2 Krippengruppen für Kinder vom 1 Lebensjahr-3 Lebensjahr. 2 altersübergreifende Gruppen für Kinder von 2 Jahren bis zum Schuleintritt
| Address |
Integrative Kindertagesstätte St.Vincenzstift Vincenzstraße 60 65385 Rüdesheim am Rhein |
|---|---|
| Funding authority |
St.Vinzenzstift gGmbH Vinzenzstraße 60 65385 Rüdesheim am Rhein |
| r.gutmann@st-vincenzstift.de; d.luettich@st-vincenzstift.de | |
| https://jg-rhein-main.de/integrative-kindertagesstaette | |
| 06722/901370-371 (Leitungen D.Lüttich/ R.Gutmann) | |
| Opening times | 7:00 AM - 4:30 PM o'clock |
| Closing days | 2 Konzepttage 1 Reinigungstag 2 bewegliche Ferientage 2 Wochen in den Hessischen Sommerferien Zeitraum zwischen Weihnachten und Neujahr |
| Foreign languages | German |
| Denomination | christian |
| Specially educational concept | daily routine language education, inclusion, Situation orientated approach |
| Extras | Barrier-free, Integrative facility, care with lunch, for children with special educational needs, full day care |
The integrative day care center is located on the core premises of the St. Vincenzstift in Aulhausen, a district of Rüdesheim am Rhein.
Our daycare center consists of four groups: Two mixed-age groups from the age of two with individual integration in the core building and Haus Hessen, as well as two crèche groups from the age of one to 3 years in the core building and the former janitor's apartment of the Vincenzschule Aulhausen.
Translated with DeepL.com (free version)
All areas of the daycare center are barrier-free. The main building houses a crèche group and a mixed-age group. The layout and furnishings of the rooms were designed to meet the needs of crèche and kindergarten children. The group rooms have access to the garden and an adjoining room. This is used for various activities.
The group rooms are designed according to the needs of the children; here you will find, for example, doll corners, craft and building corners, cuddling and quiet areas. Children's books are available in each group.
In the main building, a spacious corridor offers plenty of room to encourage movement and play. In addition to the checkrooms for children and staff, there is a reading and exercise corner, a hanging swing, a store and various indoor vehicles.
The daycare center also has the following differentiation rooms, which are available to all groups:
Snoezelen room; with various mat elements, a vibration mat, a water ball and other diverse materials for massage, relaxation and basal stimulation.
Ullewaeh movement room; with a climbing cabinet, wall bars, a climbing net, air tunnel, a large lounger and a jumping mat, as well as lots of materials for creating movement construction sites. This room is used as a bedroom and as a multifunctional room.
Workshop; with workbench, tools, building and craft materials, shelves for storage
All groups, in the main building or the other rooms, have child-friendly sanitary facilities and changing areas. There are also kitchen areas, staff and visitor toilets and various storage rooms. The main building houses the management office and a meeting room, which is used for parent or help plan meetings, service meetings and as a break room for staff.
In the entrance area there is an overview of the staff and an information board.
The main building also includes a spacious outdoor area with various climbing, sliding and hiding places, swings, a large sandpit, a natural play area with a fire pit, a water playground, an outdoor trampoline, raised beds for children, various seating and resting areas, as well as a large selection of vehicles for all age groups. In the other parts of the building, such as the “Frogs” crèche group or the mixed-age “Hedgehogs” group in Haus Hessen, there are corresponding outdoor areas, which are also equipped with various age-appropriate outdoor equipment to encourage movement. All groups have direct access to the outdoor area.
We regularly use the rooms and facilities within Vincenzpark, including a bouncy castle, the activity room, the Snoezelen room, the Vincenzschule sports park and various gyms.
Visits to the large playground in Vincenzpark with its various exercise and play options are part of our regular program, as are smaller excursions into the surrounding area. The natural terrain and the nearby forest offer numerous opportunities for exercise and experiences.
