"To receive the child in awe, to raise them in love, to release them in freedom."
Rudolf Steiner
Our pedagogy is timelessly contemporary. It is based on the needs of Children and parents and always faces the demands of the times.
In the individual encounter, the child finds care, understanding, calm and security.
In the encounter of the parents with each other and with the educators, discussions and exchanges take place. The parents get suggestions and ideas for everyday life and the future with their children.
The kindergarten has a clear rhythmic daily routine. Free play alternates with guided activity.
For free play, the children have many different materials (such as chestnuts, shells, wool, plasticine, wooden blocks etc.) available for imaginative use.
Play areas such as a shop, a doll’s corner, a carpeting as well as a variety of balancing, climbing and swinging options invite the children in the garden.
In the guided game we sing, dance and move together to seasonal songs and verses. Fairy tales and stories round off the kindergarten day.
REFERRED TO CARE
How do we promote the senses?
Alina climbs a tree. She feels the tree bark, checks the strength of the branch, keeps her balance, climbs higher, slips. Louis comes to the rescue, supports her right foot. Alina follows, grabs the next branch, overcomes the difficulty, gains courage, tries again and reaches her goal. Alina can judge herself against others and experiences herself as an actor who decides her movements independently.
The development of the basic sense of touch, sense of balance, sense of life and sense of movement creates security, self-confidence and a healthy body feeling.
Social skills are developed and self-esteem strengthened.
Perception and openness to the environment allow Alina and Louis to mature into socially capable people.
Why do children play? What is the meaning of the child’s imaginative, free play?
"I would probably be the mother," Alina says to Louis, "and you the baby." – "No, I’m the father." – "Well, then we need another child." Ties, ribbons and wool binds Alina herself a doll. Together they go shopping to the shop. "Please a kilo of potatoes, five sausages and some milk." The seller puts chestnuts, sticks and a pine cone in the basket and a handshake is paid. They sit down at a table in the doll’s corner. The doll child is lifted out of the cradle and lovingly fed. Louis says: "Now we would be tired, it would be night." With towels, they darken the doll’s corner and go to sleep..
The child learns to orientate itself in the world through play. The experienced puts it into practice in an imaginative way and thus exercises to grasp life with all its facets. Playing is a serious and necessary force in the child that needs its space.
Aren’t we all creative? How do we promote the creative powers that the children have brought with them??
Every child is creative! It develops its creative powers through sensory and natural experiences. With these experiences, it seeks a true encounter with the adult. The educator offers e.g. Watercolor painting, works, singing, eurythmy and free play.
Creativity ignites in the authentic creative interplay between educator and child.
What are we going to do? What happens to the children in the first seven years?
Louis is sitting at the breakfast table with his parents. He is two years old and watches his mother read the newspaper. Suddenly he jumps up, catches up with him book, sits back at the table and "reads" his book. Louis imitates his mother.
Three years later. Louis and Alina know each other from kindergarten and visit each other at home. Alina places chairs in front of the armchair, draws the curtains and invites you to a fairytale circle. She sits down in the armchair, tells a fairy tale and finally sings a song. The mother recognizes the teacher in the tone and gestures. It was Louis’ birthday. He is six years old and now belongs to the "big ones". At breakfast, he now gets his own knife and smears himself and “little ones” the bread.
The child learns these skills without consciously instructing or explaining them, but would never acquire them without the adult model. The child’s personality can only be oriented and developed based on the nature of this model.
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