Introduction/specifics

The daycare center (Kita) is an educational institution. Children between the ages of 2 and 6 are cared for in four children's groups. The educational work of the educators is based on the education and upbringing plan for ages 0 to 10. The focus is on the child. The daycare team wants to enable and ensure holistic and real-life learning in everyday situations.

Special features: Language daycare center - participation in the federal program "Sprache ist der Schlüssel zur Welt" (Language is the key to the world)

contact persons:

day care center Röddenau

Elseberg 10
35066 Frankenberg (Eder)

Telefon:

(06451) 4937

E-Mail:

kita-roeddenau@frankenberg.de

Mrs. Tripp, Sabrina (management of the daycare center)

Mrs. Viehmeyer, Maren

Rooms

The daycare center in Röddenau has 4 groups. All groups are cross-age.

The daycare center has these rooms:

• Office
• Group rooms
• Baths
• Sport options
• bedroom
• Hallway
• Staff room
• Kitchen
• Large outdoor area with swings, seesaw, sandpit, slide, climbing frame and trampoline

Outdoor Facilities

The daycare center in Röddenau has a large outdoor area with play equipment. Furthermore, the three local playgrounds and a plot of land with construction trailers can be used.

Daily Schedule

Breakfast 8:00 a.m. to 9:00 a.m

Lunch 12:00 p.m. to 1:00 p.m

Rest/bedtime 1:00 p.m. to 3:00 p.m

Afternoon snack 3:15 p.m

Food

Breakfast together

Our daycare center prepares a healthy and chewy breakfast for all children every day. We offer a varied but limited “sugar-free” breakfast. This means a type of bread (rolls, farmer's bread, wholemeal bread, crispbread), alternating three different toppings (poultry sausage, cheese, sausage spread, cheese spread) and a type of fruit or vegetable so that the children can try things out and have new experiences. All children eat together in their groups from around 9 a.m. Each child is asked what they would like to eat that day and has it prepared and brought to their place by the specialists. They have their drinking bottles with them and will get them filled with water or sugar-free tea at daycare.

Lunch

In our daycare center it is possible to take part in the paid lunch menu during lunchtime.

Basics

Basic pedagogical attitude, goals and priorities

The starting point of our educational work is key situations, i.e. significant situations in the children's experience. We create a child-focused environment and atmosphere that encourages children's curiosity and provides opportunities for discovery and research. To ensure this, we have chosen the situational approach.

For the children this means: All teachers, children, rooms and equipment are familiar to them. In this protected environment, they can design and choose “their” space themselves. You decide for yourself where and with whom you play – doll corner, construction carpet, at the table, cozy corner or other group rooms as well as the office.

Age mixing requires differentiation to enable every child

• To take the paths that interest you
• To give the answers it asks for
• To seek closeness and freedom that offer new challenges
• Finding the contacts you need.

In addition to our group education, we create good conditions for the children

• For additional offers (more caregivers, chance to have a variety of play partners - gender, age, personality, interests)
• To expand the scope of experience in the daycare year (office becomes a pedagogical area, exercise space, adventure days, cross-group projects)

Employee

Social education specialists work full-time and part-time in our daycare center.

Our team is supported by a kitchen worker, a cleaning company and the caretaker from the Philipp-Soldan-Stadt Frankenberg.

Trainees and interns also temporarily supplement our core team and gain insights into our educational work.

The tasks of the educational specialists are just as varied and “colorful” so that children can grow together into a learning community and develop according to their skills and abilities:

• Parent work
• Development discussions, mediation, recommendations
• Parents' evenings
• Project weeks and celebrations
• Pedagogical mission
• Sensitive perception of children, parents and colleagues
• Strengthening the team through friendly and open cooperation and support
• Creativity and versatility
• Design of educational spaces
• Hygiene, safety and supervision
• Flexible, cooperative working
• Courage to accept help
• Further education and training
• Team meetings
• Observation and documentation
• Exchange and reflection within the team about processes, developments, observation
• Collaboration with management

Additional Offerings

In addition to our priorities, music, dental health and sugar-free mornings also have a special meaning in our everyday daycare routine.

