Kindertagesstätte "Wichtelhagen"

10 Monate bis Schuleintritt

Address
Kindertagesstätte "Wichtelhagen"
Karl-Kellner-Straße 87A
30853 Langenhagen
Funding authority
KITaZirkel e.V.
Bahndamm 3B
30853 Langenhagen
kitawichtelhagen@gmx.de
http://www.kitazirkel.de
0511/26029893 (Melanie Lindenkamp)
Opening times8:00 AM - 4:00 PM o'clock
early care7:00 AM - 8:00 AM o'clock
late care4:00 PM - 5:00 PM o'clock
Closing days- 5 Klausurtage
- 2 Putztage
- 2 Wochen Sommerschließzeit
- Winterschließzeit zwischen Weihnachten und Neujahr
Foreign languages German, English
Specially educational concept daily routine language education, inclusion, open concept, Situation approach
Extras Integrative facility, care with lunch

Introduction/specifics

Wichtelhagen was opened in September 2011 and is located at Karl-Kellner-Str. 87a in Langenhagen. The day-care center is open from Monday to Friday from 7:00 a.m. to 5:00 p.m. and looks after 28 children with and without disabilities from the age of 10 months until they start school. The "Big Dwarfs" crèche group offers loving care to ten children between the ages of 10 months and 3 years. In addition to the eight regular places, there are two places for children with special needs. In the kindergarten group "Little Giants" eighteen kindergarten children from 3 years to school entry are cared for. This group also has 4 kindergarten places for children who need special support. The facility offers loving all-day care from 7:00 a.m. to 5:00 p.m. It is possible to register for early and/or late shifts. The facility remains closed on public holidays and during closing times.

A special feature of the Wichtelhagen day-care center is the concept of open pedagogy between the crèche group and the kindergarten group. The children of both age groups play together and support each other. Whether children with or without disabilities - the day care center works according to the motto "together instead of alone".

In addition to the open pedagogy and the educational areas, topics and concerns of the children that are of particular importance to them are taken up in the daily work. Projects, plans, excursions and campaigns are based on the interests of the children and include their current life situation. The needs, feelings and preferences of the children are always at the forefront of the planning.

Children with special needs receive loving and professional care in the day care center, which is based on the individual strengths of the child. In addition to the support provided by the curative education nurse, who is present every day, the team is supported by external therapeutic specialists. The writing of development reports, support plans and regular exchange between the team and parents is a natural part of the work.

Rooms

Entrance area

In both entrance areas of the Wichtelhagen daycare center, each child has their own compartment with their name and picture. There are also information boards here, where e.g. appointments, inquiries about individual campaigns, letters of introduction from new employees or interns or other important announcements are published. There is also a board for information from parents for parents or for more general notices such as announcements of public children's flea markets or puppet theaters or similar. The written menu plan for the lunch of the week, as well as an overview of the working hours of the pedagogical specialists for the current week can be found here.

A menu with pictures is posted in the group room and is updated daily so the children can see what is for breakfast, lunch and tea time.

Our weekly schedule, on which we provide information about campaigns, excursions and current events, is also accessible to everyone in the group room 

Small group room

Our function room for design and building is located in the small group room. There is also a ball pool and a plateau that offers an area as a retreat. Also in this room is an aquarium with colorful fish.

 

Movement space

Our exercise room leaves nothing to be desired. Whether with the room swing across the room or large caves are built with our upholstery ... here is room to romp! Various materials encourage the children to follow their natural urge to move and try things out for themselves.

Changing area

In the changing area, each child has their own changing box with nappies and wet wipes. Directly opposite are the sleeping boxes in which comforters, cuddly toys and other sleeping utensils can be stored.

Large group room

The large group room is our functional area for play and movement, as well as for creativity. There is a role play area here, as well as a retreat area, which is great for looking at books and listening to stories, or just sitting back and observing. The creative area encourages the children to express themselves artistically through the various materials. In addition to various opportunities for creative development, there is also space for numerous table and board games at the tables.

Rest and sleeping room

In the cozy bedroom, the children can use the mattresses. During the morning hours, the bedroom can be used as a snoezel room for relaxation.

Outdoor area

On the outdoor area of ​​the Wichtelhagen day care center, children will find everything their heart desires. In addition to a large sandbox, a playhouse, a small climbing element with a swing, a hammock and a nest swing, a water system invites you to "mud" and play. The children can ride back and forth on tricycles, bobby cars and other vehicles on a driving track.

