Wir versorgen Studierende
in Mittelfranken, Eichstätt und Ingolstadt
Legal basis
The Child and Youth Welfare Act (KJHG) in the eighth Social Security Code, here in particular: § 22, § 22a, § 24, § 9 and § 8a, the Bavarian Child Education and Care Act (BayKiBiG), as well as the Bavarian Education and Upbringing Plan for Children in Day Care Facilities (BEP) and the U3-Handreichung zum BEP "Bildung, Erziehung und Betreuung von Kindern in den ersten drei Lebensjahren" (Education, upbringing and care of children in the first three years of life) form the legal basis for our child care centers.
Pedagogical approaches
In our pedagogical work, we follow a situation-oriented approach: Our pedagogical actions are based on the current situation in the group. The pedagogical staff pays specific attention to the children's signals and responds to their questions and interests. Each child is accepted with his or her individual needs.
At the same time, social and personal competencies are supported through theme-based encouragement in various areas. We pay special attention to the transition phases when the child comes to the nursery or leaves the nursery again.
Basic idea
In the nursery, children, parents and pedagogical staff should feel comfortable. A loving and respectful cooperation is the basis for this. Trust, tolerance and respect are very important to us. We do not encourage your child, but we support it in making its own experiences and learning from them.
It is our concern to shape the children's living environment in the nursery in such a way that they can develop freely and without being dictated to.
Through individual familiarization, the child makes its first contact with a new caregiver. It is integrated gently, can build trust and feel secure in the nursery.
"Everyone is good the way they are".
Each child is accepted and valued with his or her diverse personality, experiences boundaries through other children and non-family caregivers, and receives individual support for personality development and unfolding.
Adapted to the respective stage of development of the child, it can independently gain experience in the practical area of life (eating, dressing and undressing) and all motor areas (cutting, painting, climbing, riding a wheel).
In the emotional area, the children should learn to perceive their own feelings and to be able to express them accordingly.
Every child should be given the opportunity to develop his or her social skills at the facility. Through daily interaction with other children, with adults and with the daily routine, the children learn to show consideration, to define their position within the group and are supported by the staff in conflict situations. It should be noted that children do not develop social skills until they reach kindergarten age. At first, 1-2 year olds play alongside each other and only from the age of 3 do they actively interact with other children (role play).
To stimulate all their senses, the children are allowed to explore their world, listen to the birds, dig for treasures in the sandbox, look for frogs in the forest, trudge through puddles, catch raindrops, nibble the fruit from their own garden, count the clouds in the sky, decorate the world and the nursery with finger paints, enjoy homemade apple pie, sing and make music together, observe animals, stick their noses in the flower meadow, or sometimes let their guard down.
Educational partnership
Parents get to know the facility and the team. They are familiarized with the pedagogical concept and the daily routine. At the beginning of the day, the team holds an acclimatization meeting with the parents to discuss the child's special needs and the parents' concerns. The team and parents work continuously to ensure that the family feels comfortable in the facility, that the parents know their children are in good hands and that they can ultimately identify with the facility.
Parents are welcome to spend a few hours with us and to visit us.
Due to the family size of our facility, there is a lively exchange about the children. When picking up the children, the parents receive a short personal feedback about the daily progress of their own child. It is important for the team to receive information about the child's current condition or important events/incidents when dropping off the child.
We have the basic conditions for a lively exchange among the parents and thus new acquaintances and friendships can develop, which often last for years.
In addition to the pedagogical work, the cooperation with the parents is an important cornerstone of our day care center work. We strive for a partnership based on mutual trust and openness. Important elements of parental work are:
At the beginning of the daycare year, a parents' council is elected by all parents present at the first parents' evening (Art. 14.3 BayKiBiG). The parents' council has an advisory function and supports the cooperation between parents, pedagogical staff and the provider. Furthermore, the parents' council participates in festivities and celebrations.
Parents can evaluate our work in the annual parent survey at the end of the daycare year. The survey is anonymous and completion of the questionnaire is voluntary. The results of the parent survey give us the opportunity to review our pedagogical work, make adjustments if necessary, and incorporate suggestions and ideas from parents.
