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Development of quality in our daycare centers

qualitätsentwicklung 1

For the development of quality in the Uni-Kitas, we start with the interests and competencies of our pedagogical staff. Our quality development aims at reflecting and creatively developing our own practice self-critically and in dialog with the other participants. These are first and foremost the children, parents, daycare center managers, and the responsible body, and in a second step the university, the city, our umbrella organization, and our cooperation partners.

How exactly do we do that? Quite simply - we take ourselves seriously.
We know our task, we accept the responsibility that comes with it and we also accept each other's role, function and competence.
We meet at eye level and we work together with respect for the other person, for what he or she can do, does and says.
We develop, formulate and regularly review our quality standards. We do this at different levels and in different groups: In small and large teams of the Kitas, in a management group and a steering group and in thematically oriented working groups. This creates a competent network in which everyone plays a part.
We see ourselves as a community that works and learns together across organizations, professions and functions. Our learning occasions are successes, mistakes and crises. We learn by sincerely recognizing achievement, honestly looking at mistakes, and giving and accepting feedback and criticism.
We are in dialogue with parents, daily between door-to-door and repeatedly in scheduled conversations. We take their concerns and suggestions seriously. When we say goodbye, we ask each family for honest feedback on their time with us at the daycare. At longer intervals, we conduct a systematic parent survey.
And of course we are in conversation with the children. Their well-being is our mission. In order to know what they need, we establish a relationship with them that is as reliable, stable and loving as possible. We are there for them, we are emotionally and physically present. We create spaces and enable situations in which they can participate and contribute. We interpret signals and react appropriately. We give impulses and we encourage them to take the next step. We support the perception and regulation of feelings, and if necessary, we accompany conflicts. We are a role model for the children and together with them we follow our rules. And above all, we talk to the children: We ask and we answer, we explain what we do and why we do it - always at eye level and never from above. And sometimes we are quiet together and observe animals, the weather, light or ourselves. This, too, is part of our conversation with the children, which is about their happiness and best possible development.
For more information: Qualität im Dialog entwickeln. Wie Kindertagesstätten besser werden, ed. by the Kronberger Kreis für Qualitätsentwicklung in Kindertageseinrichtungen.- Seelze, Kallmeyer'sche Verlagsbuchhandlung, 1998.
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