Introduction/specifics

Welcome to the Catholic day care center St. Anna in Thier

a two-group facility for 44 children aged 2-6 years.

"Children are like guests who ask for directions".

The Catholic day care center St. Anna in Thier works according to this motto.

Children are on their way of life and we accompany them together with their families.

No child is like the other, which means that each child is individual and development is different. Every child is an actor and acts independently and actively. With the diverse offers of adults, it can discover its world in a playful way.

The care, upbringing and education of our children is complementary to the family and in accordance with the measures of the North Rhine-Westphalian law on the early education and support of children (Kinderbildungsgesetz - KiBiz). The children are active according to their age and needs

The care, upbringing and education of our children is complementary to the family and in accordance with the measures of the North Rhine-Westphalian law on early education and support for children (Kinderbildungsgesetz - KiBiz). Beyond the legal mandate, we want to bring our Christian faith closer to the children. We are guided by the values ​​and guidelines of the Christian understanding of people and the world. The "free and self-determined game" is important to us. The children thus have the opportunity to acquire social skills, to communicate with one another, to acquire knowledge, to acquire skills throughout their day at daycare ...

Play = discover = research = learn = education! T

Rooms

Our bright and friendly rooms create a warm and cozy atmosphere.

Those who visit our daycare center first come to the entrance hall. It is the meeting point for all children and parents. It is also used as:

• freedom of movement with flexible construction sites
• Exercise offers in small or large groups
• Space for joint activities by both groups,e.g. cafeteria, singing groups
• Information area for parents

It is the center of our facility.

All rooms of the facility are accessible from this hall. Each group is equipped with an adjoining room and a washroom. In the group rooms there is a role play, construction, creative, retreat and breakfast area in which the children can develop. In addition, each group is a special play area that offers all children a special incentive.

The kitchen, office and storage room expand the space available in the daycare center.

Outdoor Facilities

The spacious outdoor area is of inestimable value for our day-care center and offers the children many varied play and exercise opportunities. These are tailored to regular children as well as to the needs of U3 children and children with increased needs.

Staying in the open air with lots of offers for running, climbing, balancing, hiding, etc. and the opportunity to directly experience nature ´ open up unlimited possibilities for learning. E.g. promotion of motor skills, balance and coordination, social skills, fun playing with water to promote body awareness, dexterity, etc.

Our outdoor area is equipped with:

2 robini swings

Two-rope element Hanging facility

Landslide Nest swing

Balance beam Witches tower with a wide slide

1 construction site with water and mud system,

playhouse and tree trunks

1 pony farm with 2 wooden horses and playhouse

1 "Eagle's Nest" Sandpit with awning Soccer field with 2 goals Horse seesaw

Area to drive tricycles, bobby cars and other vehicles several

trees that provide shade in summer

Daily Schedule

Time expiration

7:15 a.m. - 8:00 a.m. morning shift; weekly in the tiger or in the bear group

7:15 am - 9:00 am bring phase; Arrival and greeting; Free spin

9:00 a.m. - 9:15 a.m. morning circle

9:15 a.m. - 11:00 a.m. Free play inside and outside, breakfast, educational offer, diaper changing

11: 00-12: 00 free play outside

12: 00-12: 30 p.m. 1st pick-up phase (35 hours)

12:15 pm - 1:00 pm lunch with grace; hygiene

1: 00-1: 30 p.m. lunch break; Midday nap or quiet free play

1.30 p.m.-2.10 p.m. 2nd pick-up phase (35 hours)

2: 10-3: 00 p.m. Free play inside or outside, possibly educational offer, changing

3:00 p.m. snack time 15: 15-16: 10 free play inside or outside, possibly educational offer, changing

3:45 p.m. - 4:10 p.m.

3rd pick-up phase (45 hours)

Food

breakfast

The teachers ensure good framework conditions. That means for an attractively designed dining area in a calm communicative atmosphere to bring the children closer to eating culture. There is a free breakfast during the free spins phase. The children are free to choose the time and length of breakfast. You have the opportunity to chat, watch what is happening in the group and withdraw. We value a healthy and balanced breakfast. The teachers accompany the child, support them where necessary, but at the same time give them the opportunity to try things out.

