Principles For Pedagogical Action
Kita Regenbogen is an educational institution. Here, we strive ourselves not to make the mistake of equating the educational claim with a traditional school-like concept. Early childhood education processes are strongly linked to the day-to-day interests and concerns of children. Thus, at Kita Regenbogen children do not follow a learning program based on instruction.
In this respect, we do not have an off-the-shelf pedagogy method, nor do we subscribe to concept-dependent learning and development theories. Instead, we practice an alternative approach focusing on individualised attention to each child and the basic principle of the pedagogical action based on connection with the child: conversation, doing things together, trying out different things – with all children, from infants to preschoolers.
In order to reach development goals, children at our Kita:
- Find themselves in an environment where they feel comfortable and accepted and experience trust.
- Experience a sense of joy and fun, alone and with others.
- Learn to deal with conflicts, disappointments, defeats and how to accept them.
- Have free access to various playrooms, where they collect holistic experiences, discover creative skills and develop their current aptitudes.
- Experience and go through real-life situations of living life with other cultures and traditions.
- Are given possibilities to explore their environment and perceive them with their senses.
- Have access to time and space to live out their own ideas without interruption.
- Develop skills to integrate into a community and to accept others’ individualities.
- Get to experience being a part of a community, which supports them and encourages them to be responsible.
- Are routinely observed and observations are documented. Based on these, we develop individual educational measures together with other Early Years Practitioners and team leaders.
Social behaviours such as empathy, observation, give and take, talk and listen, and sharing toys are important prerequisites for lasting social relationships. In day-to-day life, social behaviours are practiced through playing, e.g. role-playing. In order to enable the children to play these games and promote interactions amongst them, we offer a wide range of toys and the necessary space(s) for spontaneous arrangements.
Through targeted group activities indoor and outdoor, we encourage children to interact with one another, so that they also make the effort to integrate themselves into the group. In various everyday situations, we use the opportunity to encourage connections and interactions among children, such as helping one another when putting on outdoor clothes, distributing meal portions or pouring water during lunchtime.
During free play, there is always a supervising attendant seated in the room, so that they are able to see things more or less from the child’s point of view. Their role is to observe and provide support as needed by the children, or when they feel that their help is required, for example, in dealing with conflicts.