Introduction/specifics

In our integrative children's home, we look after children from the age of 2 until they start school. For us, the child and their family are at the center of our educational work. We see the child as a seed that already has all the skills it needs to lead a self-determined life. We support and accompany each child so that they can develop according to their abilities and talents. An appreciative relationship with the children and families is very important to us. Strengthening the children's strengths, learning from mistakes and thus promoting resilience is a matter of course for us in everyday life. Inclusion is not an additional program for us, but is openly lived in our house. Thanks to the atmosphere of trust, security and safety in our home, the children can feel comfortable, develop freely and grow in a family-like, happy atmosphere. We want to accompany and support the children and their parents in this process by entering into a successful educational partnership.

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Rooms

Each group has its own space. This includes a large, inviting group room with two adjoining rooms and an open corridor area that not only serves as a checkroom, but is also used for playing. Each group also has its own child-friendly sanitary facilities. A large exercise room, which can be used by all groups, is enthusiastically accepted by the children. 

We design our rooms in such a way that they have a stimulating character. Children learn through play and want to discover and explore new things. We support this childlike willingness to learn by designing the rooms in such a way that the children discover and explore new areas of the room and the materials.

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Outdoor Facilities

Outdoor play

Daily play in the garden is an important part of our educational work. For us, the garden is another social space in which children can have an infinite number of experiences. Time spent in the garden and on walks offers the children direct experience of nature

The children can experience nature with all their senses. In addition, children's curiosity and creativity are encouraged when playing outdoors. In the garden, children can discover and observe something new every day, e.g. a spider spinning its web or a drop of water slipping off a blade of grass.

Children learn their first physical connections through play in nature. Creativity is also encouraged. A bucket becomes a snail shell, a stick becomes a shovel. In this way, the children's imagination is encouraged on a daily basis.

Children have a strong urge to move, which we want to maintain and encourage in order to train their gross and fine motor skills, among other things. The daily fresh air provides the brain with sufficient oxygen, enabling it to work better and process information. 

Our snack garden

In our newly created snack garden, the children are given time to enjoy, linger and explore. Together, the children enter into a social context to get to know the variety of useful plants and gain a wide range of experiences.

We want to show the children the beauty of nature, learn to understand its benefits and develop a care for our environment. They are supported to grow up as independent, nature-loving and resilient people. They experience autonomy by being allowed to shape and experience the natural processes themselves, step by step, from seed to plant. They experience what can be achieved with their efforts, but also that failures are part of it. These failed attempts are used to get to the bottom of the cause, draw conclusions and carry out a new, successful attempt. This strengthens the children's resilience.

In all our activities, it is important for us to focus on the children and their experiences and not on the result.

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Daily Schedule

Our daily routine

The core time is from 8.30 am to 12.15 pm.

Our daily routine is clearly structured, as this provides the children with orientation and security.

7.00 - 8.15 a.m. Drop-off and free play time

The children have time to arrive, fruit and vegetables are prepared together with the children.

8.30 a.m. - 12.15 p.m. Core time with educational activities

Projects in small groups, free play, cross-group work take place during this time. 

8.45 - approx. 9.15 a.m. Morning circle with all children in their groups

The morning circle is planned according to the situation and takes into account the children's needs and feelings.

approx. 9.15 - 9.45 a.m. Snack together

The snack is arranged together and offers space for discussions.

from 11.30 a.m. Free play time in the garden

There is plenty of space here to breathe fresh air and indulge the urge to move.

12.15 - 12.30 pick-up time

Important events are communicated to parents in short door-to-door talks.

12.30 - 13.00 Lunch together

The meal begins with a common table saying. Each child takes what they want to eat onto their own plate.

Approx. 1.00 p.m. Quiet time/bedtime

After lunch, we take a midday nap with all the children. Children who are still asleep at lunchtime have their own bed with a cuddly toy. The nap time depends on the child.

13:00-16:00 Flexible pick-up time, depending on the booking

Important events are communicated to the parents in short door-to-door talks.

14.00 - 15.00 Afternoon activities

We offer the children various activities and activities in the afternoon. These are situation- and weather-oriented.

15.00 - 16.00 Free play

We let the day come to an end

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Food

Lunch

Our children who stay over lunchtime are offered a warm lunch. This is provided by the caterer Grissu. The caterer cooks fresh and makes every effort to use regional and seasonal cuisine. A meal costs 3.40 euros.

The children eat lunch in a group. A pleasant atmosphere at mealtimes is important to us. The food is placed on the table in transparent bowls so that the children can see what they are eating. Depending on their stage of development, the children take their food onto their plates either on their own or with help. In terms of participation, the child decides what and how much to eat. However, we try to motivate the children to try. At least one member of the teaching staff sits with the children and eats a tasting portion to set an example for the children.

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Employee

The nursery staff

We attach great importance to good staffing in accordance with the requirements of the AVBayKiBiG employment and qualification key in order to be able to provide good and qualified education, upbringing and care work.

The pedagogical staff at the Klapperstorch children's house is made up of recognized specialists and supplementary staff with different weekly working hours.

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Cooperations

Cooperation with the early intervention center of the Josefinum

We work together with the early intervention center of the Josefinum Augsburg for our special needs children. The remedial teacher also advises the staff during the specialist service hours. Various therapists such as speech therapists, occupational therapists, remedial teachers and physiotherapists come to us for the individual therapies. We experience this cooperation as an enrichment for the whole house.

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Teamwork with school

Cooperation

Cooperation with the school

There is intensive cooperation with the Pöttmes elementary school.

The preliminary German course is run in cooperation with the elementary school. A teacher comes to the facility for this purpose. In the last half of the kindergarten year, the pre-school children have the opportunity to experience a lesson at the elementary school and to visit the school building. A teacher also comes to the kindergarten to visit the children at their facility.

A joint parents' evening between all Pöttmes daycare facilities and the school takes place every year in November. A meeting is held several times a year between all the kindergartens, the school and the after-school care center of the market town of Pöttmes.

The aim is to work together to find the best way forward for the children entrusted to our care.

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Projects

Activities

During the course of the day, the children are provided with specific activities. Some of these can also be cross-group. The activities are based on the needs and interests of the child. As far as possible, the children are actively involved in finding topics. We give the children sufficient space, time and materials to actively participate in the activities. Co-constructive learning is an important part of the program. The children are motivated to be active and have fun. They learn by trying things out and researching, by interacting with other children and educational staff through observation, reflection and much more.

It is important to us that the children understand every topic and every activity with all their senses.

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