Pedagogical approach for our work in kindergarten
Our work is based on the Thuringian educational plan for children. For us, education is an open process, an active event that starts with the child. We stimulate educational processes and support the children’s self-education process. We help them to discover the world for themselves. Within the framework of these processes, our children acquire competencies that flow into lifelong education and are further differentiated. Parents and other caregivers lay the foundation for self-confidence, relationships with other people, and an open-minded relationship with the environment.
We plan on the basis of observations, exchanges, and on the basis of themes that affect us from “the outside” in the course of a year (lantern time, National Day, birthdays, Easter, …). We offer the learning opportunities we have planned in order to give the children new impulses for their further development, to learn new things, or to experience new things.
Fixed rituals such as the morning circle or the “breakfast times” give the children the opportunity to develop reliability and trust.
Play, the children’s main occupation, is their most important learning opportunity. In our kindergarten groups, the children have various areas at their disposal: A creative area, a reading, and music corner with a quiet area, construction and rules play area, space for role play, etc.
In addition to various games and classic play materials (building blocks), the children use natural and everyday materials (buttons, cork, cardboard, fabrics) for their play. All materials are available on open shelves.
Together with the children, rules are established and adhered to.
We observe and encourage play. Depending on the situation, we educators and assistants play along (in rule games or didactic games as well as in role-play, e.g. mother-father-child).
The children learn throughout the day, they discover, explore, test their limits, and try things out. They are allowed to make mistakes and are encouraged to try again.
We record small and big progress in the portfolio and in a development sheet, documenting the individual developmental steps of each child from the beginning to the transition to primary school.