The concept of our day care facilities

We as educational professionals see children as inquisitive, competent and independent people with individual needs, interests and rhythms of development.

For this reason, we see ourselves as supporting, observing and striving for the children's autonomy education and development mentors. Therefore, we also attach great importance to involving the children in decision-making processes (e.g. when preparing a menu or before purchasing new gymnastic/play equipment). Our children contribute to the children's conference according to their age, with their own concerns and wishes.

Gender-sensitive education for us means that we do not prescribe stereotypical roles for the sexes and that we give every child access to all play materials, regardless of their gender. We support the testing of male and female behaviour and the development of an individual gender identity. Above all, however, we promote equal rights for girls and boys.

Due to our international profile, cultural diversity is part of everyday life in the day care centre. On our "family walls", where the children present their families, both children and parents show their origins and their particularities. Diversity is a quality concept for us. Together with the children, we explore differences and similarities of different cultures. Our children's library therefore also includes foreign language books, which is why we also like to encourage parents to read to us in their language on occasion. We attach great importance to depictions of people showing all skin and hair colours as well as gender or age groups as far as possible. Features such as glasses, wheelchairs or prostheses etc. are also taken into account.

We also accept children with special needs. This offers us as educational professionals, but also the children and their parents, the opportunity to experience inclusion and to learn to understand it as normality and also to grow in dealing with people with special needs.

Resilience, the understanding of people to master crisis situations and stress with the help of individual or mediated resources, is promoted in our facilities. In a society increasingly based on pressure to perform, this is an important key qualification. A secure bond, the feeling of self-efficacy, but also good self-esteem are the foundation for socially competent and strong children.
It is the endeavour of our educational professionals to create an environment that supports the children's development in the best possible way.

In the context of the Orientation plan for education for the day care centres in Baden-Württemberg, we encourage and stimulate the children in the areas of
  • Language, writing and communication,
  • Personal and social development, as well as education in values and religious education,
  • Mathematics, science, (information) technology,
  • Musical education,
  • Fine arts,
  • use of media,
  • Health awareness,
  • Body experience and movement,
  • Nature and environment,
  • Cultural environment.

Our goal is to provide all children with the best possible developmental environment as early as possible. We support children in discovering their individual interests and talents together with other children.

A good and secure bond between the children and us as educational and developmental guides is the basis for teaching all values and learning content. Because without emotional security, hardly any education is possible in early day care. Therefore, we always strive to develop and maintain a secure relationship, not only during the settling-in period, but also throughout the entire care time.

Furthermore, one of our tasks is to document the educational processes, interests and preferences of the individual child and to reflect on them in the team. With the help of an individually prepared portfolio for each child, both the parents and the children themselves, as well as we as educational facilitators, can stimulate new educational processes. In the portfolios, we record each child's most significant developments and progress as well as their approaches to solving problems or the questions they ask about the world. In keeping the portfolios, we are in constant dialogue with the children; after all, they are the authors of their developmental biography.

We are also very committed to our own educational processes and continue to educate ourselves. In team meetings and systemic team supervision, we train our ability to reflect, among other things.
Student parents: Due to our immediate proximity to the South Campus (Kinderhaus "Blumenland") and the West Campus (Kindertagesstätte "Sternschnuppe"), the distances to the daycare centres are short and save time. You often need to be flexible because of your studies. We respond to this with our 10-hour care from 7:30 to 17:30.

Cultural diversity: Due to the different nationalities of the student parents, there is also the additional component of interculturality. We see cultural diversity as a quality, nurture it, learn from each other and use the linguistic diversity of the children and parents as a resource.

Berlin acclimatisation model at the "Blumenland" children's house: With the five steps of the Berlin acclimatisation model, based on the findings of attachment and brain research, we make the transition to the day care centre easier for you and your child. Please read our acclimatisation flyer in German or English.

Munich acclimatisation model at the "Sternschnuppe" day care centre: With the five steps of the Berlin acclimatisation model, based on the findings of attachment and brain research, we make the transition to the day care centre easier for you and your child. Please read our acclimatisation flyer.

Lunch: Lunch is prepared fresh daily, taking into account hygienic standards (HACCP standards) and the requirements of early childcare facilities. In the mornings and afternoons there is a healthy snack. Once a week we bake our own bread. It tastes best fresh - still warm from the oven - only with butter.
When it comes to food, we focus on regionality, quality, resource conservation and animal welfare.
Here you can read more details about our Eating standards (File no longer available for download!).
  • Door to door conversations: spontaneous and important conversations during the dropping off and picking up of the children.
  • Parents' council
  • Parents' cafés, to get to know each other
  • Development talks to exchange information about the child's development, strengths and interests
  • Festivals and celebrations
  • Projects, such as cooking with the parents
A good exchange with the parents ensures transparency and optimisation in the care of your children.