07.00 a.m. - 08.30 a.m. Crèche
07.00 a.m. - 08.30 a.m. Daycare center
08.30 a.m. - 09.15 a.m. Crèche
08.00 a.m. - 09.15 a.m. Daycare center
09.15 a.m. - 09.45 a.m.Crèche
09.15 a.m. - 09.45 a.m. Nursery
09.30 a.m. - 11.00 a.m.Crèche
09.30 / 09.45 - 12.00 Daycare center
11.00 a.m. - 11.45 a.m. Crèche
12.00 noon - 12.30 p.m. Daycare center/ Friday 11.30 a.m.
11.45 a.m. - 12.00 p.m. Crèche
12.30 p.m. - 1.30 p.m. Daycare center
12.00 p.m. - approx. 2.00 p.m. Crèche
13:30 - 14:30 Daycare center
14.00 hrs Crèche
14.30 Daycare Center
16.30 (Friday 15.30) End of childcare hours
From 15.00 we work across groups
We attach great importance to shared meals. A fresh, healthy and balanced diet is important to us.
The children bring a balanced breakfast from home. We offer the children a balanced lunch that complies with the principles of the German Nutrition Society. The food, which is pre-cooked in the canteen kitchen, is steamed in our daycare center using the “cook and chill” method. This means that the children always receive a fresh lunch including a starter soup.
The children have a say in the choice of food. Special requests such as Muslim food or allergies are taken into account.
The menu is displayed in all buildings and is posted on KIKOM.
The morning is sugar-free. Drinks, such as water with or without sparkling water, as well as various teas, are available to the children at all times.
In the afternoon we offer the children a snack. There are bread days (crispbread or farmer's bread / rye bread / rusk or similar) with various toppings such as cheese, cream cheese, sausage or jam. We always serve fresh fruit and vegetables. On other days we offer home-made yoghurts, fruit quark or muesli.
It is important to us that the children can decide what and how much they want to eat. We are happy to offer trial portions. If a child refuses the meal completely, we offer bread with butter or cream cheese as an alternative.
If a crèche child still needs milk or porridge, they are welcome to bring this with them.
As soon as a child wants to eat on their own, initially with their hands, this is taken up and supported. The child is only fed when necessary.
The children are provided with age-appropriate cutlery. These are placed on the plate so that the child can decide which cutlery to hold with which hand.
Educational content of the facility
Our educational work is based on the Hessian Education and Upbringing Plan (BEP).
In accordance with the BEP, we work according to the situation-based approach. This means teaching project topics on the basis of holistic learning and preparing them according to the children's interests, needs and curiosity.
Learning content is conveyed in a playful and exciting way, the fun of learning is maintained and encouraged. When carrying out the projects, care is taken to cover all areas of education with topic-specific activities. Picking up on the children's interests is the most important prerequisite for successful learning processes. For this reason, it is essential for us to involve the children in these processes.
At the same time, responding spontaneously to the children's wishes and interests in situations that are important to them, so that a planned activity can be postponed for the time being, requires a high degree of flexibility and empathy from the specialist staff. This is why precise observation is one of the most important key pedagogical qualifications and the basis of our pedagogical activities.
In our daily interaction with the children, we focus on their individual needs. The children are seen as independent personalities. The basic prerequisite for this is accepting, respecting and encouraging and challenging each individual child in their individuality, development and daily form.
On the basis of a solid relationship of trust between child, parents and the professionals, characterized by safety and security in the rooms and groups of our facility and a warm, loving working atmosphere, qualified education and support of the children can then take place, to which we attach particular importance. For children of all ages, rituals and a regulated daily routine are particularly important so that they can move within their familiar framework. The morning circle and mealtimes are an integral part of the group's daily routine.
The starting point for this educational approach is real life situations that are meaningful for children. We support the children in experiencing more autonomy and competence in conflict and crisis situations. During free play in particular, children find new developmental stimuli and learning areas for their holistic development.
From this, the children should develop possible courses of action for themselves and design creative solutions that are geared towards experiencing the present as an essential part of their lives, in which it is worthwhile to act actively and shape it in a lively way.