Having lunch

Lunch is delivered warm by a caterer. We also create a relaxed atmosphere at lunch so that meals can be taken in peace and without stress and time pressure. Lunch is prepared together with the children. The children are included in the preparation and follow-up of the meal situation according to their level of development. We start the meal with a common prayer and a meal saying. In a pleasant atmosphere, the children and the educational staff have the opportunity to exchange ideas with one another. The children take their own food and try to eat independently. The teachers approach the children individually, offer them various options and support them according to the respective situation. We trust in the child's self-regulatory processes.

In the afternoon In the afternoon, the children are given a snack, which can consist of bread, fruit and raw vegetables.

Basics

Our institution-specific educational concept, which is based on the principles of educational support for children, is concretized in the areas of education, upbringing and care for every child. Education is self-education. The focus of the educational process is the child with his or her uniqueness, strengths, interests and needs. The aim of the educational and care work is to challenge and encourage the child in the development of his or her personality individually, holistically and in a resource-oriented manner.

The children take an active part in shaping everyday life in the day-care center according to their age and needs. A child has the right to religious upbringing and education. As a place of life for faith, the Catholic day-care center offers families the chance to let children grow up shaped by the Christian image of man, so that children can get to know faith and the church according to their age. Language education is a key focus of our holistic early childhood education. Through a wide range of educational offers, we promote, among other things, the emotional, social, motor, sensory, cognitive and creative development of the child. In play, the child deals actively and intensively with himself and his environment.

The child develops his or her identity and personality through play. It acquires knowledge of its own strengths, but also of its limits. By actively doing games, children get to know the world in which they live better and better and expand their own personal world knowledge bit by bit. Above all, however, everyday skills, i.e. the ability to cope with everyday challenges, are further developed.

Legal basis:

The Child Education Act (KiBiz)

Statute for Catholic day-care centers in the Archdiocese of Cologne "For your child the Catholic day-care center"

Child and Youth Strengthening Act (KJSG) Educational principles for children from 0 to 10 years in day care and schools in the primary area of ​​North Rhine-Westphalia

Institutional protection concept of the Catholic parish of St. Nikolaus in Wipperfürth against sexual

violence Infection Protection Act §34 and §43

Occupational health and safety manual from the Archdiocese of Cologne

Church data protection KDG

Employee

Our team consists of pedagogical specialists, a professional intern and a Pia intern. In addition to their professional qualifications, the pedagogical specialists bring their own personality with a wide range of abilities and talents.

We educators see ourselves as companions and would like to support the development of the children's personality and self-education potential with our play and learning opportunities.

We are continuously developing through advanced training and conception days.

Additional Offerings

Courage is good

At the beginning of the daycare year, the maxi children start the violence prevention training "Courage is good". We call maxi children the future schoolchildren. Parents are informed at the beginning of the training. A violence prevention trainer is responsible for the implementation.

Goals for the preschoolers

• Strengthen self-esteem
• Perception training
• Dealing with boundaries (recognizing, accepting, setting boundaries)
• Learn to say no Be able to differentiate between feelings (good, strange, bad feelings)
• Develop behavioral repertoire
• Develop action skills
• Develop action skills (get help, run away, defend yourself)

Building blocks of training

1 . Rules: how do I wish that I would be dealt with, how do I deal with others!

2. Recognize your own feelings and limits based on the sense organs

3. Set your own boundaries verbally and non-verbally

4. Perceive, recognize, distinguish between good and bad (strange) feelings

5. Action competence

6. Norms and values for a social and non-violent coexistence, awareness of right and wrong

Quality Assurance

quality control

The following instruments help us to question, analyze, revise, adapt and thus ensure the quality in daycare:

• Regular service meetings in the whole and in the small team
• Preparation of educational documentation
• regular discussions with parents
• Staff interviews
• biannual conception days with a technical focus
• regular training for all employees
• Prevention training
• regular first aid training for all employees
• Cooperation with the cooperation partners of the daycare center
• Cooperation with the institutions e.g. school, health department

Cooperations

Our cooperation partners

Catholic family center Together with the Catholic day care centers from the parish and the Catholic family education center, the family home, we are part of the Catholic family center. The family center works according to the motto: "Out and about with little people".