Transitional phases
The daycare period begins with the settling in of the child. We lovingly support and accompany this first major transition with a calm and individual settling-in period. We work according to a familiarization concept that is based on the Munich and Berlin familiarization model. This concept was developed by the team in cooperation with the pedagogical quality support and is individually adapted to the needs of each child.
The transition from the family to a new care situation is a challenge for a child and its parents. During the settling-in period, the child has sufficient time to familiarize itself with the new environment. It builds relationships with the new caregivers and familiarizes itself with the routines. It experiences a new daily routine and a daily separation of several hours from the parents. Settling in is a major adjustment for the child, but the parents must also adjust to the new situation. The pedagogical staff ensures that this change is as harmonious as possible for the children and also for the parents.
The settling-in period, which can last up to three months, is only completed when the child feels safe and comfortable in its new environment and has developed trust in its new caregivers.
In order to prepare well for the change to kindergarten, we offer discussions in which important points that the children will have to deal with in the future are discussed. The change to kindergarten is once again associated with changes and new requirements for the child and parents.
At the end of the nursery period, a farewell party is held where the children receive a small gift, coloring folders with their collected works and their personal portfolio as a reminder of their time at KiKriKi.
Health
Health is defined as the physical, mental and social well-being of the children. They should learn to take responsibility for their own bodies. We therefore encourage them to say no as well.
For a healthy mental and physical development, rest breaks are important, therefore all children go to nap time together.
We pay attention to a healthy and balanced diet. When it comes to eating, it is important to us that we give the children enough time to be able to eat with enjoyment.
In addition, the entire staff has taken first aid courses for small children, which are refreshed every two years. The entire team has received the required instruction on the Infection Protection Act. The refresher training is carried out annually.
Inclusion/Integration
Inclusion/integration means that all children of different sexes and ages, regardless of their background, with special needs or talents, attend the same educational institution and experience living and learning together.
For us, this means offering individualized services and support to all children in the knowledge of their uniqueness.
The international environment of the university and college reflects a high proportion of foreign parents and children. We pay special attention to children who are introduced to a new cultural or socio-economic environment when their parents begin or continue their studies in Germany.
The children in our care learn about central elements of Christian occidental culture, such as Christmas. We teach the children to approach other religious beliefs with a sense of meaning and values, while allowing them to live out their own religious and ideological identity.
We promote love of neighbor as well as liberal-democratic, moral and social values and thus foster the willingness of families of foreign origin to integrate.
Topic-based promotion
In the theme-based support of the children, we try to impart knowledge and skills on specific topics. This is done in a playful manner and is appropriate to the age of the children.
Based on the Bavarian Education and Development Plan (BEP), there are educational fields that accompany the children during their entire time at the nursery.
In addition to the specific learning opportunities, everyday growth in things of life naturally happens "alongside", e.g. independent dressing and undressing, washing hands, setting the table are pedagogical moments.
Learning takes place through play. The child is active in his environment and can experience the world together with other children and adults. The children are active constructors of their knowledge.
Depending on what is on the children's minds at the moment and where they are in their development, they shape their free play (for example, climbing up and down stairs, pouring water around, opening and closing boxes, etc.). Only in free play can the children expand and develop their abilities. They learn by observing and imitating.
Basic skills:
We encourage the children's self-awareness. Our actions should strengthen the children's self-esteem and form the basis for good self-confidence.
The promotion of social skills is very important to us. The children should learn to develop empathy and to be helpful towards others. They should show this to others, but also experience it themselves.
We support the children in approaching each other in an open-minded and value-oriented way and in developing their own values and opinions. They should learn to take responsibility for their own actions as well as for others.
The children are allowed to pursue their natural, innate curiosity and should develop preferences. We support them in accepting challenges and thereby finding confirmation in and through their own actions.
Emotionality, social relationships and conflicts
Each child should be given the opportunity to develop social skills at the facility. By interacting with other children, with adults and with the daily routine, the children learn to solve conflicts, to show consideration and to define their position within the group.