These opportunities for action very often arise independently during free play, where we act as observers. Children should be able to recognize them and act independently, competently and appropriately to the situation. For this reason, free play is particularly important in our educational activities. For us, free play means that the children are given the opportunity to work independently and actively and to learn on their own.
As professionals, we see ourselves as observers and creators in this context. We take note of the actions, interests and learning processes of the respective children and prepare their environment accordingly in order to support them in their independent appropriation of the world. We see our pedagogical activities as holistic upbringing and education that is not limited to the facility.
Especially as an integrative facility, we want to offer children the opportunity to gain shared experiences, to interact with each other without prejudice and to learn to accept others with their strengths and weaknesses.
It is important for us to make it clear that integration does not simply take place ideally as soon as disabled or developmentally delayed and non-disabled children meet. Rather, we see integration as a process with different phases and different stages of development. Integration must grow and develop, and work must be done to ensure that this process of integration continues to develop and does not come to a standstill.
As a rule, children deal with the “otherness” of others surprisingly calmly, provided that the environment does not show any particular reactions. They are curious, wait-and-see, observant, find some things boring or particularly interesting. Depending on the developmental delay or disability, the children experience or recognize the limitations or impairments of the inclusive child more or less clearly. For example, a child may not yet be able to walk, speak properly or see properly. They know much of this from their own developmental history when they were younger. Children are often irritated when their previous explanations no longer fit; for example, when older children are not yet able to walk or eat on their own.
It is then important for caregivers to show the children explanatory models, e.g. why a child with impaired perception behaves in this way or how to communicate with a hearing-impaired child. It is equally important to make the children aware of their own impairments, e.g. the staff member who wears glasses or tells them what she herself is not good at.
We see integration as an opportunity to learn that everyone is different and unique, that everyone has weaknesses and strengths and that this is a good thing.
Our guiding principle is: “It is normal to be different”!
At our facility, we try to create the conditions
for children to grow up together without bias and gain experience in dealing with each other.
that children learn to deal with their own strengths and weaknesses and to accept these in others.
that children benefit from the concept of individual development support by learning and being supported according to their level of development.
that parents and relatives of the children establish contacts and thus reduce possible fear of contact.
°that the acceptance of others as they are, without forcing them into a norm, is encouraged.
°that the children get to know other ways of life and develop individual ways of interacting and playing as well as more tolerant behavior.
°that children learn to help each other and treat each other appropriately through social interaction and joint activities.
°that children are encouraged to interact honestly with each other without false consideration (laughing, crying, playing, arguing together...).
°that parents get to know how to deal with disabled and non-disabled children through joint discussions, experiences and parents' evenings.
From our point of view, integration is a process with ups and downs, constant movement and change. We, the children and their parents, also have to keep working on it, e.g. at parents' evenings, in the kindergarten group, in individual and group discussions.
The issue of hitting, biting and pushing is taken very seriously in our daycare center. Colleagues are professionally trained in dealing with this issue and parents receive regular information on the subject.
Educational goals and methods
Legal basis
“Every young person has a right to support their development and to be educated to become an independent and socially responsible person.” (Section 1 of the Child and Youth Welfare Act, KJHG)
Basic measures for achieving goals
We use the following basic measures in the integrative daycare center:
Emphatic perception and fulfillment of the child's needs
Establishing secure attachment behavior through familiar caregivers
Active and non-verbal communication with the child in all areas (including sign language, Metacom, supported communication and many more). )
Granting age-appropriate freedom of action while creating security and orientation through boundaries and rules
Age-specific educational and support projects in all areas of development
Teaching norms and values
Verbalizing and dealing with emotions at an early age
Targeted observation of the child's development through development documentation
Individual support for talents and developmental deficits
Child-friendly media initiation
Participation, co-determination, improvement and complaint management
The promotion of personality, independence and social behaviour are important focal points in our facility. The support should open up new scope and opportunities for the child, i.e. the support should be life-expanding and personality-enhancing. The children's independence plays an important role in this. The children should learn to take responsibility for certain manageable areas and also experience how important it is to support each other.