The focus is on the children and accompanying their families on the basis of Christian values. As a Catholic family center, we also offer numerous offers in the areas of education, advice and help for families.

A lively network of specialist institutions, including the psychological counseling center, speech therapy, and early intervention has emerged, which offers help, advice and support in a variety of life situations and can be conveyed by the educators.

Educational advice center

The educational counseling center is an important point of contact for parents with everyday parenting questions, behavioral and developmental problems, as well as difficult family situations. Here we are happy to support the parents in establishing contact.

Early intervention center

If a child has special needs, the early intervention center in Wipperfürth is available.

Therapists such as speech therapists and occupational therapists.

Every child is individual. There are children who have special needs in individual areas. We want to support these children in their holistic development. The constant exchange with parents is of great importance here. Together with specialists such as speech therapists, occupational therapists, etc., we accompany the child competently on his further life.

Therapists such as speech therapists and occupational therapists

Every child is individual. There are children who have special needs in individual areas. We want to support these children in their holistic development. The constant exchange with parents is of great importance here. Together with specialists such as speech therapists, occupational therapists, etc., we accompany the child competently on his further life.

Bergische Agency for Cultural Landscape BAK gGMbH

The primary goal of the cooperation is to strengthen a modern, natural science education as well as an experience and action-oriented education that is based on the principles of sustainable development. The activity "Kita auf Expedition" takes place regularly in the Kita, e.g. domestic animals that we can find in the Oberbergischer Kreis and are of interest to children, for example spiders, moles, voles, earthworms, beetles, flies, etc.

Health department

We are in contact with the health department for questions about infection protection and hygiene measures. We also inform the health department about diseases that are subject to medication. The school entrance examination is carried out by the medical officer of the health department and usually takes place in Gummersbach.

Roundabout Police

The traffic safety consultants from Gummersbach offer target group-oriented prevention projects, e.g.

Pedestrian training for children from an early age.

Crossing the lane is practiced with the preschool children on two dates. In most cases, there is a crossing to an unsecured and a secured (traffic island). After the theoretical preparation in the facility, the practical exercise takes place on the street. Parents are always invited to these appointments.

Goals include

Conveying behavioral patterns, for example with "stop at the curb" Clarification of development-related restrictions, e.g. distraction Role model function of the parents Promotion of the independent participation of children as pedestrians. Parents should let the children be "boss" during exercises in the traffic area.

In addition to the practical exercises, the children get to know the police dog Wuschel.

An information evening is also offered for parents. It is all about the road safety of children (as pedestrians, cyclists, passengers in cars).

On-site cooperation

Finally, there is the on-site cooperation such as the cooperation with the fire brigade, various associations (e.g. sports, music club) and the parish library.

Teamwork with school

Transition to school

The transition from daycare to primary school is a new and exciting experience for every child. In order to relieve the children of the insecurity of the new situation and to build on the previous educational process, close cooperation between daycare center, elementary school and parental home is particularly important. This cooperation enables a successful transition.

The municipal primary school association offers the "Mini School to go" project. The future schoolchildren receive a "bag" at regular intervals, in which there are two offers that are intended to address the preschool skills of the children. Sometimes the children give back the finished offers and the things are hung up in the schools. This extends the cooperation between daycare and school.

"One could have the impression

that a child while playing l

earns nothing, but in fact

it learns something very basic.

It learns how to learn "

The ability to play and the ability to go to school are closely related to each other. While playing, the children acquire the skills and abilities they need to be able to attend school. That is why the preparation for school in the day-care center begins on the first day of the day-care center, in which the children in the group, playing together, practice certain behaviors and patterns, e.g. concentration, adhering to rules, conflict resolution, establishing contact, failures and frustrations, paying attention in relation to the spoken word, postponing needs, but also being in the center and thereby gaining self-confidence.

In the year before starting school, the future schoolchildren in our facility are called "Maxikinder". During this period, the child strives for independence and independence. We support this development with the intensive strengthening of emotional competence, as this forms the basic competence for all further competencies in order to be successful in school.