We actively listen to the children, take our time and patience, and take the child's concerns seriously.
We are genuine and authentic with the children. We are constant and lovingly consistent. This gives the children security and orientation.
We place great emphasis on the autonomy of the child. As a rule, the children can decide for themselves with whom they play, where they spend time and what they want to experience.
Value orientation and religiosity
Each child is perceived and respected as unique and special. We support them in their self-esteem and self-determination. A basic attitude that values individuality and diversity, also with regard to religious and ideological affiliation, makes it possible to treat others and oneself with respect. We support children and parents from other cultures in finding their way around and finding their way with us.
In the facility, we celebrate Christian festivals with children and their parents, such as Christmas, Easter, St. Nicholas and St. Martin's Day. On these occasions, with the help of the children, the rooms are decorated, songs are sung, pictures are looked at and stories are read aloud.
Traditional foods are offered for festivities, e.g. Christmas cookies, children's punch, etc., but delicacies from other countries and cultures are also enjoyed.
In our menu, special requests from parents, e.g. meatless diets, are respected and taken into account.
Language education
Children of daycare age learn through their actions. Language offers many forms and possibilities for experimentation. This can take the form of sequencing sounds, listening to rhymes, stories, finger plays, or looking at picture books. The linguistic accompaniment of the diverse actions of everyday life, such as changing diapers, offers additional space for communication and intensive attention.
Music, rhythm and dance
Almost every day, our children come together to sing or try out instruments themselves. This gives them their first experience of rhythm and making music together. The children are engaged with joy and enthusiasm. Once a week, a music teacher comes to the facility and gently and playfully introduces the children to the world of songs, dance and instruments.
Movement and sports
Our large garden offers all children space to run, climb and slide. If we do stay indoors for a change, the back group room invites the children to swing, slide and jump on mattresses.
One day a week is usually offered as a movement day. For this purpose, we offer the children various possibilities for movement (parcours, hopping, crawling or dancing).
Nutrition and health
Healthy foods make up the majority of our children's diet. Especially fresh fruits, vegetables and raw vegetables are on our menu every day. Lunch is supplied by the Hofmann manufactory and is freshly prepared every day.
Breakfast and snacks are purchased by the housekeeping staff and prepared by the staff themselves, with the support of the children.
At our fruit trees (cherry and apple), the children can observe throughout the year how the trees blossom and the fruits grow and ripen. They have the opportunity to snack on them directly from the tree and help process them further (bake cakes, cook applesauce, etc.).
Strawberries and various herbs are planted in our raised bed. These are watered and cared for by the children. The herbs are used to make tea, herbal curd cheese, etc.
Washing hands as independently as possible is part of our daily routine. Cleanliness education (going to the potty/to the toilet) takes place individually in consultation with the parents. We are outside every day and move a lot in the fresh air.
Literacy and media
Picture books and books for reading aloud are freely available in our nursery. The children may and should be able to choose and occupy themselves with these according to their individual interests.
The children's cinema "Kamishibai" enables the children to look at picture books in an unusual way. It not only deepens the children's enjoyment of picture books, but also supports language development and serves to expand vocabulary.
Visual and digital media are also finding their way more and more into the world of the crèche children. The digital picture frame installed in the entrance area of the daycare center arouses the children's interest anew every day.
Environment and nature
In our garden, the children can observe squirrels, birds and insects every day, which we also feed in winter. During our excursions to the surrounding playgrounds (Luitpoldhain, Wöhrder Wiese, Hummelsteiner Park...) there is always something new to discover. In the summer months we like to go to the Valzner Weiher in the forest or to the Dutzendteich. Children experience the world through their bodies and senses. They need spaces and materials that allow them to explore with curiosity, exercise their physical strength, develop their dexterity, withdraw and relax. Our premises, as well as our beautiful garden, offer the children security, freedom and stimulation.
Mathematical content and technology
The examination of mathematical content and regularities provides the children with the experience of consistency, reliability and repeatability. They learn to grasp and name geometric shapes with all their senses. The children have various everyday materials and objects at their disposal, such as dishes, various cloths and blankets, various boxes and cartons, clothespins, musical instruments, experimental baskets, etc.