Daily Schedule

07:00 – 08:00 am

Early care (registrations required)

8:00 am – 9:00 am

Delivery time, free play time Parental leave: All parents are welcome to start the day together with their children. Freshly brewed coffee is available every morning in our parent café within the group.

9:00 am – 9:30 am

Welcome circle We greet all children in the morning circle, sing songs, structure the day with fixed rituals and play games. The morning circle is led alternately by one child. Pictograms help children choose songs and games based on these images. Parents are always welcome to take part in our morning circles.

9:30 am – 10:00 am

Breakfast time During breakfast we all sit together at our tables. There is a weekly changing table service for each table. The respective child is then responsible for setting the table. Before that, two responsible children pick up the fully equipped food trolley from the kitchen, and one other child can choose a table saying for each meal, which we then all say together before the meal as an initial ritual.

10:00 am. – 12:00 pm

Time for free play, offers, promotions and excursions

During this time, support offers, free play, offers in the educational areas, excursions and campaigns take place. The children can move freely in both group rooms as well as on the outside area or use our additional "small room above" in small groups.

12:00 pm. – 12:40 pm

Having lunch

Lunch is like breakfast. We all eat together, there is a wagon service, table service and a table saying. At lunchtime, the crèche children clear up first because they are then accompanied to the dormitory to rest there or to take their nap.

1:00 pm. - 1:45 pm

Midday circle

After the meal we sit with the kindergarten children and crèche children who don't want to stay in the bedroom after a rest phase either in the lunch circle and have time for songs, rituals, games and stories. We also use this time for intensive work on current topics and projects. On some days there are also quiet activities where the children can massage each other, for example, or we listen to a radio play and just rest together.    

12:40 pm – 1:00 pm (Group “Big Dwarfs”)

Preparing for sleep and cuddle time. The crèche children are swaddled and changed if necessary and prepared for their afternoon nap.  

1:00 pm. – 2:00 pm

Sleep and cuddle time

Each child is accompanied to sleep according to their individual needs. Children who don't fall asleep are allowed to get up after the cuddle time and take part in everyday group life. All children who have fallen asleep are looked after by a specialist until they wake up again according to their individual sleep needs. Then they are escorted out of the bedroom, swaddled and changed again, and are then allowed to play with the other children in the group room.       

2:30 p.m

Tea time

After the midday group, the children engaged in a quiet play phase with quiet group and play offers. At tea time, everyone sits together again at the tables and has the opportunity to have a small snack in the form of fruit and vegetables or sandwiches or the like.             

2:45 pm. – 4:00 pm

Time for free play, parental leave

Free play in both group rooms and on the outdoor area

4:00 pm. – 5:00 pm

Late duty (registrations required)

Food

Backpack-free and vegetarian (without fish and meat) daycare center 

Meals such as breakfast, lunch and tea time are taken at the daycare centre. The children do not need a backpack, because the kindergarten offers breakfast, lunch and tea time. All dishes are purely vegetarian and mostly in organic quality.  The children decide for themselves what and how much they eat!

Care providers are responsible for all profile content. (State: 01/08/2022 11:49:30)

Description and Stations

Wichtelhagen is located at Karl-Kellner-Str. 87a in Langenhagen. The conveniently located premises can be easily reached by S-Bahn (Pferdemarkt stop), by bus 122, 610, 611, 470 (Bahnhofstraße stop), bicycle or car. The facility is located in a traffic-calmed zone (tempo 30) and has age-appropriate conditions.

 

Care providers are responsible for all profile content. (State: 01/08/2022 11:49:30)

Offered care types at Aug 19, 2022:

Kind of carecount integrated places
 Krippe ganztags (8 Stunden)
0 Places
 Kindergarten ganztags (8 Stunden)
4 Places

Basics

The pedagogical work in the KITaZirkel e.V. is primarily based on the various educational areas. The areas are divided among the employees and everyone is an expert in this area and undergoes further training in the relevant areas.

Our educational areas are:

  • music and rhythm
  • creativity encounter with nature and things
  • sensory perception
  • movement and play
  • language

Music and rhythm

Children of all ages need music, dance, expression and play! Rhythm combines these areas as a holistic educational offer in early childhood education. Even the smallest children dance and sing with elementary joie de vivre. The affinity and fascination emanating from music and dance are ultimately independent of culture, gender, age, intelligence and also of a person's deficits in perception or disabilities. Music is seen as a universal language, which small children, who are often not yet able to use the word language, use. In our day-to-day work, we keep finding:

Children are only too happy to be captivated and moved by music! Music, games and dance are not only important for children in terms of developmental psychology, but are also of great importance as a cultural building block. The identification with one's own culture and its typical children's songs is of importance for the self-image and for the integration that should not be underestimated. And remembering well-known children's songs, such as "Bunny in the Pit" or "Sleeping Beauty" creates a feeling of security in everyone. Songs and musical games create a sense of togetherness in any group or culture.