Teamwork with parents

We value a trusting and cooperative partnership with the parents, so that upbringing and educational issues can be coordinated together. Working together, we try to create an atmosphere in which everyone involved in the upbringing process experiences an offer that complements the family. This cooperation is based on mutual understanding, openness, communication, the ability to deal with conflict and consensus.

The educational partnership begins with the registration, its contents are: concept of the facility, focus of the pedagogical work, data relevant to the survey, e.g. supervision time, tour of the facility, etc.

This is usually followed by the parent information for the parents of the new children with the following content, among other things: getting to know the educational specialists, getting to know the parents, introducing the educational work, daily routine, getting used to the children, my first day at daycare, questions from the parents.

After the acclimatization we have an initial interview with the parents to discuss how the acclimatization period went. Especially at this important time of getting used to it, we talk to the parents in order to build trust in the parents and create a good basis for the future cooperation.

We are happy to talk to the parents, e.g. in door-to-door conversations (exchange of brief up-to-date information, exchange about the state of mind and behavior of the child. If necessary, parents receive advice and support on important questions of education, upbringing and care.

In regular conversations, parents and educators exchange information about the children's education and development status. These also offer the opportunity to coordinate any necessary funding measures.

Specifics

Eingewöhnung der Kinder unter 3 Jahren

Die Gestaltung der Eingewöhnung ist ein wichtiger Punkt in der pädagopgischen Arbeit, vor allem bei der Aufnahme von Kindern unter 3 Jahren.

Für die Kinder beginnt mit dem Besuch in die Kindertagesstätte ein neuer Lebensabschnitt. Zum ersten mal wird es den Alltag ohne Eltern bewältigen. Es wird eine neue Umgebung kennen lernen, einen anderen Tagesablauf erfahren und zu fremden Personen (den Erzieherinnen und den anderen Kindern) eine Beziehung aufbauen. Diese Situation stellt für das Kind eine große Herausforderung dar.

Unsere Eingewöhnung findet nach dem Berliner Eingewöhnungsmodell statt. Sinn und Ziel der Eingewöhnungist die allmähliche Lösung von der vertrauten Bezugsperson und der Aufbau einer stabilen Beziehung zu der pädagogischen Fachkraft in der Gruppe, welche die Bezugsperson des Kindes sein soll. Dabei ist zu beachten, das hierbei das Kind das Tempo und die Art und Weise des Beziehungsaufbaus bestimmt. Dies bedeutet für uns, dass das Kind erst einige Tage mit der Mutter der Einrichtung besucht. Hierbei übernimmt zunächst die Mutter die aktivere Rolle und die Erzieherin hat genügend Zeit sich dem Kind zu nähern. Nach einigen Tagen bringt auch die Erzieherin sich häufiger ein und versucht so behutsam einen Bezug zum Kind aufzubauen und so die Trennung vorzubereiten. Dann wird die Mutter Ihr Kind nach einer kurzen Bringphase in die Obhut der Bezugsperson geben und für kurze Zeitden Raum verlassen. Je nachdem wie die Trennungsphase verläuft, kann man schrittweise den Trennungprozess ausdehnen. Die Kinder haben zunächst eine feste Bezugsperson, die ihnen bei der Eingewöhnung zur Seite steht. Diese wird sich in der ersten Zeit intensiv um das einzelne Kind kümmern und die erste Ansprechpartnerin sein. Während der Eingewöhnung werden die Kinder individuell dabei begleitet, Kontakte zu anderen Erzieherinnen aufzubauen.

Holiday Care

Holiday care

The facility is closed for 3 weeks during the summer holidays.

Alternating with the St. Clemens day care center from Wipperfeld, we closed the first and last three weeks of summer vacation.

If necessary, there is emergency care in the St. Clemens day care center in Wipperfeld during our summer holidays. Early registration is required.

Overview

Admission criteria

Admission is based on the admission criteria agreed by the daycare council. The basic requirement for admission is that the legal guardians recognize the objectives of the Catholic day-care center.

The kindergarten year begins analogously to the school year on August 1st and ends on July 31st of the corresponding year of school enrollment.

If a place becomes available during the kindergarten year, it can be re-occupied.