how we work
“Look deep into nature, and then you will understand everything better.”
― Albert Einstein
a literal
KinderGarden
We are a KinderGarden and want our name to be program.
We spend a lot of time outdoors and in contact with nature.
Playing in nature and experiencing nature has many advantages for children.
- Movement outside promotes the muscles, motor skills, creativity and spatial orientation
- Children learn to experience their surrounding, get involved with it curiously, and learn to assess dangers
- Children experience empathy
- Nature stands for reliability and continuity, but at the same time is always new
- Children who move around in nature without guidance, play longer and can concentrate better
- Children can feel and experience nature – not only learn about it from books etc.
- The children’s immune system is strengthened
- Children become open in dealing with natural materials, like to go barefoot and have no problems with getting dirty
learning for us means playing
“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”
– Leo F. Buscaglia
Free play is essential for childhood development because it contributes to the cognitive, physical, social and emotional well-being of children.
What do we mean by free play?
Simple: It’s an unstructured play. Times when kids decide what, how long and with whom they play. When they need to use their imagination or enjoy physical activity rather than being coached on a team or watching electronic entertainment, there are many benefits to this.
Our task is to prepare a flexible, interesting and challenging environment for the children, to give them the structure and support they need during the free play time.
Examples of what free play includes:
- Creative activities: Drawing, coloring, painting, cutting, and gluing with art supplies
- Reading and looking at books they enjoy, not as part of homework or study
- Imagination activities: Playing make-believe and dress-up
- Physical activities: Playing on playground equipment, climbing, swinging, running around
- Social and emotional activities: Making friends, overcoming… and much more
learning for us means playing
“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”
– Leo F. Buscaglia
Free play is essential for childhood development because it contributes to the cognitive, physical, social and emotional well-being of children.
What do we mean by free play?
Simple: It’s an unstructured play. Times when kids decide what, how long and with whom they play. When they need to use their imagination or enjoy physical activity rather than being coached on a team or watching electronic entertainment, there are many benefits to this.
Our task is to prepare a flexible, interesting and challenging environment for the children, to give them the structure and support they need during the free play time.
Examples of what free play includes:
- Creative activities: Drawing, coloring, painting, cutting, and gluing with art supplies
- Reading and looking at books they enjoy, not as part of homework or study
- Imagination activities: acPlaying make-believe and dress-up
- Physical activities: Playing on playground equipment, climbing, swinging, running around
- Social and emotional activities: Making friends, overcoming … and much more
our daily routine
In order to give this activities enough space, a large part of the day
consists of free play and voluntary themed offers:
07.30 – 09.00 Welcoming & Free Play
09.00 – 10.00 Breakfast & Free Play
10.00 – 10.20 Circle Time
10.20 – 11.00 Lesson Time / Homeroom Teacher
11.00 – 11.15 Snack Time
11.15 – 12.00 Lesson Time / Homeroom Teacher
12.00 – 12.30 Lunch
12.30 – 12.45 CleanUp Time
12.45 – 03.00 Free Play
03.00 – 03.50 Free Play / Outdoor Classroom
what’s important to us
… because it’s important for children
Connected to nature
It is important for children to be in touch with nature, learn to respect it and to experience its seasons and miracles. Fresh air every day in any weather is essential. Our children spend a lot of time in the outdoor area which is full of adventures, shady trees, and our own kitchen garden.
Attachment and respect
Children can develop best when they feel completely at ease. This requires trust. Therefore, we value a good acclimatization and a short daily exchange with parents when bringing and picking up the children. We want children to feel at home, accepted and loved.
Low child-teacher ratio
The child-teacher ratio reflects the teacher’s workload and availability to the children.
Many kids and teachers find that the lower the number, the better the connection, educational process and learning will be.
We welcome imperfections
Why? We want children to learn confidently. And mistakes help us to learn… it’s the principle of trial and error.
We want to deal with mistakes as an opportunity to grow, to solve problems, to stay motivated.
As teachers, we also want to be role models here.
Less school simulation
Children neither learn the same way, nor on the same timetable. So why create an environment that limits their possibilities to learn. We want to understand the interests of each child and start education from there – not from us. We will take into account the development, needs and age of a child in our activities.