Creativity

What makes messing around with porridge or food creative is the driving force behind action: the children enjoy the sensual experience and become curious about the world. Toddlers don't just become creative, they are creative by themselves. You just have to let them do what they do and encourage them to do so. Children experiment, try out and find new and original possibilities - that is exactly what creative action is all about.

The children need an environment in which they feel comfortable and can affirm themselves without pressure to perform so that they can develop their imaginations to the full. Various materials encourage the children to deal with them and to explore them with all their senses. Children are not interested in visible things, but rather in exploring the materials. First of all, they are concerned with smearing, muddling, kneading, dabbing and splashing. Children are not result-oriented; they are concerned with the experience. Only later does something emerge that children also want to name. A big side effect of varied stimulation is that creative children have more self-confidence and less fear. These children are more lively and social, negotiating with others, listening, accepting other ways and appreciating their fellow players. They also have a greater power of concentration and find solutions faster.

Encounter with nature and things

With their thirst for knowledge, their striving to discover and experience new things, children have many experiences every day and reinvent their environment a bit every day. We would like to support our children in this area in pursuing their joy of discovery and experimenting with materials from nature and their environment.

Together with the educational staff, the children experience their direct environment and understand the natural conditions of our nature. This important educational process is supported by various offers. For example, the children learn about and appreciate the growth process of food by planting fruit trees or creating a raised vegetable bed. Our flower beds in the garden provide an important habitat for insects and reptiles and teach the children to protect even the smallest creatures in our ecosystems. Accompanying discussions of our observations and the documentation of what we have experienced is also an important part of the pedagogical work. The materials and results of our projects are then exhibited and appreciated for everyone in the group rooms. Through excursions we want to expand the children's spaces of perception, for example by visiting green areas, parks, the zoo or farms. Of course, shopping together in the supermarket can also be a reason to take the kids out. We also take an active part in road traffic and playfully learn about the various traffic regulations. Our offers and campaigns should not be about working out precise scientific explanations, but about experiencing and understanding phenomena from the children's immediate lives. The area of ​​encounters with nature and things offers a variety of different subject areas, although we always focus on the current needs of the children. Our goal is for the children to experience their environment with all their senses and in a variety of situations, so that they develop a relationship and an understanding of the world they live in.

Sensory perception

Our senses create the conditions for understanding, development and learning. The senses are divided into two areas, the far sense, which includes seeing and hearing, and the near sense, which includes all other senses. Tactile perception is one of an infant's first forms of communication and underscores the importance of stimulating and nurturing the senses. Children initially only understand their environment through their senses by smelling, tasting, feeling, seeing, hearing and moving. They want to run, jump, understand and discover the world. The game ideas and offers in the field of sensory perception range from tactile games and noise memories to barefoot paths and much more. In the snoezel rooms or cozy corners of the facilities, relaxation offers such as dream trips and touch games with various materials are also carried out. Basically, we always try to appeal to all senses in everyday life and to train together with the children.

Movement and play

Everything children learn, they learn through movement. The younger a child is, the more it is dependent on getting to know itself, others and its surroundings through perception and movement. Even infants explore their environment by reaching for objects and putting them in their mouths, touching them and dropping them. The child gains experience of material properties and thus grasps the first connections. With increasing age, physical and motor skills are added and combined. This is how a child crawls to stand and then run and hop. Exercise is good for you and has a positive effect on the development of your personality as a whole. It is, so to speak, the motor for body, soul and spirit. It strengthens the body and keeps it healthy. Children who can live out their natural urge to move find inner peace and balance, develop dexterity, creativity and an alert mind. Even the very youngest enjoy the attention and physical contact with adults during romping games. More lively movements, such as a sing-along, stimulate the imagination and support language development as the child can speak along with the text and thus learn to understand the meaning of the words. Our special offer in  Wichtelhagen, Wichtelbude and Krümelhausen day-care centers is the weekly yoga class.

