The acquisition and strengthening of basic skills is always the guideline in our educational work. In our institution, the promotion of the children always takes place under consideration of the following basic competences:

4.1 Focus in the nursery:

• Creating an environment full of security, trust and safety
• elementary sensory experiences
• the joy of doing one’s own thing
• Language stimulation and promotion
• free and creative testing of new movement possibilities
• positive transition from crèche to kindergarten

4.2 Focus in kindergarten:

• To meet children’s needs for encounters with animals and nature.
• accommodating
• To strengthen the children in their personality.
• Prepare children for preschool and school through play.
• Introduction to socially responsible action.
• Imparting of knowledge and skills that enable an independent
• coping with life, within the scope of the respective possibilities of the individual
• Encourage children in the form of action-oriented work
• Encourage the ability to experience, creativity and imagination.
• Nurture the natural thirst for knowledge and the joy of learning

4.3 Animal-assisted pedagogy

The educational use of animals has been proven for centuries.

According to current research, the contact with animals influences the positive development of children.

Goals in animal-assisted education include:

Social-emotional:

• Improvement of self-esteem
• reduction of fears
• Perception and motor skills:
• Promotion of fine and gross motor skills
• Motivation to move
• Relaxation, e.g. through body warmth or the feeling of being protected

Cognitive Ability:

• Promotion of endurance and concentration
• Promotion of body language and speech

We have chosen the following animals in our farm daycare:

Sheep and goats

We have chosen dwarf goats and dwarf sheep, as the children like these can meet animals at eye level. Both species are very curious and show great interest in making contact with humans.

Shetland Ponies

Our last animals that came to us are two Shetland ponies. Through her diverse uses, e.g. grooming, feeding and guiding, they complement our daily pedagogical our pedagogical everyday life very well.

In various projects and offers, the animals are an integral part of the everyday life of our farm day care center.

 

Implementation of animal-assisted pedagogy in our facility:

• Grooming the ponies
• Observation of the ponies and learning the correct handling of the animals
• Daily feeding of the animals
• Mucking out the stable once a week with the children
• fetch fodder, e.g. hay, from the farmer
• Make your own feed and treats, e.g. “fruit ice cream bombs”, horse biscuits, collect fresh grass and herbs
• Observation of the goats and sheep, e.g. watching wool shearing, stroking and also grooming

In various projects, the children are taught about the handling and behaviour of animals through books and other illustrative materials.

• In the morning circle, current topics are discussed and the children are divided into animal services.
• During the settling-in period, the animals often act as “door openers” and reduce fears

4.4 Nature education

The surroundings of our farm day care centre provide the children with a wide range of learning and experience opportunities.

During excursions to the Feldmoching lake and the nearby forest, the children have the opportunity to gain seasonal experiences of nature.

Our extensive outdoor area offers, among other things, flower beds, which we cultivate with the children. We pay attention to naturalness and sustainability when selecting our play and creative materials.

 

4.5 Settling in and the daily routine – key situations and processes

The initial pedagogical interview: As soon as a child is admitted to Bauernhofkita, the respective group leader or the pedagogical director will hold an initial interview with the parents. Here all things are discussed, which are important for the admission of the child, like e.g. the exact admission date, the current admission certificate by the pediatrician, the food of the child among other things. Parents are given a list of all the things the child needs for the nursery or kindergarten. It is important that everything is well and clearly marked with the name. Through the group management, the parents learn how exactly the first days of acclimatisation will proceed and receive the necessary background information.

4.5.1 Settling in at the nursery:

In our facility, we use the Berlin acclimatisation model. The settling-in period begins with a three-day basic phase: the mother or father comes to the nursery with the child (if possible always at the same time), stays in the group room with the child for approx. 1 hour and then takes the child home again. Parents behave rather passively and in any case should not urge the child to move away from him. The educators start with a careful contact. No separation attempt happens in the first 3 days.

The fourth day… Separation attempt:

A few minutes after arriving in the group room, the mother says goodbye to the Child, leave the room and stay close. The reactions of the child are the Scale for the continuation or termination of this separation attempt.

Stabilization Phase:

From the On the 4th day, the educator tries to take over the care of the child from the mother/father, such as feeding, diapering, offering to be a play partner, etc. The mother/father now more and more often leaves it to the educator to react to the child’s signals and only helps if the child does not yet accept the educator. Only if the child is at the separation attempt on the 4. day can be comforted by the educator, the separation time on the 5th day to be extended. At 5th day and on 6. day the presence of the mother/father in the nursery is necessary, so that she/he can be fetched into the group room if necessary. When the child at the 4. day can not be comforted, the mother / father should be on the 5. and on 6. day with their child as before and, depending on the child’s condition, take part in the group activities. 7th day make another attempt at separation.