The children learn and practise co-determination and democracy at the regular “children's conference”, a forum in which the children's rules, projects, wishes and complaints are discussed and voted on together. At the children's conference, the children learn to express their own wishes or anger appropriately, to make this clear to others, to listen to others and to experience the consequences of their own decisions. The children should also learn that every child has the right to express their opinion and that this is also taken into account in everyday life. We try to involve the children in many important decisions within the daycare center and allow them to have a say.
For example, the children were asked how the outdoor area should be redesigned and where play corners should be set up in the group.
The children have an indirect say in how long their settling-in period lasts, as this depends on the needs of the individual child.
The children in the daycare groups also have a say in deciding which food is ordered in the kitchen, which topic is dealt with in the group's project work, which purchases are desired and which special activities (e.g. wheel day, pyjama party, picnic, anything-goes day, etc.) are to be considered for the period from one to the next children's conference outside of the weekly schedule. All suggestions made by the children are taken seriously, discussed together with the children and joint solutions are developed.
As with all adults in the daycare center, children also have the opportunity to use the improvement and complaints management system. The children can either do this with the help of their parents and teachers or address their ideas or complaints directly to the management in person. In accordance with the JG Rhein-Main improvement and complaints management process, the prescribed processing procedure is also followed here.
Once a year, the children's satisfaction is surveyed using a questionnaire, evaluated and the results adapted to everyday group life. This allows the children to experience important democratic principles, such as the right to freedom of expression, co-determination and equality. They should experience that rules are not simply made by adults, but that they are based on certain experiences and reasons. Children have the right to find out the reasons and to question them.
The children should also experience independence and autonomy when using the various rooms. Almost all rooms can be used independently by the children, subject to the transparent rules.
Children who are not yet able to use the rooms independently can use them with a member of staff.
Supporting the children in conflict resolution is particularly important to us. The children should not experience the staff as “conflict solvers” for their own problems or conflicts with others, but as helpers who support the child with ideas and ways to resolve this conflict independently and appropriately. In this way, children should learn to show and tell others clearly and appropriately what they want or don't want without having to constantly rely on the help of adults.
Since summer 2006, we have been offering the program “Faustlos - a curriculum to promote social-emotional skills and prevent violence” once a week for all children from the age of three as an ongoing project on this topic.
Children in the crèche take part in the “Fäustlinge” program once a week.
Religious education
As a Christian institution, we try to convey an appropriate world view to the children. This includes celebrating church festivals, joint church services or meditations, imparting knowledge about the person of Jesus and biblical content.
We regularly celebrate
Easter service
Farewell service for future schoolchildren
Thanksgiving service
St. Martin
St. Nicholas
Advent
Once a month there is a “Jesus circle”, where the children listen to stories about the life of Jesus.
Individual development of crèche and kindergarten children
We enable the children to grow up together with other children. We offer children the opportunity to live out their natural curiosity and to develop holistically, to learn to grasp and understand all their senses. For this reason, we respect the principle that playing and learning take place simultaneously and on an equal footing. Children need children.
The children are given their individual scope for development. They should have the opportunity to develop, learn and gain experience at their own pace. The active engagement with themselves and their environment means that the child is constantly presented with new developmental stimuli, although these cannot always be satisfied immediately.
The driving force for further development arises from the child's curiosity and the various possibilities that the child cannot yet satisfy. We offer the children on our premises incentives for further development in order to open up as many opportunities for experience as possible. The development of gross motor skills is also of great importance and an important part of holistic learning. These learning processes are not anticipated by the staff, but should be developed and experienced by the children themselves.
These are the first, most important developmental steps towards later maturity. Children want to become independent, they want to be able to move around and dress themselves. The child's need for autonomy should be supported, but always with the necessary emotion and attention so that the child does not feel lonely and left to its own devices.
Children's positive self-image is increasingly consolidated and their ability to acquire skills and abilities develops. Playful learning is essential here. The children begin to distinguish right from wrong. Their actions increasingly become the actions of responsible members of society. They practise the rules of coexistence and compliance with them. They internalize positive social conventions and understand their importance in everyday life.
