Daily Schedule
Daily Routine 3+ (Ü3)
Structures and rituals in the daily routine help children to organize the many impressions they experience and make them easier to understand. This contributes to children feeling safe and increasingly able to move independently.
07:00 – 09:00 – Arrival at the daycare
At 7:00 a.m. we open our doors for the early birds. Usually, children aged 1–6 come together here, allowing them to make cross-age contacts right from the start.
During arrival time, there is an opportunity for a brief exchange about special events or your child’s well-being. Shortly after 8:00 a.m., the rooms on the upper floor are opened and freely accessible to all children.
07:00 – 10:30 – Open breakfast
The children decide independently when and with whom they would like to enjoy their breakfast. Fresh fruit and vegetables prepared by the children are available on the table every day. They set their own place and clear their dishes afterwards. Our youngest children are accompanied and supported during breakfast.
09:00 – 09:15 – Short morning circle
Once all children have arrived, we begin our morning circle together. We start with a song, then discuss the daily schedule, upcoming activities, projects, and any matters close to the children’s hearts.
09:15 – 09:45 – Cross-age project work / age-homogeneous morning meetings
From Monday to Wednesday, age-specific morning meetings take place where current topics of each group are addressed. The “Frogs” group (a link between the toddler area and the older children’s house) meets daily in their age group for circle games, singing, making music, and small projects.
From Thursday to Friday, it’s project time. Topics suggested by individual children or small groups are taken up and made accessible to other interested children. Together, the children search for answers, develop plans, and implement ideas. Educators accompany and support them when needed.
09:45 – 12:00 – Free play in our activity areas and in the garden
Children learn with and from each other. In free play they can connect with friends, explore their own interests, and pursue their ideas. Play experiences in a rich, stimulating environment provide the foundation for understanding complex relationships.
Pick-up times: Depending on your child’s booking schedule, children are picked up and escorted to the gate at 12:00, 13:00, and 14:00.
Lunch: Our lunch is delivered by Apetito. Mealtime is ritualized and offers many opportunities for independence. To ensure a calm atmosphere, children eat at two different times:
Children who nap eat at 11:00 a.m. as a closed group. They have their own sleep room with personal blankets, pillows, and pictures made by their parents. They can get comfortable with their cuddly toy. An educator is always nearby during nap time to provide a sense of security.
Children who only rest may decide for themselves when they are hungry and with whom they want to eat. Afterwards or during this time, we offer calm activities such as bead art, quiet table games, or picture book exploration. Some children choose a cozy spot to rest and process the impressions and experiences of the morning.
We always do our best to offer the children a structured daily routine that provides safety and orientation. However, the times listed are approximate and depend on the group situation and staff availability.
Daily Routine Under 3 (U3)
Structures and rituals in the daily routine help children organize the many impressions they experience, making them easier to navigate. This helps children feel safe while becoming increasingly independent.
07:00 – 09:00 – Good morning in our house
At 7:00 a.m. we open our daycare doors. At first, we gather together in the early-service area. Due to the mixed-age group at this time, our youngest children establish cross-age contacts from the beginning and get to know the first rooms and educators from the older children’s area. An educator from the toddler area ensures a familiar atmosphere during the handover and may transition to the toddler area earlier if needed. By 7:40 a.m. at the latest, we all move to our designated rooms. During arrival time, there is an opportunity for a brief exchange about special events or your child’s well-being so that we can start the day well together.
From 07:00 – Open breakfast
The children decide when, with whom, and where they would like to enjoy their breakfast. They are closely supported by the educators and encouraged in their natural drive toward independence.
07:00 – 11:00 – Free play, activities, impulses, exploring the rooms, garden time …
The children experience our rooms as a safe retreat. Throughout the day, they have many opportunities to pursue their contacts, interests, and personal projects. Both independent and guided exploration, discovery, and experimentation in a rich, stimulating environment lay the foundation for understanding complex concepts. During free play, there is also plenty of time for singing and making music. In this social setting, children learn with and from each other. Depending on the group’s needs and interests, short activities such as sensory experiences, color sorting, and more are offered. This way, they become familiar with certain games, songs, and rules even before transitioning to the older children’s house. Children may choose whether they would like to participate in these activities.
11:00 – 12:00 – Morning children (pick-up at 12 p.m.)
After free play, the children go on a discovery tour with a toddler-area educator into the older children’s house or into the garden. The morning ends with a shared closing circle featuring finger plays and songs.
11:00 – 14:00 – Lunch and sleep time
Lunch is delivered by Apetito. The children learn to enjoy a wide variety of dishes and become increasingly confident and independent using cutlery. The duration of lunchtime depends not only on the food served. If children become tired and express a desire to go to bed during the meal—or even fall asleep while eating—they are immediately accompanied to the sleep room. The falling-asleep phase is supported individually. Some children only need to know that an educator is nearby or hold a cuddly toy, while others may need a hand or gentle strokes.