Closing Phase:

The mother/father is no longer at the nursery, but is available at any time. reachable. Settling in is complete when the child perceives the educator as a “safe” person. Basis” has accepted and is comforted by it.

 

4.5.2. Settling in at kindergarten:

The acclimatisation process in the kindergarten also follows the Berlin Model scheme explained above. However, the acclimatisation process in the kindergarten can be more individual due to any previous experience such as a visit to a crèche or the respective personality of the individual child. The exact course is discussed in close exchange with the parents. A time frame of two weeks is usually set for the acclimatisation to kindergarten. However, depending on the needs of the individual child, settling in can be completed after just one week or take more than two weeks. Here we focus on the needs of the child and work very individually and situationally.

Parents’ evenings in the crèche and kindergarten

Parents’ evenings are held approximately three times a year during the course of the daycare year. On the one hand we orientate ourselves to the needs of the parents and on the other hand we would like to make our work especially transparent through the parents’ evenings. For example, at the parents’ evening on the subject of animal education, the parents were first given some theoretical background information and then had the opportunity to gain their own experience of contact with our animals in small groups. At play stations, the parents experienced a few examples of playful communication of background knowledge concerning the animals (for example, their eating habits). Here methods are used which are also applied in the pedagogical everyday life with the children, in order to give the parents the possibility to slip into the role of the child. Other topics at parents’ evenings are, for example, the Bavarian Education Plan, nature education or nutrition.

Drop-off and pick-up situation

For the specialist staff of the Bauernhofkita it is a matter of course that every child is warmly welcomed and accepted at the group door. There is a short exchange with the parents about the child’s condition. Parents also have the opportunity to receive feedback on the daily routine or special features of the children at pick-up time. Should a child not be picked up by the parents, but by a third person, it is absolutely necessary that this person is noted in the contract or that a written consent of the parents has been given. The person picking up the child must then identify themselves to the staff in order to ensure the safety of the children.

Meals:

Three to four meals are provided daily. Breakfast and afternoon snack are prepared directly by our kitchen according to the legal hygiene regulations. The fresh, varied and healthy food is appropriate for the age of the children. Only organic products from our supplier Ökoring are used, such as raw vegetables, fruit, porridge, cheese, cold cuts, etc. As a rule, only unsweetened tea or water is offered as drinks. Of course, the farm nursery keeps the individual desired baby food ready for the youngest ones in consultation with the parents. It is of course also possible to give bottles of breast milk for the baby’s meals every day. The bottle-fed infants are fed individually as needed. Only certified organic brands are used for jarred foods. In addition, we have the possibility to prepare fresh and child-friendly baby food with the Thermomix.

Lunch consists of fully organic freshly prepared food. A choice of fruit or raw vegetables/vegetables is offered at each meal. Salad or dessert and side dishes enhance the seasonal menu.

In general, there is no pressure when it comes to eating, but they patiently offer and flexibly react to the children. Independence is supported according to developmental abilities. Rules at mealtimes are practiced by all groups to ensure a calm and relaxed eating experience for all children.

For those children who are allowed to stay with us into the evening hours, an additional dinner will be provided around 5:15pm.

At birthday parties, the parents themselves decide whether there should be cake or a hearty snack. The group leaders are available for precise arrangements.

Bedtime:

After lunch, the children go to the dormitory with one or two pedagogical supervisors. Every child has its own place to sleep with bedding and a cuddly toy or pacifier. The younger children generally sleep in cots.

The room is darkened and well ventilated. A calm and relaxed atmosphere allows the child to fall asleep. During bedtime from 12.00 to 14.00 in the crèche and from 13.00 to 14.00 in the nursery, specialist staff are always present. During this period it is not possible to pick up the child.

Cleanliness Education:

Within the framework of development-oriented cleanliness education, no pressure is exerted on the children either. Excretions are noted positively and praise is given appropriately. When the child enters the cleanliness phase, the respective group leader will offer the parents a pedagogical discussion in which all questions are clarified and a joint procedure is agreed upon. Brushing teeth is practiced and performed daily by the children.

