in my closet for fire protection reasons. I and my parents are obliged to look for it myself if necessary.

30 I can choose which kind of teacher I wrappedwould be.

Religious education

In the daycare center, the children experience experiences of being welcomed, security, trust, gratitude and forgiveness. However, they also experience exclusion, strife, envy, sadness and loneliness.
The children look for interpretations in relation to questions that arise from their living environment, such as the birth of a sibling or the death of close relatives. They ask about their own identity, for example if they are new at daycare or about to say goodbye to school. You experience yourself with strengths and weaknesses, experience success and failure. You experience yourself in living with the other children. You will experience the church festivals that structure the year.
Therefore, the content of religious education work results from three areas:

Church festivals throughout the year
The children should get to know the church festivals in the course of the year and their meaning. You should experience Christmas and Easter every year in connection with the importance of these festivals.
In addition, over the years they should be the other festivals that are held in the daycare, e.g. St. Martin, Thanksgiving, Advent, baptism of a child, Nicholas, together with their importance.

Biblical stories
We enable the children to get to know selected biblical stories, in which basic contents of the Christian faith become clear.
In addition to the Christmas and Easter story, we make it possible to get to know other Jesus stories. Through the annual repetition of the stories of Jesus from Christmas to Easter, they learn that the stories belong together as the life story of Jesus. The religious education topics find their place:

in the weekly singing circle with the pastor.
Family services take place once a month, for celebrations such as (e.g. Advent, Easter, Thanksgiving …)
multi-day offers that take place once a year, e.g. Bible weeks or Bible days for children.
The Children’s Bible Week is mandatory for future school children.

The Bible days for children take place in the parish hall, these are instructed by the pastor. Religious education work is the responsibility of the responsible pastor of the Melanchthon church congregation. He informs the parents about the religious education work. Religious education work is done in cooperation with the employees.

Movement education and body experience
For children, body awareness is e.g. a basic area of experience about movement. Movement helps to overcome fears, inhibitions and insecurities. Movement experiences promote security, self-confidence, willingness to perform and independence. Every child tests their abilities and experiences and understands themselves and their environment. The children’s joy of movement should be maintained and imaginatively developed. In this way, rhythm, music and dance create a relationship between the children’s desire to move, their enjoyment of music and their physical expression.
Movement education has its place:

in free play indoors and outdoors
with guided gymnastics / yoga
Targeted funding
in psychomotor support programs
and on excursions to open up new fields of experience

Children are observed by the educators with regard to their movement behavior. Knowledge gained in this way influences the design of the offers in order to promote the strengths of the child.

Basic math experience
The area of education of basic mathematical experiences includes the following things in our day-to-day life in daycare:

Experience with shapes, size and weight
Recognize and name geometric figures
Acquisition of numbers, addition and subtraction, handling of tables
Experience in measuring and comparing, set theory
Experience in dealing with the times.

We include the basic mathematical experience in our daily routine. We count in the morning circle, measure and weigh and deal with set theory. We also give the children the opportunity to orientate themselves in time and space, to develop ideas and to recognize recurring organizational structures.

language support
The aim of promoting language development is to develop all language areas in day-to-day kindergarten as a key task. This includes:

Language support in everyday life
Language support in small groups and in individual support
Additional language support / training for MA through the language center

Language development can be found in all areas of daycare.
In day-to-day day care, the educators pay attention to the sound formation, grammar, expression of active and passive vocabulary, general communication skills and give supportive measures in the event of speech flow disorders.
If educators become aware of language problems, they offer support to parents and, if necessary, provide specialist help.
Regular library visits introduce children to books and stories.
The language of the children is promoted by reading aloud, retelling and adding stories.

Observation and documentation

In order to be able to get a conscious picture of the individual child, we regularly observe and document. On the one hand, observation is about general development:

On the other hand about the formation of:

Interests
subjects
Strengthen
competences
learning method

The evaluation of the documentation then serves as a template for the exchange with the parents in the parent discussion, we look at the child’s development steps, e.g. what strengths, what skills does it have? The objective of the observation is to record the current interests and needs of the individual and the group and to take them up in projects. Through targeted observation, it is possible to see what the child needs, what it is interested in, how we can support it in its learning process with offers.

General documentation
Larger documentation is in the hall. The “News of the Week” offers a little insight on the website.
We have a camera and use it to observe the children in different situations and to photograph development steps.