Aesthetics and art
Working with sand and water in the sandbox, kneading, painting with pencils, watercolors or finger paints - all of these stimulate imagination and dexterity and allow children to become creative. Our facility regularly gives children the opportunity to have these experiences.
The environment and materials allow the children to experience their world with all their senses (smelling, hearing, seeing, tasting, feeling).
Culture
The children's birthdays as well as seasonal celebrations, such as carnival or St. Nicholas, are celebrated. At Christmas, Easter and the lantern parade (St. Martin), parents have the opportunity to get to know each other, the team and the other children better at a joint brunch. Towards the end of the daycare year, a summer party is held, which is mainly organized by the parents. The pedagogical team attaches great importance to offering the children orientation in the course of the year through the design of the group rooms.
Free play - learning through play
During free play time, the children are accompanied by the pedagogical staff and receive assistance as needed. The children gain independent experience in the social area. This time is also used by the team to observe the children and document their development.
The children choose the type of play and play partners themselves.
During free play, the children learn to
The child satisfies his curiosity, his imitation instinct, emotional needs and his urge to move.
The older children learn to share in contact with each other, to try out role-playing, their imagination can develop and they increasingly learn to resolve conflicts independently. The children have the freedom to decide as long as they do not hurt anyone else in the process (psych. or physically) or damage material things.
Spontaneous and planned actions and the situational approach
The concept is based on the assumption that children are most likely to learn and to be engaged in the most meaningful way if their interests are taken up. These interests are reflected in their everyday activities.
The topics with which the children are currently occupied are taken up. (e.g. A child pours out his glass while eating so that he can play with the water. Consequently, it may act out this urge during pouring exercises).
The children are thus at the center of the pedagogical work.
Spontaneous actions always include excursions. Mostly we go to the nature, to the forest, to lakes or to the playground.
Once a week, a music teacher comes to play and make music with the children for 30 minutes. Furthermore, the children are free to use musical instruments such as guitars, rattles and drums, which are also used from time to time in the morning circle.
Based on the seasons and the annual festivals, the children are offered various activities, e.g. collecting and gluing leaves in autumn, baking cookies at Christmas, coloring eggs at Easter...). The following applies: the way is the goal...everyone can, no one has to...see, grasp, understand. There is no obligation to participate and no result is expected. The emphasis is on trying things out and doing them.
It is important that the children can actively experience the different seasons and spend time in the fresh air. Therefore, we go outside for at least 1 hour in almost any weather.
The children can have their own experiences outside, i.e. feeling the cold in winter, trudging through puddles of water when it rains, or splashing around with water in summer. The adjacent garden offers us the opportunity to go outside every day. The garden is designed to be close to nature and invites the children to expand their motor and sensory experiences.
Our versatile garden offers a sandbox with an integrated climbing tower and a slide, a pavilion where you can eat when the weather is nice. The benches can also be converted into a course. In addition, you can try out vehicles of all kinds there (Bobby Car, running bike, scooter, etc.),
The hill that is piled up there is a tempting challenge for our younger children for a long time, which wants to be climbed and the way down must also be mastered first. In winter, it's great for big and small to go sledding with poposlides.
There are three fruit trees (one apple and two cherry trees) on the grounds, which not only provide great shade, but also give us a glimpse of the animal world. Many birds, squirrels and insects seek shelter in their tops.
The trees and the green vegetation around them allow us to observe the changing seasons with the children (buds, blossoms, leaves, fruits, etc.).
Developing and nurturing
For us, education begins at birth. From the very beginning, children are in the process of learning, understanding their environment and developing their skills. Education is therefore always self-education, which must be recognized and supported from the outside. In this sense, we see ourselves as learning companions.
We accept and respect the children as they are and strengthen their self-esteem through praise and recognition. It is important to us to promote personal and social skills.
Social learning always takes place with us. The children learn to play together and to be considerate of each other. This is also supported by the joint excursions or the joint celebration of festivals, such as birthdays or Christmas.
