Integrative kindergarten, kindergarten

An integrative kindergarten is characterized primarily by its integrative groups, in which children with and without disabilities are looked after together. In this way, the children should learn from each other and at the same time develop an understanding for one another. While children with disabilities benefit significantly from being with healthy children and often use them as role models, which is very beneficial to their development, healthy children do not build up fear of contact and learn tolerance and consideration from the start. Given the great diversity of the society in which we live, these essential competencies are important for life as a whole.

Philosophy and basics of integrative pedagogy in kindergarten

Integrative pedagogy basically describes a concept that integrates children with disabilities into the classic kindergarten of non-disabled people. As a result, there is no separation of children with disabilities, which is perceived as extremely positive, but which presents the educators with special challenges. A higher care key is therefore absolutely essential and makes integrative kindergartens possible.

The central goal of such kindergartens is integration, whereby special consideration of the individual needs and abilities of the individual child is in no way neglected. In some reform pedagogy there is also an integrative approach, such as in the case of a Montessori kindergarten. Regardless of whether an integrative kindergarten follows this or another concept, it relies on children with and without disabilities not only learning together, but also from each other. Healthy children learn tolerance and consideration, while children with disabilities often imitate healthy children and thereby make great strides in their development.

The special challenges of integrative pedagogy in kindergarten

The integrative pedagogy is consequently for all Children benefit and can significantly promote their development. However, this kindergarten concept always presents those responsible with special challenges. For example, it can be difficult for educators to equally meet the sometimes very different needs of children. An adapted supervision key creates a solid basis here. In addition to classic educators, other specialists such as curative educators, motopedic pedagogues and special educators are sometimes needed. Various educational In this way, specialists ensure a diverse range of childcare options in the integrative kindergarten, from which not only children with disabilities benefit.

The promotion of social skills and tolerance also prove to be major challenges given the sometimes large differences among children. Everyday life in an integrative kindergarten is therefore not child’s play and requires solid planning and a well-thought-out concept. Under these conditions, integration in kindergarten can succeed, which is the social exclusion of People with Actively counteracts disability. Anyone who has had contact with children with disabilities in kindergarten does not build up fear of contact and shows understanding and tolerance in later life. Integrative kindergartens can therefore make an important contribution to the success of social life.


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Christina Cherry
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