Experience of nature and environment
Our outdoor area, especially the meadow, offers the children many opportunities to gain experience. In addition to playing on the lawn and climbing equipment, the children can hide in the bushes.
You experience the change of the season through new shoots, rapid growth, flowering phases and falling leaves.
On our flower bed with flowering plants and on the apple trees, the children can observe and harvest the growing and ripening period.
Walking barefoot sensitizes the children, different materials such as Lawn, solid earth, pavement slabs or sand. In winter, the children play in the snow and learn about the consistency of snow and ice and experiment with it.
On trips to playgrounds, in the Südpark, in the Spandau Forest or in the city, we give children the opportunity to consciously perceive their environment and surroundings. The children gather experiences that integrate them into their living environment. A forest week for all children takes place once a year. This is mandatory for all children.
We also offer a five-day children’s trip for the older children every year.

road safety education
Previous experience is necessary to find your way in traffic. These include: mastering your own body, being able to stand still, being able to recognize and distinguish colors, being able to perceive and identify sounds and sounds, and being able to assess distances and speeds.
As part of the daily everyday situation during excursions, the children learn to behave appropriately in traffic.

Social values education
Our value orientation:
As part of the church’s diaconal mandate at the parish level, kindergarten work is to make a selfless contribution to improving the living opportunities of children from all backgrounds, religions and nationalities. The aim of the work is for the individual child to receive personal attention and to receive individual support. Children are also enabled to experience the following:
• Appreciation of the individual regardless of their performance
• Respect for personality and dignity by adults and children
• Appreciation of community
• Integration in social groups
• Democratic coexistence / children’s constitution
• Confirm positive attitudes towards life
This means:
It is important to develop and promote self-confidence, self-esteem and the ability to healthy self-criticism and external criticism, to support imaginative and creative thinking and acting.
In everyday life, we constantly relate to other people. We experience community in which we experience communication, conflict, joy and solidarity. We are required to have social behavior, i.e. how do I get involved, how do I react to others, how do we deal with each other. We learn together and from each other in living together. This is where curiosity, a love of experimentation and trying things have their place. In practice, this means addressing body, mind and soul to the same extent.

Emotional and social skills
Children’s developmental tasks include developing emotional and social skills.
The attainment of emotional and social competence is the basic prerequisite for a successful lifestyle.
The fundamental cross-sectional task of developing emotional and social competence can be found in all areas of day-care center and is based on a holistic view of the development of the child.
The children of our daycare center learn age-specific emotional and social skills. This includes:

to be aware of your own feelings
be able to express your own feelings with facial expressions and language
build trusting relationships with educators
perceive other children
Recognize, name and differentiate different emotional states (emotion knowledge and emotion understanding)
can deal with negative feelings
Building self-esteem
Development of independence and personal responsibility
Build, maintain and end friendships
can talk about feelings
to be able to distinguish between inner experience and outer expression
control the expression of negative feelings
ability to compromise
understand and observe the rules and values system

Children’s emotional and social skills develop and expand. Depending on the level of development, some skills may be more pronounced, while in other areas emotional and social skills (e.g. frustration tolerance, self-awareness, etc.) need to be strengthened.

The building of trusting relationships with teachers and other children is important for self-understanding and self-development and conveys security and security. Building trusting relationships is the first basis for feeling good in daycare and is part of the familiarization phase.

fine motor skills
The term fine motor skills, also called hand motor skills, includes movements that are carried out only with the hand or with the fingers. If a child is able to use the individual fingers in isolation, it has good fine motor skills. So that the child can develop good fine motor skills, we create situations in day-care center in order to practice them.

Creative-creative area
The creative and creative area is the focus of many offers.
Children learn how to use pens and brushes, as well as the colors, according to their age.
First pictures, so-called "doodle pictures" are important for the development of the children. Here it can test itself and develop self-confidence.
It is important to us that the children paint, cut and work without help, as this builds trust in their actions and gives them a sense of achievement.
Through various techniques, such as Tearing paper, tingling, cutting, gluing, dyeing etc. create various requirements in creativity, fine motor skills and gross motor skills. For example, Fingerprints are not only important in the sense of developing fine motor skills, but also contain important impulses for the child in his or her body perception.
The more a child was able to experience materials and techniques, the more diverse the child’s creative forms of expression can be found in role-playing games.
In order to be able to live out creative forms of expression, corresponding freedom is necessary. Here, the free play, as a partly unobserved space, offers the opportunity to slip into roles, try out new roles, and further expand known roles.

The daycare offers many incentives for creative forms of expression. For example, doll corner, cladding materials, fabrics, various types of materials such as paper, corks, feathers, etc.
An attractive landscape of games, works and materials stimulates and encourages children’s imagination. All materials are marked with pictograms.