The children can try out many things and thus learn where their strengths and weaknesses, likes and dislikes lie. They are allowed to decide for themselves what they want to do in the course of the day. In order to give them the necessary security, there are certain rituals, such as the morning greeting or various finger games before meals.
We attach importance to a certain dining culture at the table. This means that we lovingly decorate and set the table together with the children.
See also "theme-based promotion".
We constantly reflect on our work and regularly revise our concept.
Participation
Participation is an important part of our work. We involve the children in decisions that affect their lives and life in the daycare community. The basis for this is § 8 SGB VIII (Child and Youth Welfare Act), the Bavarian Child Education and Care Act (BayKiBiG) and the UN Convention on the Rights of the Child Art. 12.
In concrete terms, this means in everyday life that the children decide, depending on their situation and mood, whether and to what extent they want to participate in small group work or individual support, or to gain their own experiences in play groups. Every child has the right to say "yes" or "no".
In our daycare center, the children actively participate in decisions. For example, they express whether they want to sing along with a song or not, whether they want to eat or not, etc.
A constructive approach to complaints is essential for us. A complaint expresses discomfort and displeasure. Depending on the age of the children, complaints in the nursery are expressed in different ways. Whether it is withdrawal, aggression or crying, we take the children seriously. The children learn that they can and should complain about situations that displease them. In this way, they experience self-efficacy in the subsequent negotiation processes between child and adult.
Observation and documentation of child development
Observation and documentation of children's development, behavior and learning form an important part of our work.
The team regularly notes observations of each child. This documentation is discussed in team meetings and also serves as a basis for developmental discussions. Immediately after the child has settled in, a "settling-in talk" takes place in which the child's settling-in period is summarized and reflected on together with the parents.
Furthermore, a detailed developmental interview is usually held towards the end of the daycare year. If necessary, a further development discussion can take place. The discussion is individually designed and conducted in the form of a dialogue with the parents. The following abilities of the child are focused on:
At the end of the daycare period, each child receives a portfolio. The pictures are a nice reminder of the special moments during the daycare time and at the same time they document the individual developmental steps of the child. In addition to the albums, the children receive a portfolio in which their "works of art" have been collected.
Child protection
The legislator has defined the protection mandate of childcare centers (§ 8a SGB VIII). It emphasizes the responsibility for the well-being of children and defines how the facility can fulfill this responsibility in close contact with parents. Our goal is to maintain contact with parents even in crisis situations and to organize it in such a way that the child's well-being is always at the center.
Dealing with concrete endangerment of the child's well-being
On the basis of the above-mentioned law in conjunction with the Federal Child Protection Act (Bundeskinderschutzgesetz, BKiSchG), the responsible public youth welfare authority (Jugendamt) has concluded a written "Agreement to ensure the protection mandate in accordance with § 8a SGB VIII" with each of its daycare providers. According to this agreement, the staff of daycare centers is obligated to be attentive to indications of a risk to the well-being of children and - with the help of an experienced specialist - to assess the risk of danger, e.g., in the case of physical and emotional neglect, emotional and/or physical abuse, and sexual violence. The specialist staff works with the legal guardians to ensure that measures are taken to avert the risk of danger, e.g. health care, counseling, family support. If these measures are not taken up and / or an acute risk exists, the staff is obligated to immediately notify the Youth Welfare Office / General Social Services.
Dealing with an increased developmental risk
If, based on their observations, the pedagogical staff identifies signs of an increased developmental risk (e.g. with regard to a severe developmental delay or an impending or existing disability), they are obligated to inform the parents about this and advise them accordingly. In this way, the further procedure is to be coordinated with the parents and it is to be discussed whether and which specialized services should be consulted with the aim of supporting the child - inside and outside the KiTa - according to its specific needs.
