Introduction/specifics

The Waldorf kindergarten Sonnenblume in the Albbruck district of Schachen is an independent kindergarten, founded in 1991 by a private parents' initiative, which still sees itself as an "educational community" in which the child can experience community and joint initiative of parents and pedagogical staff. We work according to Rudolf Steiner's theory of man and offer 16 children a place for holistic care in the sense of Waldorf education.

Daily Schedule

Arrival and the first free play

The daily routine begins with free play. The children arrive and are welcomed by the kindergarten teacher. During free play, the kindergarten teacher organizes the morning as if it were a "household" that adapts to the children's living conditions. There is cooking, baking, sewing, crafting and the children are allowed to participate. The activity usually has an infectious effect on the children, they join in or linger in their self-chosen play: for this purpose, the children have a selection of natural materials at their disposal for building and inventing, wax crayons and paints and paper invite them to paint and do handicrafts, in the doll corner they cook and take care of the babies, sometimes it turns into a restaurant, colored cloths and wooden stands are used for building caves and houses, or even for dressing up... there are no limits to the imagination due to the materials that are left free. The wooden boards are the skis one day and the farm the next.

The common order

After free play, the tidying-up bell rings for joint tidying. This activity is also guided by imitation and imagination (the forklift collects the building blocks/ the doll families make their house beautiful again....) sometimes the tidying up is accompanied by a song, the cloths are folded with a saying and almost all the children involuntarily join in. 

The morning circle

We gather in the morning circle and the day is welcomed with a saying and a song. This moment is for the children a moment of rest and gathering. We go together with a song to the washroom to wash our hands and go to the toilet. 

The common breakfast

Breakfast was already prepared with the children during free play time; depending on the day of the week, the dough was kneaded, shaped and baked, vegetables peeled and chopped, the nuts cracked, the fruit cut the preschool children have already set the common table.

The common breakfast begins with a song or a small prayer in which we express gratitude. "We begin the breakfast with a short "quiet time" in which the children come to rest and consciously enjoy the food with all their senses. After the quiet time, there is then also time and space for extensive conversation at the dinner table. 

Doing services

Together with the children, the dishes are now cleared, washed and dried. Each child has a small task to perform; sweeping the floor, cleaning the table, preparing the chairs, taking away the compost so that this task resembles a busy beehive. 

The second free play time outside 

The second free play time after breakfast is spent in the garden (in summer we also like to have breakfast in the garden). The large sandbox invites the children to dig, dig and dig. In spring, the small herb bed is tilled with the children, in summer tea, herbs and lavender are harvested, and in autumn apples and nuts are picked up to enrich our breakfast over the winter. The large climbing frame is sometimes turned into a pirate ship and the slide and swings offer the children plenty of room to move. 

The closing circle

The closing circle usually takes place in the room again, where we end the morning with a fairy tale, a round dance, a table puppet show, circle games or songs. A farewell song is sung together before the first children are picked up. 

In this way, the daily routine is structured in such a way that it has the effect of breathing in and breathing out for the children. Time of activity - time of rest - time of movement and activity - time of silence.... this has a strengthening and healthy effect on the children.

Employee

Eveline Bergande pedagogical management
State-certified educator, Waldorf teacher, studio and workshop teacher, specialist for language development

Elke Rienecker pedagogical assistant
State-approved educator, Waldorf teacher, nature teacher, 

Lydia Thomae pedagogical assistant
State-approved educator, social pedagogue, integration specialist 

Overview

 We care for children from the age of 3 until they start school.

Parents should be familiar with our pedagogical concept or at least be interested and open to Waldorf education Our admission procedure is based on the following criteria: Siblings / children of employees / local children / age and then only after the registration date. 

Children with increased support needs will find a place of inclusion with us. However, this depends on the group constellation and the support needs of the child. The possibility is clarified through joint discussions and a "trial period" in everyday kindergarten life. Depending on the level of care required, additional integration support is requested from the Office for Social Assistance. 

Due to the relatively small group, children with language development deficits find here a good place to promote their language. We are integrated in the Kolibri program in which we offer weekly language development units.