Our goals in the creative and creative field are:
• Experience materials and learn techniques
• Learn and test creative forms of expression
• Promote imagination
• Being able to show feelings, learning to assess your own feelings and perceiving others’ feelings
• Promote tactile and visual perception
• Know and name colors
Another focus here in our work is researching and experimenting with children. Two teachers in our house received training on this topic over a longer period of time.
We take part in the initiative "House of Little Researchers" and have been allowed to participate since summer 2010 HOUSE THE LITTLE RESEARCHER call. We have a research corner where children can try out experiments at any time. In addition, a large research day is held once a year for all children and interested family members. The children then also receive their own RESEARCH DIPLOMA.

daily routine
6.30 a.m. – 7.30 a.m .: Childcare by an educator.
(if possible no exchange services)
7.30 a.m. – 8.00 a.m .: breakfast for a fee
8.45 a.m .: Kneipp time and physical activity
9.30 a.m .: binding morning circle
10.15am-11.30am: Offers according to the Berlin education program
11.30am-2pm: lunch
12.30pm-2.30pm: Outdoor sleeping
3:00 p.m. – 4:30 p.m .: joint late shift

integration
For our institution, the care of children with disabilities has become an important principle of educational work. We see daily work as a mutual enrichment. It is part of our job to strengthen and promote the children in their self-image. In our team, integration workers work who also take care of the needs of the children. They help the children to develop confidence in their own skills / needs. Feeling belonging to a group, communicating, forming your own opinion and accepting other opinions, enduring and negotiating conflicts and strengthening your competencies to act.
It is an important part of the educational work to integrate these children in the group / community. In small group work and individual situations, they find support and support to reduce and make up for their impairments.
We look after children with the assignments according to: §§ 53, 54 SGB VIII or § 35 SGB VIII, as well as according to § 4 Abs. 7 VOKitaFöG and § 16 VOKitaFöG.

child protection
We as an institution are committed to statutory child protection. According to Section 1631 (2) BGB, children have the right to a non-violent upbringing. Physical punishments, psychological injuries and other degrading measures are not permitted.
We are legally obliged to act on child protection cases. All employees have been trained on the procedure and discuss the risk assessment together in a team and with the daycare management.

Our daily activities meet the criteria for child protection within the facility.
So no child becomes:
– forced to eat / sleep
– exposed to unprotected strangers
– insults and verbally threatens punishment
– not appreciated
– kissed
– scared
– exposed or degraded, even within the group
– no help offered

We pay attention to the active protection of children within the institutions, in the educational partnership with the parents and in the regional network.

All employees are obliged to provide child protection due to their guarantor position and are trained annually by our "experienced specialist" (ISOFA) on behalf of the agency. They have an expanded certificate of good conduct, which is deposited with the carrier.

If a child is missing without excuse for more than 10 days, we meet our obligation to report this to the youth welfare office.

We respect child sexuality and treat it carefully. We respect the privacy of children and protect them from sexual abuse by adults or other children.

Through close contact with parents and children, we also perceive whether and if we have to worry about the child in his home environment and address them.

In the event of suspected cases of any kind, we first consult our pedagogical specialist advice in the church district and, if concerns persist, our ISOFA. If there is any suspicion, we will inform the carrier (without mentioning the name). In justified cases, we also work with specialists from the local youth welfare office or the like. Advice centers together.
All clues and steps as well as information on this are documented in the "Berlin-based registration form" and, if necessary, supplemented by photos.

In everyday life, the children experience us as reliable contacts for their needs. We pay attention to the verbal and non-verbal signals of the individual child and pay attention to his physical well-being. For example, you can retreat to cozy corners if necessary, rest or keep quiet.

In the course of the day, the children are encouraged to participate in all tasks and activities and to contribute their own wishes, e.g. the day in the morning circle is planned together, negotiation processes within the group are stimulated and supported. In projects and fixed plans, we focus on the interests and wishes of the children.
We pay attention to whether children do not feel noticed and encourage them to articulate their wishes or their anger.

When playing with each other and in the garden and, if necessary, when changing diapers, we accept the limits and privacy of the children. A holistic, sex-friendly education in the day care center enables children to develop physically and psychologically. Children who are encouraged and strengthened in this way are better protected against sexual violence. We support the children in saying “no” and getting help when other children or adults come too close to them. We intervene when we see verbal or psychological abuse by children or adults.

