Education – Glückskinder Hofheim – Multilingual childcare from 6 months to 6 years

1. pedagogical principles

We see our work as supporting and supplementing families. The lucky children are a holistic place of experience, a space in which there is room for every child regardless of age, gender, religion, nationality and social status.

Our pedagogical actions are based on Montessori’s motto “Help me to do it myself” and additionally combine elements of Pikler, Fröbel and Reggio pedagogy in our concept. We also teach Christian values and celebrate the great church festivals together with the children.

The child as an individual is the starting point and goal of our educational work. The child with the targeted development of his personality and abilities is in the foreground. Through social learning, the children are supported in the development of their personality, can express their feelings, learn to be sociable, solidary and able to deal with conflicts.

Every child should learn to build trusting relationships with other children and their carers. The educators encourage and support the child’s initiative and striving for independence from the very beginning. In dealing with the group, the ability is developed to relate one’s own emotions and needs to those of others, to get to know one’s own interests and those of others and to weigh them against each other.

2. holistic early support / goals

Our work with children from 6 months up to kindergarten age is characterised by a high degree of security and individuality and is accompanied by physical and emotional closeness and intensive attention. An essential element of the emotional foundation is the main contact with the constant caregiver.

Parental work is an important component and represents an important link between the family and the lucky children for children in the crèche and elementary areas. With us, parents should have the opportunity to inform themselves about the development of their child and the behaviour in the group not only in door and fishing conversations but also in structured parent conversations.

Our goals:

  • Providing security and safety
  • Learning social behaviour
  • Develop cognitive skills and creativity
  • Develop self-confidence and self-assurance
  • To promote motor skills and body awareness
  • Meeting the basic needs of the child

Our daily activities:

  • individual grants
  • role plays
  • Joint activities
  • Fixed and recurring rituals
  • Walks and excursions in the nature
  • Group activities oriented to seasonal contexts

By free and accompanied play in the group, the children have variously the possibility to occupy themselves alone or together with others. Through daily recurring rituals, the children experience orientation and safety in the day nursery and kindergarten routine.

By promoting the motor skills of the children, we can identify individual strengths or temporary deficits and work specifically on them. We want to help the children to behave self-determined, to recognize their own limits and to protect them.

The perception and respect of these individual boundaries is an essential learning objective.

3. picture of the child & role of the educators

We see children as independent personalities. We take on the role of confidante, companion, listener and observer, while the children can realize and live themselves out in the role of artists and researchers.

Artistic work has a high value with the lucky children. Design is a way of understanding the world and finding one’s place in it. The children’s imagination, creativity and cognitive abilities should be made possible by the provision of materials, space and time.

Our team of educators are the interpreters of child behaviour. Through participatory observation, they gain knowledge about the child’s development status and developmental needs and support it in its self-education process. They give the children orientation through the reliability of their personal relationships, their daily routine and the order of the rooms. They respect the play and work cycle of the child and ensure that it can learn and play undisturbed. They design the rooms of the facility and take care of the completeness and “integrity” of the work and play material.

Children can only be supported and accompanied if they understand us. It is important to observe what the children say, what and how they play, dance, paint, sing, how they move, especially how they approach things and new tasks.

4. habitats

Rooms are regarded as active conversation partners of the child. The rooms have an influence on the children and are therefore designed aesthetically and stimulating. Materials such as mirrors and coloured light sources stimulate the children’s senses. Our furniture reflects the everyday experiences of the children and corresponds with the development phases of 0-six year old children.

It offers learning incentives that correspond to the sensitive periods of this phase. The day is structured by phases of free play, communal activity and outdoor movement games. In the group room, work and play materials are arranged according to development and learning areas.

The prepared environment with its didactic means is crucial for the growth and learning of the child. The prepared environment gives the child inner order. Everything is adapted to the child and gives the child enough incentives to “do it himself”. By conveying a harmonious atmosphere, a sensory stimulating room design and a wide range of play materials, the individual development is guaranteed with the highest possible degree of security and safety for the child.

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Christina Cherry
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