Introduction/specifics

Children today grow up in a rapidly changing environment. Spaces in which children can act independently and actively, in which they can play, are becoming increasingly rare. On the one hand, richly equipped and provided with material things and technical possibilities, on the other hand, children increasingly lack the opportunity to try out and show their own abilities, to feel themselves and to process their experiences, impressions and perceptions appropriately. This gives us the goal of creating and preserving space for each child for their individual development. A space in a double sense: a free space in that we have the opportunity to be outside in nature and in that we take the feelings and thoughts of children seriously. Clear rules and boundaries, as well as a constant and pronounced attention of the educators in the work with the children give the free space a secure framework. An indispensable framework that gives the children the security they need to be able to act on their own initiative and that enables them to work together in a group. The aim of our work with children is to support and promote the development of every child in the area of ​​technical competence, social competence and self-competence. Every child is picked up from where they are in their individual development. Self-confidence in one's own actions and feelings is strengthened, one's own limits are recognized and strengths are promoted. The methodology is based on the age of the children being looked after, and the focus is on the playful and holistic teaching of content, values ​​and skills.

Rooms

The trailer covers approx. 30 square meters with a terrace. Every child has their own locker. The car is equipped with tables and seating. There is also a bio toilet, kitchenette and a gas stove for heating. The car is equipped with games, puzzles and books. The children will find handicraft material for creative activity in the cupboards and shelves. We have created a place for our little ones where they can rest and sleep.

Outdoor Facilities

The outdoor area belongs to the city of Puchheim and is approx. 21,000 m² in size. This is an area with open tree structures and bushes, several clearings and safe vegetation. As part of the “Edible City” project, children tended a sunny field and eaten the vegetables and fruit they had harvested.

Daily Schedule

Our day begins:

• The nature kindergarten opens at 7.30 a.m. - meeting point at Haus Elisabeth car park - shared footpath to the site trailer
• All children should be there by 8.30 a.m. - the core pedagogical time begins
• The welcome circle begins at 9 a.m. - daily activities are planned with the children
• 9.30 a.m. the children march to the planned location - joint snack on site
• 12.00 noon return to the trailer
• 12.30 p.m. lunch begins
• 12.45 p.m. - 1.00 p.m. 1st pick-up time without lunch
• 13.00 o'clock if you are tired you can rest or sleep - for the others there is free play time 1.45 p.m. 
• 2.00 p.m. 2nd pick-up time 2 p.m. slow waking of the sleeping children 2.15 p.m. -
• Time to deepen what you have experienced and learned from the morning - through handicrafts, discussion groups, games, pre-school time
• 3.15 p.m. 3rd pick-up time The facility closes at 3:30 p.m.

Food

In the morning the children have a snack together. You bring these with you from home. You must also bring a large drinking bottle. In order to promote the children's eating habits, it is important that the child brings a balanced, varied and healthy breakfast as well as an afternoon snack. Once a week, the children and team plan, prepare and eat snacks together. We get the baked goods from the Allinger Brotscherzl.

In addition to eating, it is also important to us that the children continue to develop their independence. They take turns setting the tables at lunch, they scoop themselves up and decide how much and what to put on their plate. For the children who are looked after in our facility over lunch, we offer a balanced lunch, which a catering service from the local area prepares for us. When choosing the menu, we naturally pay attention to allergies and intolerances as well as religious and cultural aspects in the upbringing of our children.

Lunch delivered to the trailer from an external provider from the area.

Basics

Bound by the legally prescribed educational and educational mission, the forest habitat in which we work offers a special framework for educational work in pre-school education. He is a kind of educational partner and influences our applied methods to achieve the goals: open range of exercise The special "forest" framework offers children a variety of occasions in their daily routine, which address the entire senses and trigger important processes of perception. The children get the opportunity to have direct experiences, first-hand experience. Due to the presence of slopes, different types of terrain (such as mud trails, icy paths, meadows with long grass), climbing trees, obstacles that need to be overcome or circumvented and much more, the forest is a permanent open movement.  

Toy-free space The forest offers children other stimuli than toys in the classical sense: for example, the different green in the spring of plants and trees, the peculiarities of a single stone or branch, the chirping of birds or the sound of the stream, the cold rain on the face , the sun in the back your own body sensation, if a thick branch for home to be taken. Objects and places that are needed for a game are not defined in their meaning. Stones, branches, earth and a place in the shade of a hazelnut shrub can or must be named by the children, both for themselves, as well as with other children.

Without walls and roof The forest has no walls, above us is no roof, here neither gate nor fences limit the playrooms of the children. The boundaries are set as a leeway by clear rules and the experience of the kindergarten group as allies in the discovery and respectful "conquest" of the forest. Clarity of educators (setting boundaries and stopping places on paths, handling plants and animals - including insects - behaving towards other forest visitors), personal responsibility and helpfulness of children, as well as raising awareness of existing natural habitats in which we are guests, gain a high importance in the coexistence and give the children inner security.

Peace and quiet Under treetops and open skies, the children have the opportunity to retire and to rest. Together or on their own, they can learn to experience silence both in themselves and in themselves. Flexibility The seasons, the weather and sometimes the use of the public land by others (walkers, school groups, dogs) have a direct influence on the course of a kindergarten day. It is not always possible to predict what kind of weather we will actually face or what events and adventures will happen to us, so that the ability to be flexible, both in the case of the educators and the children, is continuously trained and demanded.