They learn to control themselves better and how to deal with everyday situations. They learn that it is normal to be different. They learn to accept the differences between people. They learn, according to their age, what is important for maintaining their health and well-being. The children's linguistic and cultural identity and their abilities, which are expressed in many different ways, are strengthened and developed. The active engagement with themselves and their environment constantly provides new developmental stimuli for the child.
In all educational and support projects and when dealing with a wide variety of materials, the focus is always on the children's experience, not the experience itself.
Settling in
During the settling-in period, parents have the opportunity to get to know their child's staff team, the group and the premises on agreed days. In this way, they experience everyday life and have the opportunity to slowly detach themselves from their child and build up trust just like the child. For many children, attending a daycare center often means the first separation from their usual caregiver as well as settling into the group. Settling in is a core element of the educational work and is crucial for the positive development and integration of the child within the group.
Parents can contribute to a good start by giving their child a positive attitude towards the group and arousing curiosity and anticipation. Familiar things, such as a favorite cuddly toy, photos, cuddly blanket, pacifier, etc., are things that children bring from home. These give a feeling of security and trust.
We acclimatize the children according to the participatory acclimatization model. You can find detailed information on this under the following link: The participatory settling-in process (partizipatorische-eingewoehnung.de). These will be explained in detail to parents at an introductory afternoon.
Parents should allow up to 4-6 weeks for the settling-in period to be successful. Parents and children receive intensive support during the settling-in period.
If the children find the transition from the crèche to the daycare group difficult, the parents can also be present as a confidant during the initial period.
Some time before admission, we invite the children to open play afternoons, where the children and parents can make contact with the teachers and other children in an informal setting. For children with individual integration measures, there is the opportunity to regularly “get a taste” of the facility from six months before admission.
The settling-in phase is complete when the child is ready to participate in the daily routine of the crèche or kindergarten group without any difficulties.
Our specialist staff are the facility's most valuable resource. It is very important to us that the teachers carry out their work with satisfaction, motivation and passion. Their positive attitude enables them to build a caring, trusting relationship with the child and parents, which is the basis for the good development and support of each individual child.
By trusting in the children's strengths and abilities, they provide them with security, recognition and a sense of achievement. The teachers guide and support the children in their play and exploration, as well as in their interaction with adults and other children.
Our team consists of a total of 20 professionals who work in the facility depending on the staffing ratio of the individual groups.
Our staff is made up of educators, curative education nurses, curative educators, a qualified teacher and a colleague with a Bachelor of Arts in “Early Education”. Additional staff (FSJ volunteers, federal volunteers or interns) are employed to further support the team.
We are currently training a specialist student in curative education.
In addition to the educational staff, the daycare center also employs a kitchen assistant and a housekeeper.
Our specialist staff are the facility's most valuable resource. We attach great importance to the fact that our integrative daycare center is supplemented by various internal and external specialist services.
We work closely with the early intervention center, socio-pediatric centers, youth welfare offices, counseling centers, other kindergartens and daycare centers as well as other institutions.
On concept days, we work as a team to develop sustainable and realistic goals and projects for the support and development of the children and continue to train and develop as a team.
Our specialist staff reflect on their educational work with the children in regular team meetings, deal with the questions and concerns of parents and the education and support of the children, etc.
In addition, each small team has regular supervision and the individual employees have regular staff meetings to reflect on the overall work situation and agree on goals for further professionalization.
Further education and training
Our employees regularly undergo further training. In addition to internal and external training and further education opportunities, JG Rhein-Main has its own training planner with a wide range of courses. All employees are entitled to five days of further training as well as a training budget and educational leave.
We work according to the Hessian education and upbringing plan and regularly undergo further training. 25% of the specialist staff therefore take part in mandatory training courses every year. In addition, some of our staff have also trained in children's yoga, music education, religious education, movement promotion, non-violent communication, pre-school education, everyday integrated language, Marte Meo and much more.