Music

Music has always been an important part of human life. It fascinates and inspires people of all ages. It can have a positive influence on feelings, moods and health, and can make you happy and sad. Many studies have shown that making music promotes children's emotional, intellectual and motor development, as well as their linguistic and social development. Even small children love to drum on pots and cans and clap, move and sing with joy to the music. An elementary need of children, which we can observe again and again, is to combine music and movement. Because when children enjoy songs or music, they start dancing and clapping with joy. It is an important contribution to overall body perception and ensures emotional balance.

When they interact together, the children experience themselves as individuals and part of our society. Singing together only works if the children are attentive and coordinate their voices. By combining language and melody, children can remember words more easily and retain new things more easily. The vocabulary expands and familiar words are consolidated with each new song.

Music finds its place in all 4 groups:

• in everyday life
• in a circle of chairs
• e.g. through:
• Songs, e.g. about the seasons, various topics
• Sound stories
• Dance
• Play with singing
• Fantasy trips
• Get to know different instruments (e.g. drums, Orff instruments, boomwhackers)
• Making music with instruments

Dental health and sugar-free mornings

Children with healthy baby teeth have a 90% chance of remaining dentally healthy for their entire life. We specialists support the parents, but also work with our sponsoring dentist and the youth dental care working group, where regular training courses on dental health take place.

The working group provides all utensils free of charge, such as:

• Toothpaste, toothbrushes
• Information materials for parents
• Games and materials for educators and children

We also visit our sponsoring dentist once a year with the respective school children in order to allay the children's fear of the dentist. She also likes to come to our facility for information evenings.

We regularly practice brushing the children's teeth after breakfast and follow the KAI system and the tooth-brushing song as well as Irma - the tooth-brushing witch.

Another very important point that ensures your child's dental health is the "sugar-free morning" which we pay attention to in kindergarten.

In dental health, sugar-free means: 16 hours of “sugar-free” for your teeth. This time begins in the evening when you as parents have brushed your child's teeth thoroughly. The saliva now has about 12 hours to repair your child's teeth. In the morning after breakfast, the teeth are brushed again at home. During this time (4 hours in daycare) the saliva comes into action again and repairs the child's teeth. At lunchtime the 16 hours of “sugar-free time” would be over and you can have something “sweet” after lunch.

Quality Assurance

A team is people who work together. Our team consists of professionals with different professional experience, skills, opinions and qualifications.

In order to ensure and further develop quality for the benefit of the child, it is necessary for us to continue our training and to regularly exchange ideas and reflect on our work.

In team meetings we have time for:

• Reflection on our work
• Casework Organizational processes
• Planning projects and offers
• Handling complaints
• Development of quality standards
• Review of the concept
• Development of specific pedagogical topics
• Exchange with other specialists
• Cooperations: Exchange with other institutions e.g.: speech therapy, early intervention center
• Viewing specialist literature and magazines
• Instruction for example fire protection, hygiene
• Parent meetings
• Development documentation

Teamwork with school

“QSV” stands for qualified school preparation and is aimed at children aged 4-6. We took part in this model project together with the Röddenau primary school. The aim of the model project was equal opportunities for all children in Hessen.

Beyond this project, qualified school preparation has become an integral part of our educational work and should remain so in the future. It takes place in the last two years of daycare and aims to make the transition from daycare to primary school easier for as many children as possible.

The focus of our QSA work is:

• Language and literacy skills
• Movement and motor skills
• Learning methodological skills
• Mathematical skills
• Strengthen social, emotional and everyday skills

For the QSV Minis this means:

• They meet in mixed-age groups with the QSV Maxis
• They receive regular visits from a primary school teacher

Throughout the year there are various topics that the children work on, e.g.:

• They create a picture book
• They work on numbers and counting, patterns and structures, shapes and bodies, measurements and volumes

For the QSV Maxis this means:

• They meet regularly in a group of the same age
• They design projects, e.g. visits to the fire department, the farm, the sponsoring dentist they attend primary school, e.g. B. to get to know the rooms (classrooms, toilets, school yard, workroom, gym), take part in exercise construction sites in the gym, project days on various topics and Mother's Day crafts
• They receive visits from future teachers at the daycare center (for the teachers as preparation for parent-teacher meetings)
• Design of creative projects 
• They acquire knowledge about animals, plants, continents, the body and much more.
• They get to know their classmates from the other daycare center (school area).

