The Berlin teddies – great childcare
Intercultural learning and multilingualism
Our daycare centers place the care, upbringing and educational mandate on intercultural encounter and intercultural learning. Our work is based on the situation approach.
The daycare forms the intercultural learning place. The socio-cultural and psychologically significant living conditions of children and their parents are taken into account.
It is assumed that there is a holistic view of man that the development of all people involved in the development process of a child takes center stage.
In our view, experiences with migration and with life in various cultural contexts in Berlin are valuable foundations for joint learning.
The ability to actively participate in different cultures is a crucial qualification in a growing world. We would like to encourage children and families to do this and, in particular, strengthen the children in their openness and curiosity for a variety of life paths.
Individual differences in terms of gender, origin, religion, way of life, age and level of development must be recognized. Social diversity should also be seen as an opportunity for peaceful coexistence.
Cosmopolitanism, tolerance and humanity determine social interaction. These guidelines are the basis of our pedagogical approach.
Learning in projects
An important tool is working and learning in projects. Working in projects means, if possible, experiencing that with children in everyday life and in life contexts, which means that they feel up to date and touched in their life plans.
Children, adolescents and adults shape their living environment together and influence social processes in this way.
Language support, as part of the process of language education, takes place in our institution in the everyday life of the child within the group.
The language-promoting potential from relevant everyday situations of our kindergarten day are recognized. Language actually takes place at a highly qualified level, always and everywhere.
All children should develop good language skills in German, which enables them to participate actively in everyday life, in kindergarten and in school. Support for language learning is intended to compensate for educational disadvantages related to origin.
All children of our daycare center should be accompanied by language in everyday life and supported in their natural language acquisition process.
In our day care center, children are given a high regard for their mother tongue and their cultural roots.
The early acquisition of a second language promotes cognitive development and a feeling for language and supports general language skills. The natural language learning ability is particularly pronounced in the pre-school years and so younger children approach a second language spontaneously and impartially. In contrast to older children, younger children freely repeat foreign sounds. They are interested in new things – almost effortlessly – and learn about songs, games and rhymes unconsciously and playfully. As adults, they are more open to other people and their cultures. Multilingualism in a daycare center is future-oriented.
We are aware that confrontation with a third language is a special challenge for foreign children who may still have difficulties with the German language. However, this third language will not neglect the mother tongue in favor of this third language, as long as the mother tongue is cultivated in the home environment.
Language learning by immersing in a language is the most natural way children learn languages, whether as a first or second language. With this method, the new language is the working and colloquial language, whereby according to the principle “one person – one language” an educator only speaks German, the other e.g. only Spanish. Everything that the foreign-language person says is reinforced by facial expressions, gestures or pointing, but not by translation. The child thus independently learns the language bit by bit from the context of the situation.
The development of the mother tongue is usually when entering kindergarten not yet completed, i.e. children acquire the higher workload until they start school. We encourage the parents not to neglect the development of their mother tongue in their family environment and at the same time promote the targeted promotion of German in kindergarten.
Our institutions have also developed the following funding priorities:
We see it as our task to take the very different living environments of the children and their typical media seriously and to integrate them into the educational concept of our facility.
Children need support to make media their own instruments of their own hearing, seeing, feeling and expression. The media help to order, interpret and evaluate the world of things and the social world of people.
Health, nature, environment and technology
Healthy eating is for us As a daycare provider, only one – albeit – important aspect of day-to-day daycare. The orientation towards the situation approach also makes the kitchen a place of learning, the appetite for scientific experiences, the curiosity for food, the desire to cook and the joy of eating together.
The “Kitchen as Laboratory” offers a new, exciting approach to impart knowledge about food and a balanced menu as well as skills in preparation in a sustainable manner. Experiments from the kitchen enable the children to marvel at, understand and experience scientific connections without any fear of contact with things from their everyday life. From a purely scientific perspective, the processing of food is nothing more than applied physics and chemistry. Different natural phenomena occur when preparing the simplest dishes and even when cutting an apple.
The knowledge gained promotes awareness and interest in nutrition issues. They strengthen everyday skills in kitchen practice and the handling of our food.
With our approach, we start from a scientific phenomenon, the acting dealings, the planned procedure and the active appropriation come first. Trying out, wrong assumptions, errors and unsuccessful results make a significant contribution in the process of understanding.
At the same time, a relationship with food itself, characterized by curiosity and amazement, is established. This includes the application-oriented approach with the basics of food preparation. In this way we establish a connection between the educational areas of health and nature-environmental technology defined in the Berlin educational program.
Exercise and relaxation
Crawl, climb, throw and run. The foundations for all further motor development are laid in early childhood. We create a variety of ways to stimulate and promote motor movements, such as Gripping and holding, catching or rolling, etc.
This focus focuses on promoting children’s body awareness. Motor and sensory skills are to be expanded. This includes diverse topics about body functions as well as the imparting of practical skills in stress relief and relaxation techniques.
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