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Child development

In order to support the children in their development, we start with the children's life situations and interests and develop projects and play impulses from them. But how do we know what is on the children's minds at the moment and which are the appropriate play impulses for development? Three aspects help us to answer these questions and to support the children in their development in the best possible way:


Free play

We offer the children sufficient time for undisturbed play. During free play, the children have the opportunity to choose their play activities independently and according to their individual needs. They decide on their own responsibility what and with whom they play and for how long. Play is the child's appropriate engagement with the environment and serves the acquisition of social skills. Play promotes the development of all the senses and trains interest, concentration, problem solving, perseverance, consideration and patience. Because the environment is a multifaceted, surprising and interesting reality for children, they need a lot of time to discover it, to experience it and to shape it. Playtime is therefore a highly valuable time, a time of well-being, experience and recognition, which creates opportunities for development and releases individual talents and potentials. 


Observation and documentation of child developmentspielen mit eisenbahn

During free play, we specifically observe what the child is already able to do and what developmental tasks he or she is currently engaged in. For this purpose, we use the observation concept specially developed by the Uni-Kitas. For each child, we create an education and development documentation, called a portfolio for short. In it, we regularly document our observations with photos and videos and record the child's developmental status, learning progress as well as special abilities, expressions of interest and talents. In collegial teams, we analyze the photos and videos created with the goal of working out the play interests in order to align our pedagogical work accordingly and to support the children individually in their development. The portfolio also serves as an important basis for the regular parent meetings, in which we discuss the child's developmental progress and current state of development with the parents.


Play impulses

Based on our observations and analyses, we can offer each child the appropriate play stimuli at the appropriate time. Play impulses are voluntary for all children and enable the children to intensively deal with their educational topics. In this way, we encourage the children in the areas that currently interest them. Play impulses can be set for small groups, in cross-group offerings, and during free play. Play impulses are, for example fabrics and clothes for dressing up, covering, feeling, hiding and building; haptic experiences through dough, finger paint, mud or shaving foam; movement building sites with slides, benches, the Pikler triangle and stools.

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