Child protection procedure

In the case of border-crossing incidents, a legally prescribed procedure is followed:

parents
Parents on the one hand and educators on the other are partners in the upbringing and educational work with the child.
The daycare center therefore involves parents in working with the child,
Parents and teachers therefore exchange experiences with each other,
we try to take parents’ perspectives into account as far as possible in our educational work
The daycare work should be transparent to parents. All parents are equally important.

discussions with parents
In the daycare center, parent talks are held at least once a year. A further conversation can be arranged if necessary.
Both parents can take part in parent talks. Parents or guardians decide on the participation of other people in consultation with the daycare center.
Depending on the date, parents’ talks are conducted by one or two educators.
Development sheets and the portfolio books are used in discussions with parents.
Door and angling discussions are held by the educators during the drop off and pick up times. These short talks serve the mutual perception and the exchange of important information about the course of the day.
As part of the exchange, parents can take advantage of the professional competence of the educators and the management in parenting issues. If necessary, the employees provide tips and suggestions for professional advice and therapy.
We value partnership-based cooperation, which is why educators and management take suggestions and criticism and praise seriously and use them to develop their work.

complaint management

No matter what it is – praise, criticism, matters of the heart, anger, resentment, ideas, suggestions for improvement – feedback from children and parents offer the opportunity to further develop our educational activities and are therefore expressly desired in our daycare center. Dealing with feedback from the educational staff is always factual and friendly.

Children’s feedback and needs

In our daycare center, it is desirable that all children, according to their development, express themselves about their living environment and tell us about wishes, worries and complaints. The children’s utterances are both verbal and non-verbal, e.g. through facial expressions, gestures and sounds. We offer you the space to express your needs in a variety of ways. This can happen in the morning circle, in game situations, in the garden or in any other situation. Every pedagogical professional accepts the children’s utterances whenever a child needs to communicate.

Complaints from children are processed in different forms:

With child and educator or management
With all children (morning circle)
Group educators among themselves
Entire team (briefing)

Complaints regarding the behavior of other children are usually dealt with in the specific situation. The specialist takes on the role of a moderator who helps the children find solutions.

The daily morning circle gives space for discussions about feelings, worries, joys and much more. Children who do not want to express themselves in this context can contact an educator or the daycare manager at any time.

Complaints about the rules of the establishment or the right The children are always discussed in the overall team (service meeting), possibly also with the involvement of parents and sponsors. The children will always receive feedback. In any case, these complaints are recorded in writing and collected in the complaints folder in the management office. Different forms of documentation are used for all other forms of complaint.

Feedback and complaints from parents

We see feedback or complaints in our facility as a form of communication that should prevent problems from becoming big. Parents should be able to express their concerns at any time in our daycare. It is also important to us that they develop trust in further cooperation by feeling that their concerns are taken seriously and that there is a respectful relationship between educational staff and parents. Parents are informed in parenting talks, letters to parents and at parents’ evenings that their concerns are welcome and how we deal with them within the daycare center.

Possible feedback from parents / legal guardians can be praise, criticism, questions, ambiguities or complaints. This is often done verbally when the children are brought or picked up.

In order to make the feedback usable for the further development of the facility, it is recorded in writing (feedback form) and discussed within the team. The pedagogical specialist is responsible for passing on the feedback, either with whom it was presented orally or in the form of the feedback form.

The pedagogical specialist listens to oral feedback calmly and objectively and, if necessary, asks questions in order to capture the facts as precisely as possible (active listening). If the time for the feedback is just unfavorable due to the daily planning, a new appointment for the conversation will be arranged together.

Through an attentive attitude of the pedagogical specialist, the counterpart (parents / guardians) is shown that their concerns are heard and taken seriously. The feedback will be written by the relevant employee using the feedback form and, if necessary, discussed promptly in the team and / or with the management to clarify the further course. Completed forms are handed over to the management. The management of the daycare center then decides on further action and processing in the event of complaints and constructive criticism.

Finally, the parents are informed about the evaluation of their criticism by the management or an educational specialist. After an individually determined time, it is checked whether the corrective measure has been successfully implemented. If this is not the case, the criticism will be dealt with again. All feedback is collected in a folder in the office of the daycare management.

Written feedback without a personal interview can be given to all daycare staff or the management or placed in the designated mailbox and processed in a similar way to the oral feedback procedure. In order for the feedback to be processed as effectively and effectively as possible, it is important that it is not given anonymously. By naming an immediate response is made possible, as are requests and improvements. Of course, feedback can also be given via the parents’ representatives. The anonymity of the parents is then preserved. Confirmation forms for the parents are available in the attendance order.