Transition from kindergarten to school - preschool education/preschool pedagogy
Pre-school work at our facility begins when the children are admitted to the crèche or nursery and ends when they start school. Throughout this time, we offer a varied program to create a broad basis and good preparation for school with targeted support.
In the last year of daycare before starting school, the pre-school children experience an intensive pre-school year as the “Smart Foxes”. This consists of the “Würzburg Training Program”, the “Fit for School” program, graphomotor skills group, various project weeks (e.g. experiment week) and excursions (fire department, hiking, picnic, elementary school).
It is important to us to take individual developments into account, to encourage them and to challenge the children without overtaxing them or putting them under pressure. All children should feel comfortable and see themselves as a valuable part of the preschool group.
The aims of our pre-school work are
To convey joy and interest in school
Strengthen self-confidence and emotional resilience
Support independence
Promote language comprehension, communication skills and speaking
Strengthen concentration and perseverance
Promote logical thinking
Expand understanding of numbers and quantities
Strengthen motor skills (fine and gross motor skills), body awareness, balance
Organizing the workplace and practicing handling work materials
Taking responsibility for themselves and others
Being able to work in a group, enduring and resolving conflicts in the group, observing rules and showing consideration
Würzburg training program “Listening, listening, learning”
This training program takes place daily and is a support before learning to read and write at school in order to maintain phonological awareness. The children learn to recognize the phonetic structure of spoken language in a playful way.
Fit for school
Fit in die Schule is an active and holistic pre-school program with a combination of active games and work at the table. All senses are stimulated and motor skills are developed. Practicing and learning structure and orientation at one's own workplace with the associated preparations and follow-up work form a particularly large part of the program.
The individual units are prepared and revised in our daycare center in such a way that children with special needs can actively participate, are accompanied accordingly or receive an alternative offer that meets their current needs.
Graphomotor skills
With the help of the “Marburg Graphomotor Exercise Program”, the children's hand dexterity and pencil grip are trained for school. Fine motor skills are strengthened.
In consultation with the parents, we check the children's abilities once a year (November, May) using a procedure for the early detection of partial performance weaknesses: “Hurray, I can do it!”. This procedure allows us to determine exactly which levels of development may be delayed so that specific and isolated support can be provided. A training plan is drawn up according to the principle of individuality, an appropriate exercise program is put together for the individual child and discussed together with the results of the procedure in a parent meeting.
The content of our support, projects and excursions in the pre-school year are presented to parents in detail at a parents' afternoon at the beginning of the nursery year.
In the event of major difficulties for individual children or difficulties in deciding which type of school is suitable for which child, we offer support from the in-house psychological and curative education service and the staff team.
Our pre-school pedagogy is a supplement to the school preparation in everyday kindergarten life in the children's family environment.
Quality management
The quality management of the entire facility is based on the principles of the European quality system eQuass. Core processes are clearly described, are subject to constant evaluation and are adapted to the needs of the facility.
Documentation
In order to document the educational work and set standards, we attach great importance to transparent and systematic documentation in important areas of work, e.g. development discussions, observations, staff meetings or educational goals. To this end, we work with a software-supported planning and documentation system that enables us to directly evaluate and reflect on our work. The same applies to personnel and organizational matters.
Parent work
The educator-parent-child triangle
Our facility works with the support of the family. The main responsibility for raising the children therefore lies with the parents or guardians. In the case of children in residential care, this is done in cooperation with the caregivers in the residential group. In the educational work of our facility, the skills of the specialist staff and the skills of the parents are incorporated into the educational work so that a constructive and optimal coordination of the child's two living environments is possible.
We want to work with parents in a trusting and open manner and therefore try to achieve the greatest possible transparency for the parents in our work with and for the children. In order to achieve this high level of transparency right from the start, parents have the opportunity to take a look at the facility during the registration interview. They can gain a brief impression of the various groups and get to know the staff. Any unanswered questions are then clarified in a detailed discussion. At the same time, the concept of the facility is presented to the parents during this meeting.