Teamwork with parents

Collaboration with parents and family

Visiting daycare is usually the first and most serious turning point in the life of the child and its parents. The child receives a new frame of reference and is thus confronted with two different worlds for the first time. That's why we believe that trusting cooperation between parents/families and educational professionals is a prerequisite for meaningful social-educational work. It is particularly evident in conversations, advice and mutual information. What is essential, however, is the conversation between the educational professionals and the families. A basis of trust can only be created through collaboration. It is ideal if educators and parents have similar educational ideas. If this is not the case, a conversation is urgently needed in the interests of the children. Only open conversations create mutual trust.

Parents' Advisory Council

Our work is supported by the parent representatives elected by all parents. This parents' council is the link between parents and the daycare center. They are available to all parents as a contact person if necessary. At the beginning of the new kindergarten year, the election for the parents' council takes place. One representative and one deputy are elected from each group. The entire parent council with representatives and deputies is then made up of these people. They meet at regular intervals, are informed about important events at the daycare center and are involved in planning celebrations.

Specifics

Children do not pursue the goal of "learning language", but learn it along the way. To support successful language acquisition, the child needs a trusting atmosphere, caregivers and other children.

For this reason, everyday integrated language education is an important part of our daily work.

In everyday life, we accompany actions with language and support them additionally with facial expressions and gestures. We professionals are contact persons and language role models for the children and parents.

The main goal of everyday integrated language education is the acquisition of language and language comprehension. This enables the children to express their own wishes and needs and to actively participate in everyday life. Language is the basis for education and important for the acquisition of written language. A good language development enables a cooperative living together in the community.

In our everyday life this means:

Language takes place always, everywhere and at any time
we welcome every child and his or her family
singing in the chair circle, reading aloud, rhyming, telling stories, finger games
common conversations and table culture at meals
one-to-one contact, e.g. when changing diapers, playing table games, getting dressed
documentation of language development
coordinating games and rules
looking at picture books
addressing each child individually

Projects

In our daycare center we celebrate several feasts throughout the year. These are highlights of the year for the children.

We are celebrating:

• Birthdays
• Easter
• Christmas
• Nicholas' Day
• Carnival
• Family celebrations
• Farewell party from day care

The Christian holidays reflect our culture and give children a sense of safty for the recurring seasons and traditions. In doing so, we maintain the cultural values ​​of our society and thus promote the community of children, parents and the kindergarten teachers.

Participation in public is also important to us, for example:

• Active participation in village events
• Participation in the Christmas market / St. Martin's market
• Decorating the Christmas tree
• Participation in the St. Martin's Festival (lantern celebration)

In addition, there are also events such as parent-child afternoons, where we offer different topics, such as: crafts, music afternoons, psychomotor skills lessons, as well as project weeks on different topics, such as: „Wir spielen ja nur“, „Sprache“, „Sankt Martin“ and „unsere bunten Wurzeln“ and every project week ends with a small celebration. Parents and families gain direct insights into our educational work. The goal is to make our work transparent. Active participation by parents also helps.

Holiday Care

Opening hours

Our facility is open Mondays through Thursdays from 7:15 am to 4:30 pm and Fridays from 7:15 am to 3:00 pm.

The following modules can be selected:

Half-day place (7:15 a.m. to 12:00 p.m.)
Extended half-day place (7:15 a.m. to 2:15 p.m.)
Extended half-day place (12:00 hrs to 16:30 hrs)
Full-day place (7:15 a.m. to 4:30 p.m.)
                                                                                                    

Closing times

Our facility is closed at the following times:

Up to three weeks during the Hessian summer holidays
2 days around Whitsun
Between Christmas and New Year's Eve, possibly a few days before or after that
company excursion (1 day)
Further education and training of the team
Every 1st Monday afternoon of the month - team meetings
Extra day off after statutory holidays

Closing times will be announced in time.

Overview

Admission is based on date of birth, regardless of registration date.

Primarily all children who live in Röddenau, as well as children from the town of Frankenberg.