2. Educational Ideas And Goals
2.1 Our image of the child and his rights
With us, every child is seen as a capable and competent individual who is inquisitive and wants to understand the world. The child itself is the motor of its individual development and is shaped by its own pace of development.
We trust in the competencies of the child and see our task in creating the necessary conditions and prerequisites for this. we support the children within the framework of their possibilities to become independent and to be involved in the decisions of daily life under the aspect of participation. We attach great importance to an atmosphere that conveys security, love, affection and trust. This framework provides security and so the children can develop at their own pace, through playful learning. The individual developmental stages of the infant, toddler, kindergarten child and preschool child are decisive for us. We observe the different needs of children of different ages.
Every child at the Child Care Company therefore has a right to:
- Emotional warmth and active care
- Acceptance of his person
- freedom of expression
- Distinction from children and adults
- Group solidarity
- Experiment and have a variety of experiences
- Retreat and rest
- Eat and drink when it is hungry and thirsty, but also to learn the
- Regulate your own needs
- Sleep when tired
- Personal hygiene and cleanliness education
Every child has a right to loving, responsible and committed caregivers. caregivers.
2.2 Importance of the Bavarian Education and Training Plan
We understand the Bavarian Education Plan as the basis of our work, as well as a tool and orientation guide in the design of the daycare year. We want to invite, inspire and encourage the children to have new experiences. In terms of content, we implement the required basic competencies in the various learning areas in our facility. Special emphasis is placed on animal and nature education at the farm day care center. We try to incorporate these pedagogical focal points more and more into the individual support focal points of the BEP.
In the following graphic we would like to give you a detailed insight into the educational areas of the BEP as well as their implementation in the Bauernhofkita.
Educational areas according to the Bavarian Education and Upbringing Plan
Ethical and religious education and upbringing
- Quiet exercises – perceive myself, come to my own centre
- Teaching values
- Self-perception and external perception
Physical education and promotion
- Forest Days
- Daily use of the large outdoor area (climbing, digging, building, balancing, swinging…)
Language education and promotion
- Verbalization of everyday events
- Allow space for children’s stories
- Rhymes, riddles, finger games,
- Songs
- Foreign language offer English
- Books and stories
Mathematical education
- Counting, measuring, weighing (e.g. in baking and cooking activities)
- Number and quantity games
- Preschool
Aesthetic, visual and cultural education and upbringing
- Getting to know different techniques (injecting, tightening…)
- Handling of different materials e.g. plasticine, plaster, chalk, water and finger paints
- Handicrafts and working with natural materials
- Science and technology
- Project “the house of little researchers
- Weather and weather phenomena
- Experiments
Media education and training
- Children’s library freely accessible
- Making up stories together
- Photographing and documenting (portfolio)
Health education and upbringing
- Healthy diet
- Cooperation “Aktion Seelöwe” on the subject of dental health
- brush one’s teeth
- Personal care
Environmental education
- Forest Days
- Seasonal offers
- Joint waste separation and disposal
- Tend vegetable beds
- Musical education and upbringing
- Sound Stories
- Painting to music
- Mediation of songs
- Making music with organ instruments
- Singing Circle
2.3 The pedagogical role and objectives of the pedagogical specialists and supplementary staff
The staff of the Bauernhofkita see themselves primarily as educational partners in everyday life. Together with the parents, we enter into a family-supplementary educational partnership and support the children in their individual development. We see ourselves as role models and a “helping hand” and want to offer the children a relaxed and stimulating atmosphere, as well as structure and support. We adults are responsible for creating this framework and stimulating the child’s learning processes in a motivating and curiosity-supporting way. In our daily interaction with the child, we therefore behave as actively as necessary and as passively as possible. We are the link between the environment and the child. For this reason, we act as role models and exemplify ourselves what we expect from the child.
For the holistic development of the child, it is a prerequisite that it is respected and encouraged in its environment. For this purpose, we create the conditions so that the child feels comfortable and accepted with us.
Examples from practice
The development already begins with the acclimatization. Through the home group principle and the fixed reference persons, the children experience reliability and build sustainable relationships. In the morning circle, each child is greeted and noticed individually. Through recurring rituals such as songs or the discussion of what will be done on each day, we make our day manageable and offer the children the necessary security.
- We enable the child to take responsibility for himself and the environment and to value it. Through this, the child learns to develop a positive self-esteem, to decide freely and to bear the consequences for his actions.
- We are outside with the children every day in the outdoor area. When changing, the older children help the younger ones and they learn from the older ones! We plant vegetables together and the children learn how much time and effort it takes to harvest a carrot, for example. We also offer various creative activities with recycled materials.
The child recognizes interrelationships and forms its world view from them. The experiences made determine his thinking, feeling and acting. We enable each child to make his or her basic experiences and to experience universal laws through experiments, thus encouraging creativity.
- We let the children pour water, splash at the sink, play in the sand and mud. Sensory perception is very important to us!
- The children take on smaller tasks such as clearing the table, tidying up the group room together, getting dressed and undressed independently, going up and down the stairs independently.
A basic need of every child and the motor that drives them to learn and break free from adult dependence is the quest for independence. The child learns basic skills that help him or her to become independent – and we provide additional support in expanding these skills.
- Sponsorship, location of the Kita & social environment
- Educational ideas and goals
- Pedagogical working approaches
- Contents of the pedagogical work