Employee

We see ourselves as a companion for children on their individual path through life, with the task of promoting and supporting them in the best possible way and educating them in accordance with basic constitutional values. Knowing that we cannot and do not want to separate our personal history and experiences from our work in the facility, we critically reflect on our pedagogical actions in regular team meetings and in the context of collegial advice. The Bavarian Children's Education and Care Act provides for the children's developmental steps to be observed and documented. The children's observations are both work and planning tools and are recorded in writing by us educators in special sheets. We use the "seldak" method to observe language development. The written observations serve as a detailed basis for discussions with parents. In addition, we deal with our observations in regular “flashlights” and case discussions with individual children within the team. This gives us an intensive impression of the holistic development of the children. The observations and their documentation enable us to work in a child-oriented manner and to guarantee support in all areas.

Qualification

The capacity utilization of the facility depends primarily on the quality of the educational work. Work in a day-care center must be based on the generally recognized scientific knowledge of pedagogy and regularly checked for quality. Documentation and evaluation are instruments of quality assurance. The work is continuously evaluated and the concept is further developed. In addition, constant case discussions, individual and team discussions, supervision, advanced training, qualified preparation and dealing with specialist literature ensure the high quality of the educational facility. The qualifications and personality of the specialist staff are important in order to be able to competently support children in their development and parents in their educational tasks. We also welcome trainees from specialist academies, childcare schools and all secondary schools.

In addition, the educational team regularly qualifies in the overarching working groups on the following topics:

• Inclusion / intercultural competence
• Forest and nature education
• child protection
• Parental work
• Supervision / case handling
• Communication training

Quality Assurance

Die systematische Beobachtung und Dokumentation in der Kita ist Grundlage der pädagogischen Arbeit. Unterschiedliche Beobachtungsverfahren nehmen das Kind in verschiedenen Facetten in den Blick. Anhand der Beobachtungsergebnisse ist es möglich, individuelle pädagogische Handlungspläne zu erstellen.

- Überprüfung der Konzeption

- jährliche Dokumentation Spracherhebungsbogen SISMIK (nichtdeutschsprechende Kinder), SELDAK, Entwicklungsbogen  PERIK

- jährliche Kinderbefragung

- Jährliche Elternbefragung

- Lerngeschichten

Cooperations

Puchheimer Grundschulen          
Eugen - Papst Schule, Germering
Kinderkrippen - und Kindergärten in Puchheim und im Dekanat Fürstenfeldbruck
Schulkindergarten beimFarbenspiel
Hort Mogli und Abenteuerland in Puchheim
Brucker Elternschule
Kinderhilfe - Frühförderstelle
Therapeuten
Jugendamt
Kindertagesstättenaufsicht Fürstenfeldbruck                                                                                                                  Gesundheitsamt

Teamwork with school

Ein gelungener Übertritt in die Schule ist eine Kooperation zwischen Kindergarten und der zuständigen Schule, um den Kindern und Eltern den Übergang zu erleichtern. In vielen verschiedenen Aktionen erleben die Kinder ihre Schule und  Lehrer kennen. Die Rektorin besucht uns einmal im Jahr, um die neuen Schulanfänger vorher kennen zu lernen. Im Juli werden die Kinder zur Schule eingeladen und können am Unterricht der ersten Klassen teilnehmen.

• Schuleinschreibung
• gemeinsame Elternabende
• Voll in Form für Vorschulkinder in der Schule am Gerner Platz
• Vorlesestunden der 2. Klässler der Schule Süd
• gemeinsame Waldtage mit der Schule Süd
• Schulbesuche an allen Grundschulen in Puchheim
• Schwimmen mit der 3. Klasse

Teamwork with parents

A regular, constructive exchange about educational content is a matter of course for us. The basis of discussions with parents as well as with individuals is an open, trusting, honest relationship with one another. The exchange about a child's concerns takes place with mutual respect and tolerance. The formation of a parents' council is essential. Factual, useful information can flow on parents 'evenings, by means of parents' mail, letters from parents, mailboxes on the construction trailer, etc. The aim of intensive cooperation with parents is • to make the educational work transparent, even more so, to allow parents to participate in the kindergarten. • To give parents a democratic right to have a say and to be heard. • In addition to general information, the parenting work of the educators naturally also includes in-depth advice to individual parents on the level of development, strengths and possibilities of their child, as well as the introduction of supportive steps. Forest kindergartens are usually structured in small parts, here the active support from parents is usually essential for survival. At parties and public relations, the cooperation of all those involved is indispensable. Sometimes, in the event of illness or a loss of strength, the cooperation of parents in the form of parental emergency services is necessary even in the actual kindergarten.

Projects

With the ÖkoKids project, the Bavarian day-care centers are made visible that deal with the topic of environment and sustainability and thus contribute to promoting key competencies and values ​​in the sense of sustainable development in the children, as well as anchoring sustainability in the facility.

Overview

We warmly welcome every child and family to our home.

• Admission to our house can take place when the child is 3 years old. As a matter of principle, only children who have their main residence in Puchheim are admitted within the framework of the available places. Free spaces are available for which there are no occupancy rights. If there are still places available, in consultation with the City of Puchheim, places may be given to children from other municipalities. If families come with children with special needs, we are open to this situation. There is a solution for all situations. What the solution will look like will be clarified in various discussions.

Description and Stations

We are located on the southern side of Puchheim train station and in the immediate vicinity of Haus Elisabeth - senior and nursing home of the Diakonie Fürstenfeldbruck in the Sprengerinstr.

The bus line 854 stops at the Zweigstrasse and from there you can walk to the turning circle in a calm play street - approx. 5 min.

At the turning circle, turn into the large natural plot and then you can see us.