Until the child's admission day, parents or one parent have the opportunity to visit our facility with the child. From May onwards, we offer open play afternoons for children who are new to the facility in the summer. In this way, you and your child can get to know the facility during regular visits before admission. For children with individual integration measures, there is the opportunity to “get a taste” of the facility on a regular basis up to six months before admission.
Parents' evenings are held regularly (approx. four times a year), in some cases also topic-oriented parents' evenings (e.g. dealing with media, baby sign language): Dealing with media, baby sign language, healthy eating, dealing with boundaries, etc.) are held, at which organizational points (e.g. annual planning, activities, daycare centre vacations, information, etc.) are also discussed with parents.
Themed parents' evenings can also take place online.
All dates and requests for participation in parents' evenings, parties and parent events take place in the KIKOM parents' app.
Once every kindergarten year, after the summer vacations, the parents' council is elected at the daycare center and is made up of parents from all groups. The Parents' Council includes: a chairperson, two assessors and a secretary. The Parents' Council meets regularly with the management and, if necessary, the representative of the daycare center to ensure the best possible cooperation.
A parent survey takes place once a year. Any resulting focal points and topics are dealt with together with the provider, team and parents' council.
Parents are our most important cooperation partners.
We promote educational partnership with our parents in everyday life through
- a trusting, open atmosphere
- mutual acceptance, tolerance and appreciation
- a continuous exchange between parents and caregivers in door-to-door discussions
- Transparency on the part of the facility
- Constructive clarification of differences of opinion, different requirements, conflicts and crises
- parents' evenings
Development talks
Development meetings are held twice a year for all children. This is an opportunity for parents and teachers to discuss the child's development.
Development goals and necessary measures are agreed on the basis of the development documentation and/or special events in the child's life are discussed.
This documents the child's development in detail and makes it comprehensible for parents.
If there is a desire for additional individual discussions, this is possible at any time by appointment.
The contents of the development talks include the child's developmental status and observations from everyday life in the group, observations and current topics from the family environment and the agreement of development goals. In addition, the specialists use their pedagogical expertise to advise the parents.
The results are recorded by the teachers and filed in the child's file.
Public relations, festivals and events
We regularly present the work of our daycare center in the context of public relations work in various media such as the local press, internal and social media. We obtain your permission for this through a photo release.
Together with the Förderverein der Integrativen Kindertagesstätte Aulhausen e.V., we organize various joint festivals, such as the Kita-Café at the summer festival or the autumn festival with music, regional food and a colourful children's program. There is also an annual St. Martin's Day celebration and an end-of-year celebration with a church service.
There are also group-related festivals and celebrations, as well as seasonal events or festivals and celebrations.
The dates will be communicated in good time.
Zufriedenheitsbefragung
Um unsere Qualitat stets zu verbessern, fragen wir die Eltern, einmal im Jahr, zu ihrer Zufriedenheit ab.
Die Ergebnisse werden dann mit dem Elternbeirat besprochen und bearbeitet. Die Befragung findet digital statt.
Admission procedure
We accept children from the town of Rüdesheim (Rüdesheim town and its districts) as well as children from the Sankt Vincenzstift gGmbH. In individual cases, children from other towns and communities can also be admitted after consultation with the town of Rüdesheim.
Registration takes place via the digital registration process: “Little Bird”
An initial interview with a tour of the facility and a brief introduction to our concept can be arranged at any time by appointment.
As a rule, children are admitted for the new kindergarten year (on August 1st). Of course, children can also be admitted during the year if places become available (e.g. due to a child moving house).
Regular children aged 3 and over are admitted according to age, with priority given to children of single parents and working parents within their year of birth. The age mix of the group is a further criterion for the admission of children under the age of three.
Children with individual integration measures are admitted after submitting an application, checking all legal requirements and receiving confirmation of costs.
The integrative day care center is located in the park area of the St. Vincenzstift. Parking is available via Ludwig Glasser Strasse as well as via Vincenzstrasse.
Please note that our grounds are car-free. It is about a 5-minute walk from the short-term parking lot to the daycare center.
If you come by bus, get off at the bus stop on Vincenzstraße.
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