Introduction/specifics

I was born in 1981, am married and have a daughter (born in 2016). I am a musician (singing, guitar) and studied psychology, but did not graduate. I gained practical pedagogical experience through my work as an integration assistant, among other things. I have been working as a qualified childminder since 2019.

Opening hours:

Tuesday to Friday 8:00 - 16:00 and by arrangement, drop-off time usually from 8:00 - 8:30, pick-up time usually from 15:30, annual closing times of 20 days are announced in February

Children's group:

Care for a maximum of 5 children aged 12 months to 3 years present at the same time

Rooms

Our house is located in Fürth on the Hardhöhe, on a traffic-calmed one-way street. If you’d like to come by public transportation, you can take either the U-Bahn (Hardhöhe stop) or bus 171. The DB Unterfürberg stop is also nearby. Parking spaces are also available on our street.

The house features a playroom with a book couch and a children’s book library, a building area, and a role-play corner. High-quality play materials, Montessori elements, and musical instruments are available in ample quantities and are largely freely accessible.

A playroom with a bouncy mattress, as well as balls, pillows, blankets, and a climbing structure inspired by Emmi Pickler, round out the play options.

In the quiet room, each child has their own bed. It is comfortably furnished and invites children to relax and feel at ease.

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Outdoor Facilities

Our 400-square-meter garden, designed to be close to nature, offers a variety of opportunities for free play in the fresh air. It features a large sandbox, a toddler slide, and a playhouse with a climbing wall.

Our organically tended vegetable beds, berry bushes, and fruit trees need to be watered and cared for. Through play, the children learn where the food they eat grows and what needs to be done to keep the plants healthy.

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Daily Schedule

8.00 a.m. Opening: Welcome and farewell ritual ("beckoning window")

8.30 a.m. Breakfast: muesli, raw vegetables, bread, yoghurt

9.00 a.m. Morning circle: singing, movement games

9. 30 a.m. Going out: Garden, forest, excursions

12.00 p.m. Lunch: fresh, regional, seasonal

1.00 pm Nap time: own bed in the quiet room, quiet play in the playroom

3.30 p.m. Flowing pick-up time: door-to-door talks

8.00 a.m. Opening: Welcome and farewell ritual ("wave window")

8. 30 am Breakfast: muesli, raw vegetables, bread, yoghurt

9.00 a.m. Morning circle: singing, movement games

9. 30 a.m. Going out: Garden, forest, excursions

12.00 p.m. Lunch: fresh, regional, seasonal

1.00 pm Nap time: own bed in the quiet room, quiet play in the playroom

3.30 p.m. Flowing pick-up time: door-to-door talks

Basics

Give me time" (Emmi Pikler)

When children master tasks and problems on their own, they experience themselves as competent. To do this, they need time and opportunity and, above all, carers who can take a step back. By trusting in the child's competence and their individual learning rhythm, I strengthen their self-efficacy.

Body awareness is self-awareness" (Elfriede Hengstenberg)

When children are allowed to experience for themselves what movements their bodies are capable of, it gives them confidence. And it strengthens their knowledge of the possibilities and limits of their body. The only thing they need is the opportunity to do so and a reliable carer as a safe haven to which they can return.

Help me to do it myself" (Maria Montessori)

Children want to control their own actions and be free to decide what they do, when, with whom and for how long. To do this, they need freedom and choice as well as a minimum of rules. An error-friendly environment strengthens confidence in their own abilities and provides valuable feedback. In this way, children learn to pursue their own goals and regulate their own behaviour.

Relationships instead of education" (Jesper Juul)

Through close bonds and good relationships, children experience themselves as socially integrated. It has the need to feel that it belongs to others, to experience itself as lovable and worthy of love. I fulfil this need by taking pleasure and interest in the child and its activities and by expressing feelings openly and authentically.

Educational focus:

My aim is to take the children's needs, thoughts and feelings seriously and to show them unconditional acceptance and acceptance. I allow them to develop freely and at the same time provide the necessary security through structure and rituals. In doing so, I seek a balance between individual needs and the group structure and enable democratic participation within the framework I have set.