Speech and language development 

With the help of various communication options - whether verbal or non-verbal - children can communicate, make themselves understood and get in touch with their environment. Thus, language and communication with each other is not only the oldest, but also one of the most important human cultural techniques. We see our educational mission in this area essentially as supporting and supporting the children according to their individual requirements in a resource-oriented and everyday-integrated manner. In the city of Langenhagen, the regional concept serves as a starting point for quality assurance and quality development and describes goals and methods. It is continuously updated. In coordination with the carriers, the sample text can be used as a reference (and protection in the case of an examination by the state):

The city of Langenhagen has developed its regional language education and language promotion concept for the qualification of pedagogical specialists in day-care centers in coordination with all providers. The structure of the content and the structure of this concept take into account the latest findings from science and practice. They correspond to the recommendations for action "Language education and language support" of the Lower Saxony orientation and education plan. The regional language education and language promotion concept of the city of Langenhagen is trend-setting for all daycare centers in Langenhagen and is regularly updated. In addition to the everyday integrated language education and support, the children are offered targeted support in language acquisition (§ 18 KiTaG) in the last year before school. The language level survey, which is carried out at least 1 ½ years before starting school, serves to determine the current level of each individual child.

Through the spatial concept of the day care center (e.g. reading corner or role play area) as well as activities and offers (rituals such as songs, themed stories, finger plays, rhymes, everyday situations, etc.), the educational staff encourages the children to communicate with the environment within the scope of their possibilities.

Additional Offerings

Healthy nutrition in the KITaZirkel e.V.

Many learning and experience processes happen automatically during meals. All of our facilities are 'backpack free' which means all meals such as breakfast, lunch and tea time are provided by the daycare. We attach great importance to healthy, wholesome and balanced nutrition. It goes without saying that we only offer organic food to ensure an optimal supply of vitamins and minerals. In addition to a colorful range of fruit and vegetables, our menu consists of high-quality whole grain products, dairy products and eggs. In order to integrate enough variety into our menu, these are regularly reflected on and revised. Of course, we also take into account whether the children will accept the food and replace it with alternatives if necessary. Since August 1st, 2021, all of the association’s day-care centers have switched to an ovo-lacto-vegetarian diet (free of fish and meat). This decision is not only related to the health benefits such as a reduced risk of cardiovascular disease, high blood pressure and type II diabetes, but also to environmental protection and ethical reasons.

The KITaZirkel e.V. would like to do our part for environmental protection and set an example by not eating meat and fish in the daycare center. The ecological footprint of animal products is very large compared to other foods. In addition, global consumption is expected to continue to increase. Thus, the production (according to the IPCC Special Report 2019) contributes significantly to climate change and generates significantly more greenhouse gases than the production of plant-based foods. The same also applies to water and land consumption, which are also significantly higher. In addition, we want to protect the animals through our actions and leave the cycle of factory farming. We do not want to impose a certain diet on other people, we just want to draw attention to the animal suffering that is currently taking place and encourage people to place more value on high-quality food. In our nutrition concept, we always refer to the recommendations of the "German Society for Nutrition" (DGE). In addition to the health aspects already mentioned, we of course also pay attention to the children's sugar and salt consumption, in order to adjust the taste to natural ingredients right from the start.

Of course, we would like to work professionally on this topic, to develop further and to continuously optimize the offer. For this important process, we got the support of a nutritionist who is specially trained in the right nutrition for children.

Our food culture

  • Create an inviting center on the table 
  • Napkins
  • Fruit and vegetables are available all the time
  • Food and drink is designed and served in an appealing and inviting way
  • Child-friendly bowls and jugs from which the children can help themselves
  • Eating takes place in a quiet and relaxed environment
  • We are considerate of each other, hand each other bowls and use the time for conversations

The role of the employees

  • Beginning together through rituals at lunch
  • The ped. Specialists sit next to the children at the table and eat with them
  • Leftovers on the plate are accepted
  • There is no dessert deprivation as punishment
  • "No" is accepted
  • Sufficient staffing to provide assistance if necessary
  • Discussions at mealtimes with the children and among the children are welcome! e.g. by naming the food, drinks and actions
  • Give children time, trust and understanding

    Healthy nutrition in the KITaZirkel e.V.

    Many learning and experience processes happen automatically during meals. All of our facilities are 'backpack free' which means all meals such as breakfast, lunch and tea time are provided by the daycare. We attach great importance to healthy, wholesome and balanced nutrition. It goes without saying that we only offer organic food to ensure an optimal supply of vitamins and minerals. In addition to a colorful range of fruit and vegetables, our menu consists of high-quality whole grain products, dairy products and eggs. In order to integrate enough variety into our menu, these are regularly reflected on and revised. Of course, we also take into account whether the children will accept the food and replace it with alternatives if necessary. Since August 1st, 2021, all of the association’s day-care centers have switched to an ovo-lacto-vegetarian diet (free of fish and meat). This decision is not only related to the health benefits such as a reduced risk of cardiovascular disease, high blood pressure and type II diabetes, but also to environmental protection and ethical reasons.