Observation and documentation:

Once or twice a year, we conduct detailed development discussions with parents. We use the developmental arcs according to Kuno Beller, Sismik/ Seldak and Kompik. In these, eight developmental areas, such as language, social-emotional development, fine and gross motor skills, cognition, environmental awareness, play activity and personal hygiene are observed and documented. In this way, the professionals can draw up a development curve and see the current stage of development of the children. During free play time, the teachers observe the children attentively and are thus able to recognise the individual developmental steps and respond to the children’s needs accordingly.

4.6 Annual content

Throughout the year, the Child Care Company Centers’ farm daycare hosts community celebrations, parent cafés, and other events. Our Easter Brunch and Summer Feast, as well as St. Martin’s/Highlight Festival are celebrated together with all groups. This gives the parents the opportunity to get to know the other families at the farm daycare and at the same time we consciously want to emphasize the common character of the house. Christmas parties are held separately in the nursery and kindergarten, as are parent cafés. The background to this is that development-related topics (for example, the topic of cleanliness training in the crèche and the topic of preschool in the kindergarten) are also discussed with parents at Parent Cafés. Christmas parties should be allowed to take place in an even smaller, more family-like setting.

4.7 Monthly content

The birthday is a very special day for every child, which is lovingly prepared as a highlight by the pedagogical staff in every group of the Bauernhofkita. A birthday song is sung for each child and a small gift is presented. The birthday child brings either a cake or a hearty snack for his or her group. In a festive atmosphere the brought food is eaten.

4.8 Daily routine day nursery

07:30 – approx. 09:00:	Bring time All children will gather by approximately 8:30 a.m. in the Sheep group and then divide into the individual Groups on Breakfast All children sit at the table: songs, finger games and Table Spell Winding* Brushing teeth and washing hands Morning circle Free play, walking, garden, animal visits, animal services, educational offers, english activities Wash hands and wrap Lunch All children sit at the table: songs, finger games and Table saying
08:30-09:15:
09:15-09:30AM: 09:45 – 11:00:
11:00 AM: 11:30 a.m. – 12:00 p.m:
12:00 – 2:00 pm: 2:00 pm: 2:30 – 3:00 pm: 3:00 – 5:00 pm:	Naptime Wrapping* Brotzeit Free play, walking, garden, animal visits, animal services, educational offers, english activities

17:00: Snack

* We swaddle the children throughout the day as needed.

4.9 Daily routine kindergarten

07:00- approx. 09:00: 08:30-09:15: 09.15-09.45 09:45-12.00	Bring time Open breakfast in the children’s kitchen, free play Morning circle Free play, walking, garden, animal visits, animal services, gardening, educational activities, english activities Washing hands and lunch afterwards Brushing teeth and dividing the children into guard and Sleep children. The sleeping children go to the sleeping room and the guard children meet in the respective group on relaxation exercises Brotzeit Free play, walking, garden, animal visits, animal services, educational offers, english activities
12.00-12.45 12.45-14.30
14.30-15.00 15.00-17.00

4.10 Group constellation in the crèche

The composition of the group is balanced in terms of age and gender. in terms of age and gender.

In the nursery groups of the Bauernhofkita, up to 12 children aged 0 to 3 years supervised. In each of these groups work one educator or Childhood educator as group leader, together with other caregivers caregivers (these can be: an additional educator, child care worker, educator in the apprenticeship year, native speaker, SPS trainees).

Rituals are developed which convey security and safety. The Relationship building and the good bond with the group educators is important in the Nativity is essential and is the main focus here. The children should feel safe depending on their stage of development and are allowed to develop in the crèche group. are allowed to develop.

4.11 Group constellation in the kindergarten

In the kindergarten groups of the Bauernhofkita, 20 children aged 3 years to school entry are cared for in one group. In this group, an educator works as the group leader, together with other caregivers (these can be: another educator, nursery nurse, trainee in the year of recognition, native speaker).

Structures and rituals are developed that strengthen the children’s sense of belonging and offer them orientation and security. Children are encouraged to help each other, to show something, to seek and accept help. All children get their due, are not under- or overchallenged. The children’s plans and ideas are supported by differentiated small group work. Children learn situationally to be considerate of each other and to help each other, older children take responsibility towards the younger children.

5. support team

The quality of the pedagogical work with children of kindergarten age at the Bauernhofkita is ensured by highly qualified professionals who regularly take part in further and advanced training. The working atmosphere is characterised by transparency, personal responsibility, democratic leadership and enjoyment of work. The staff not only do their job, but see it as a calling to be able to accompany the children a little on their journey through life. In addition, a quality management system is introduced from the very beginning to ensure the quality of the service.