In principle, there is a sensitive handling of any kind of complaint. It is made transparent who is involved in the processing and the respective steps are listed. The group of people is kept as small as possible, but as large as necessary.

parents information

website
Weekly schedule in the hall / crib door
In the lobby, parents have the opportunity to post their own information.

Annual planning and closing days
Before the Christmas closing, the annual planning for the coming year is posted.
The emergency care places will be in March for the ongoing day care center
Ms. Wandrei ([email protected]) requested in writing.

Information material when concluding the contract
Before the contract is concluded, the parents receive our children’s constitution and the agreement concept, which they sign before signing the contract and thus agree to the applicable principles of the facility.
The Berlin educational program will also be handed out when the contract is signed.

Parent interest and parental participation
In addition to the parents’ interest in good childcare, a comparatively large proportion of parents show the willingness to participate. We therefore offer parents the opportunity to work in a supportive manner (e.g. excursion support, research day, etc.)
Your commitment enriches the work in the daycare and is therefore welcome.
The parent representative meeting enables an exchange about different concerns regarding the day care center.
The day care committee is made up of the following people: representatives of the day care center and the institution, as well as parents’ representatives.
The parents’ representatives accompany the ongoing work of the educators and contribute to the success of the organizational work through their own initiatives.
Legal basis
The Child Day Care Act (KiTaG) serves as the legal basis, in particular the following sections:
• §3; "Parents’ participation", described in the first section "General provisions" (KiTaG, p.10),
• §4; "Opening times", (KiTaG, p.10)
• the “Parents Committee Ordinance” of July 16, 1991 (GVBI. 311) (KiTaG, p. 24 ff)

Responsibilities of the daycare staff
The responsibility for the day-to-day operation of daycare lies with the employees. This includes the daycare management, the pedagogical specialists in the groups, interns and business people. Every employee has clearly defined areas of responsibility and skills.
The pedagogical specialists form the day care team. Her duties include pedagogical work, its reflection, parent work as well as administrative, nursing and housekeeping activities. Individual employees are tasked with performing special tasks of the team in the community (KiBiWo) and externally (see "Contacts and Cooperations"). A roster regulates the details.
The planning and reflection of the work and the conceptual development serve:
• Weekly team advice
• the staff advice from the management,
• At least once a year personal feedback talks individually with the management and, if desired, feedback talks in a team,
• Supervision if necessary,
• an annual five-day training, as well as the personal training of the employees.

Contacts and cooperations
"KiTa maintains contacts with other institutions, at the moment via the leader meeting and the KiTa-AG, with Protestant day-care centers, with elementary schools and the district-AG in the district of Wilhelmstadt, with educational advice centers, with the youth welfare office and with the social welfare office. This cooperation enables new suggestions, exchange of experience, a needs analysis and thus the adjustment of the offers to the actual needs.
As part of the cooperation with the GEMEINDE, handover talks will take place between the head of the Melanchthon crib (opened since September 1, 2011) and the staff at the daycare center.

Relationships between the community and daycare staff
The staff in the daycare center do not have to be a member of the Melanchthon church congregation, but they do support the goals of the community in the daycare work and deal with the concerns and goals of the community as a whole.
The work should be designed in such a way that the employees know that their personality is accepted and can develop further and that their personal skills can come into their own in day-care work. The sponsor therefore endorses that the team members make full use of the training entitlement.
The tasks of the institution in the facility are performed by the church council, by individuals and commissions commissioned by it. Regular conversations between the pastor and the day care representative as well as the day care management ensure continuous contact. A service meeting is held every two weeks with full-time and volunteer staff from the Melanchthon church congregation. If there is a basic need for regulation, the daycare committee meets with all those responsible.

Legal basis
The entire work in the daycare center is based on the valid guidelines for work in the Evangelical Kindergartens in the area of the Evangelical Church of Silesian Upper Lusatia, the Church Service Regulations and – insofar as it regulates the activity of independent organizations – the Child Day Care Act of the State of Berlin. There are the financing of the day care center, the personnel key, the spatial equipment, the parental involvement and the amount of the parental contributions. The Food Hygiene Ordinance must be observed when handling food.

Enough
This concept was first developed in 2009 in cooperation between employees and representative bodies and in consultation with the Parents’ Committee and was approved by the institution. It should also be regularly checked in the future and updated if necessary. The current version is from January 2017.
In connection with the application of new employees and the admission of new children, the concept forms a basis for discussion.

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