    The KITaZirkel e.V. would like to do our part for environmental protection and set an example by not eating meat and fish in the daycare center. The ecological footprint of animal products is very large compared to other foods. In addition, global consumption is expected to continue to increase. Thus, the production (according to the IPCC Special Report 2019) contributes significantly to climate change and generates significantly more greenhouse gases than the production of plant-based foods. The same also applies to water and land consumption, which are also significantly higher. In addition, we want to protect the animals through our actions and leave the cycle of factory farming. We do not want to impose a certain diet on other people, we just want to draw attention to the animal suffering that is currently taking place and encourage people to place more value on high-quality food. In our nutrition concept, we always refer to the recommendations of the "German Society for Nutrition" (DGE). In addition to the health aspects already mentioned, we of course also pay attention to the children's sugar and salt consumption, in order to adjust the taste to natural ingredients right from the start.

    Of course, we would like to work professionally on this topic, to develop further and to continuously optimize the offer. For this important process, we got the support of a nutritionist who is specially trained in the right nutrition for children.

    Our food culture

  • Create an inviting center on the table 
  • Napkins
  • Fruit and vegetables are available all the time
  • Food and drink is designed and served in an appealing and inviting way
  • Child-friendly bowls and jugs from which the children can help themselves
  • Eating takes place in a quiet and relaxed environment
  • We are considerate of each other, hand each other bowls and use the time for conversations
  • The role of the employees

  • Beginning together through rituals at lunch
  • The ped. Specialists sit next to the children at the table and eat with them
  • Leftovers on the plate are accepted
  • There is no dessert deprivation as punishment
  • "No" is accepted
  • Sufficient staffing to provide assistance if necessary
  • Discussions at mealtimes with the children and among the children are welcome! e.g. by naming the food, drinks and actions
  • Give children time, trust and understanding

Quality Assurance

The capacity utilization of the facility depends primarily on the quality of the pedagogical work. The work in a day-care center must be carried out according to the generally recognized scientific knowledge of pedagogy and the quality must be checked regularly. Documentation and evaluation are instruments of quality assurance. The work is continuously evaluated and the concept is further developed. In addition, the high quality of the pedagogical facility is ensured through constant case discussions, individual and team discussions, supervision, further training, qualified preparation and dealing with specialist literature. The qualification and personality of the specialist staff is important in order to be able to competently support children in their development and parents in their educational tasks. In addition, the pedagogical team regularly qualifies in the overarching working groups on the following topics:

 

  • Language education / language promotion 
  • Child protection 
  • Inclusion/ Intercultural Competence 
  • Supervision / case processing 
  • Parent work 
  • Pedagogy

 

Teamwork with parents

The association KITaZirkel e.V. is characterized by the active cooperation of the parents. The parents are very important because this club life can only function with their cooperation. Every family is unique. It is of great importance to the child.

Working with parents plays an important role in our association. The basis for positive work with parents for the benefit of the child is trust, openness, honesty and the feeling that parents are in good hands with us. A positive cooperation and a regular exchange are very important to us. It is the basis for a constructive and cooperative upbringing of the child.

We see ourselves as a family-enhancing facility. Parents and professionals should be partners with regard to the child. For us, the focus is on child-oriented cooperation and mutual constructive influence. In order to create a trusting atmosphere in which mutual support is possible, we would like parents to participate regularly in the activities we offer. The work with parents in the day-care centers includes, among other things: the following:

  • Parent evenings – parent information evenings 
  • Parents meeting – thematic exchange 
  • Parent-child afternoons 
  • Spontaneous conversations 
  • Parent talks with educational staff 
  • Events/ joint celebrations

 

Care providers are responsible for all profile content. (State: 01/08/2022 11:49:30)

Projects

One focus of the educational activity in our institution is the open concept. In the spirit of inclusiveness, our 10 crèche children and 18 kindergarten children with and without disabilities spend their everyday life with us in their enriching diversity "together instead of alone". Project work, which includes both spontaneous and long-term projects, is also important to us. These are based on the needs, interests and stages of development of the children and are developed together with them. The educational team develops the educational concept and implements it in everyday practice. The concept is continuously developed and revised by the team. Parents are always informed about educational work content and included in their processes.

Care providers are responsible for all profile content. (State: 01/08/2022 11:49:30)

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