The Bauernhofkita also sees the employment of male educators as an important pedagogical factor, since it is too seldom taken into account that children of toddler and preschool age in particular also need a male caregiver for their emotional development.

Furthermore, the Child Care Company attaches great importance to a very good pedagogical training of its employees and therefore has a wide range of expertise in its team.

Educators, diploma and master pedagogues, childhood pedagogues and nursery nurses look after, support and educate the children of the farm day care centre.

The Child Care Company Centers ensures this above-average care also care by having professional staff only responsible for the children, while they are while they are relieved by a housekeeper for domestic tasks such as preparing meals, room hygiene and laundry by a housekeeper.

6. forms of parental work

The pedagogical care of the kindergarten and crèche children at the Bauernhofkita is intended to continue the education started in the family as well as in the crèche. At the centre of the cooperation is the common concern for the well-being of the child. A prerequisite for this is the regular exchange of experiences with parents.

Parenting takes place within the following framework:

• A joint settling-in period.
• A weekly plan in front of the group rooms showing the contents of the pedagogical work.
• Transparency of work through photo posts in the daycare’s own app (famly)
• The observation and documentation of the developmental status of each individual child (according to the legally prescribed observation forms from Kuno Beller’s development table (crèche) to PERIK, SISMIK and SELDAK (kindergarten)
• Development discussions once or twice a year and as required
• Creation of portfolio folders of the individual children
• Regular newsletter
• Regular parents’ evenings
• Accompanying counselling in questions of upbringing
• Information directly via the Farm Daycare App
• Projects and celebrations
• Annual (anonymous) survey questionnaires for quality assurance and optimisation

7. participation/participation

Crib

The children in the nursery are included in the morning circle and asked about their wishes. Here they can, for example, wish for songs and finger plays, have a say in the choice of Orff instruments and tell what moves them or how they feel.

Kindergarten

A children’s conference is held once a month in the kindergarten. Here all children from the kindergarten meet and can express wishes and suggestions.

Every child should be able to express his or her opinion according to his or her level of development – so that every child experiences that he or she is valuable, important and respected!

Topics may include:

• Projects
• Trips
• Singing circle (songs, instruments and finger games)
• Services (e.g. table service)

There is also a morning circle every morning in the kindergarten. Every child gets a mouthpiece in the hand and can / may speak and tell what is important to him. important to him.

7.1 Complaints procedure for children

We take the children seriously and consciously listen to them. Every child should feel accepted and is allowed to express his feelings.

Implementation of the complaints procedure:

• Children are allowed to help decide which topics and offers are to be carried out
• The rules are developed and reflected upon together with the children in the morning circle.
• Children in the facility are given the opportunity to complain about: other children, parents, but also professionals.
• Facilities, food, offers
• Rules, procedures

Children have many languages to complain, these must be perceived and interpret them correctly as complaints!

8. transition to school

In the kindergarten, a preschool program is conducted with the children from the age of five.

In the preschool small group it is possible to encourage and support the children even more specifically. For example, the special concept of the farm day care centre offers a lot of space for experience in the area of movement and motor skills. Nevertheless, with regard to school, children still need more intensive support, for example in pencil posture, cutting exercises or precise work.

Our goal in the preschool work:

• Enhancing stamina
• Developing stamina
• Strengthen self-confidence (dare to tackle new or even difficult tasks)
• Developing the ability to concentrate (e.g. being able to listen for a longer period of time, being able to reproduce what has been said…)
• Development of action strategies / action planning (preparing the workplace, structured work)
• Fine motor skills (holding the pencil, independence when dressing and undressing)
• Coordination skills (eye-hand coordination)
• first rules of the road
• Self-assertion and dealing with strangers
• Language development (listening, rhyming, separating syllables, sentences, words, sounds…)
• Mathematical promotion (number range up to 10, simultaneous quantity comprehension, concepts such as much, little, more, less…)

Loving support and encouragement –

 

Quality features of our preschool work

The quality features of our preschool support are, in addition to the loving accompaniment of your child, support programs that have been specially developed for preschool support and tested over many years. Your child will therefore be provided with exercises and elements from the following programs:

• Würzburg training program for phonological awareness and the language program for letter-sound linkage
• Marburg concentration training for pre-school children
• Arithmetic games from the IQ Lernspieleverlag / Arithmetic case
• Montessori material

 

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1. Sponsorship, location of the Kita & social environment
2. Educational ideas and goals
3. Pedagogical working approaches
4. Contents of the pedagogical work