Specialist service for integration in crèche, kindergarten and after-school care

Specialist service for integration in daycare centers


The Pusteblume practice offers special needs education services for integrative daycare centers and regular kindergartens with individual integration. Depending on the region, this is mandatory. It comprises at least 50 treatment units per integration child per kindergarten year. A treatment unit includes 45 minutes of support for the child and 15 minutes of preparation and follow-up time for the curative teacher (reports, documentation, etc.). The support takes place individually for the child in individual lessons, in a small group or as part of a large group. We also strive to network specialist services and kindergarten pedagogy as closely as possible through close cooperation with the teachers.

We work with the child and the day care team

First we want to get to know the child and make each other familiar. This is followed by a first diagnostics in curative education. Then we design an individual support plan for each integration child. This is assessed and adjusted at regular intervals. In order to achieve the set goals, we use different curative education methods. These are selected according to the needs of the child and the specialist orientation of the curative teacher. We meet weekly with the group’s specialists. We find out how the child got along in the group during the week. In addition, we provide insight into the status of funding and the course of therapy. We also use developmental psychological test procedures or observation sheets for diagnostics.

We work with parents

We regularly hold talks with parents, legal guardians or custodians or other people involved in the upbringing. We also value the presence of the educators.

This enables the child’s perspective to be more comprehensive. First of all, we inform the parents about the child’s current level of development. Then about the course of the funding and the other goals. The educator complements the child’s observations and activities from the group. In this way, the child’s view becomes more comprehensive so that we can gain a better understanding of the child. Based on this, we advise and support parents in bringing up children under difficult conditions.
We are also happy to take part in parents’ evenings in the daycare center to introduce ourselves and our concept.

cooperation agreement

In the cooperation agreement, we describe exactly our expectations of the daycare team and our services:

  • Creation of curative education diagnostics (behavior observation, after consultation screenings and psychological test diagnostics)
  • Creation of the curative education treatment plan and the necessary development reports for the application or further approval of the integration place at the district of Upper Bavaria
  • regular parent talks with the teachers
  • Close cooperation with the group staff through case discussions, advice, reflection and mutual coordination of the individual pedagogical approach in everyday group life and therapy
  • Special education for integration children

The Pusteblume practice has its own curative education concept for integration into daycare centers. At the beginning of the cooperation, every facility receives this. Our concept may be added to the concept and published.

In addition, we would be happy to advise you when converting regular operations to integration. In particular, we help with the first steps. We are also happy to provide in-house training for kindergarten staff in your facility.

When is an integration place possible??

Not only children with a mental or physical disability can take up an integration place. Most of the children we support are affected by the following abnormalities:

  • general delays in development

  • behavioral problems
  • attention problems
  • high restlessness
  • perception abnormalities
  • social fears, inhibition
  • lack of drive
  • restricted gaming behavior
  • Language problems (e.g. delayed language acquisition, language refusal)
  • Attachment and relationship problems
  • stressful living conditions
  • chronic diseases (e.g.. diabetes, Phenylalanine ketonuria, u. a.)
  • as well as autism spectrum disorder

Basics of our work

of man

Our work is based on a Christian image of man. Accordingly, every human being is ingeniously created by God. There is a piece of God’s glory in each of us. Everyone has skills and endearing qualities. Because of this, everyone is valuable, regardless of socially relevant performance or a disability.

Based on this, we show respect and a high esteem for parents, educators and children.

As a result, we provide our expertise and only make recommendations. We build a bridge to the child and his individual needs. In addition, we consciously leave the responsibility of the decisions for the child to the parents.

Content work


We are looking for resources, strengths and skills. Some of them are still undiscovered in the children. So far we have always found something. We encourage and strengthen this. As a result, self-confidence and self-esteem grow. As a result, children dare to tackle their deficits themselves. In addition, they often find compensation options. Some also learn to accept and deal with a disability.

Development of new game skills

In addition to resource orientation, we rely on intensive game funding. The child’s play plays a crucial role in development. Hence the early Education of the child takes place especially through the game. Most body and environmental experiences are also made in the game. Children who can play independently and creatively in the different game categories usually have no development difficulties. At the beginning of a treatment, a game diagnosis is therefore carried out by our specialist service. What gaming skills do you already have? Which should be set up? After that, we link up with the skills through different game offers. We are also preparing to develop new skills. That is why we do not work on the deficits, but awaken the joy and willingness to cooperate of the child with this positive approach. Not least because of this, we looked at the scientists and developers of the Curative Education Exercise Treatment (HPÜ) Alexander Sagi and Clara Maria von Oy oriented. Accordingly, the following applies to us:

"An HPC in which there is no hearty laugh at least once is not a HPC."

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Christina Cherry
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