Presentation of proof of vaccination consultation (§ 34 para. 10a Infection Protection Act (IfSG))
"Upon initial admission to a daycare center, the legal guardians must provide written proof to the center that a medical consultation was held promptly before admission regarding the child's complete, age-appropriate vaccination protection, which is sufficient according to the recommendations of the Permanent Vaccination Commission. If proof is not provided, the health department can invite the legal guardians to a consultation. Further state law regulations remain unaffected."
Confirmation of the child's participation in the last due age-appropriate early detection examination (Art. 9b Child Protection BayKiBiG)
"(2) 1When registering to attend a day care center or when taking a child into day care, parents shall submit a confirmation of the child's participation in the last due age-appropriate early detection examination. 2Non-submission of a confirmation is not detrimental to support under this Act. 3The sponsoring agency is required to record in writing whether such confirmation was provided by the parents."
Further information can also be found in our protection concept.
Projects
Between 2017-2020, KiKriKi participated in the pedagogical quality support in daycare centers (PQB) of the city of Nuremberg.
In 2019, the participation in the project of the LBV (Landesbund für Vogelschutz in Bayern e.V.) "ÖkoKids - KindertageseinRICHTUNG NACHHALTIGKEIT" took place. For example, a raised bed was created to see how our vegetables grow and other actions on sustainable development were carried out
Daily routine
In the nursery, it is important to us that there is a fixed framework for the children. This provides security and creates space and opportunity for different activities.
The following daily routine describes what a typical day at our KiKriKi daycare center looks like.
Arrival / free play time
The children are brought in by 9:00 a.m. at the latest and usually spend the time with free play. Some children also like to help prepare breakfast or participate in other chores during this time.
Breakfast
Between 8:30-9:00 a.m., breakfast is served together. No children should be brought in during this time so that this ritual is not disturbed.
Free play / activities
After breakfast, there is again time for free play or offered activities in the group rooms.
Around 10 a.m. the morning circle takes place. Afterwards we go into the garden or go on excursions. In case of bad weather, we offer activities in the group rooms.
Lunch
Lunch is served at about 11:30 a.m.
Midday nap
After lunch, we prepare the children who sleep in the nursery for their afternoon nap. From about 12:30 - about 14:30 is bedtime.
Afternoon snack / free play
After nap time we have a small healthy snack together. Afterwards we go out into the garden or play inside.
Premises
The facility offers a large playroom with a reading corner, a large play rug, a dining area (for the children) and a changing area. The room also has direct access to our toddler-friendly and protected outdoor play area.
Another room, which is also used as a bedroom, is available as a playroom with a large climbing house with a built-in second level and slide. A kitchen and an office for the pedagogical staff are also available.
(Immediately in front of the door is a play area suitable for small children and protected).
Team
A trusting team situation is the basis for pedagogically sound and professionally competent work. To ensure this, joint team meetings are held at regular intervals. Here, the weekly daily routine and offers and festivities are planned, parent meetings are prepared and upcoming appointments are discussed. The individual staff members have the opportunity to voice praise, criticism and suggestions in order to improve the pedagogical work.
Furthermore, continuous further education and training of the staff is important to us. All team members have the opportunity to regularly attend further training courses in addition to those required by law.
There is a regular and intensive exchange between the sponsor of the daycare center and the pedagogical staff. This guarantees quick and situation-oriented action for the well-being of the children.
Alena Lazzara, educator, head of the day nursery (part-time)
Isabell Schuck, educator (part-time)
Peggy Kaiser, nursery nurse (part-time)
Karolina Schuster (SPS- Intern)
Lea Plößl, housekeeping assistant (part-time)
Cooperation/Networking
Professional support from the supporting organization and its counseling centers, such as the Psychological-Psychotherapeutic Counseling Center and the Social Counseling Center, as well as a mutual exchange of information form the basis for the optimal care of the children entrusted to us.
Our organization is closely networked with a total of 56 other German student and student services organizations.
We are networked with:
The list is not complete and is constantly expanding to include other valuable collaborations.
In 2017-2020, we participated in the pedagogical quality support in day care centers (PQB) of the city of Nuremberg.
The conception was created on 04.03.2021 by the pedagogical team of the Studierendenwerk Erlangen-Nürnberg AöR.
