What is meant by structure
Our day care center was inaugurated on September 25th, 1994 and is sponsored by the Catholic parish of St. Josef. This is how it got its name: "St. Josef Catholic day care center". Our facility is located in the city of Holzminden between the pond systems, the Catholic Church, the railway line, the Symrise production company and the city's customs office. Most of the children come from the immediate vicinity, but also from the entire city of Holzminden. The catchment area covers all social classes. If necessary, it has been possible to accept children from outside the district since August 1st, 2010 due to the current user regulations of the city of Holzminden. Although the facility is under denominational sponsorship of the Catholic parish, children from all other denominations or without a denomination are also cared for in our house. Since August 1st, 2000 we have been an integrative facility in which children with special needs are cared for together with children in the regular area.
The very generously designed building is located on an outdoor play area with a slide, swing, climbing tree, trough play area, sand area and a willow structure. In addition to a large group room, each group has an adjoining room and a laundry room. There is also a creative room, a spacious entrance and hall area, a gym, a small multi-purpose room, a staff room and a kitchen that can be used equally by all children and employees. All groups regularly use the outdoor play area under the supervision of the educational staff, or up to six children can play in the sand area that is visible from the house even without direct supervision.
Our operating permit enables us to look after a maximum of 58 children in three groups as part of our integration work:
- Full day group - Dwarf country - 15 children
- Mornings / three quarters of a group - Kobaldwald - 25 children
- Three-quarter group - Magic land - 18 children
Each group works out its own thematic focus for a period of about three to four months according to the needs, wishes and ideas of the children and the framework conditions and sets the educational priorities accordingly. Participation, participation and co-determination of the children are in the foreground.
The daily, structured and targeted observations of all children in all three groups are an essential part of the documentation of the development of the children during their kindergarten time and an important part of the planning of the educational work and thus an essential aspect for the practical implementation of the orientation and education plan. They are also the basis for cooperation with the primary schools in connection with the smoothest possible transition for the children.
Our observation concept "The Tree of Knowledge" is an individual development diary, which documents the abilities and skills of the individual child during the entire kindergarten time, regularly and continuously expands and supplements. The booklet will also accompany the children through kindergarten, in the best case until the end of school. In the integrative area, in addition to the detailed observation sheets for all children, individual support plans are also regularly drawn up for the integration children in order to be able to record and specifically promote the further development of the children. To check and finance the integration, extensive development reports must be submitted to the relevant cost bearers once a year. A corresponding final report must be submitted when starting school.
Cooperation with parents
Once a year there is also a parenting day for all parents to exchange ideas between parents and the team, which gives parents the opportunity to find out about their child's development. The transparency of the educational work for the parents is important to us. Each group has developed its own options for educational documentation and illustration. Our parents' newspaper is also published every four months, informing parents about specialist pedagogical topics, pedagogical content, dates, events, etc. In addition, all parties and events of the facility are generally invited to information in writing on a notice board.
Our cross-group play areas in the gym, creative room, corridor area and multi-purpose room enable children to meet openly beyond their own group. This aspect and the possibility of mutual visits in the other groups is very important to us in our work in order to have an interaction of all groups in the house and thus to make the idea of integration practicable. In addition to cross-group educational activities, the regular offers in our house also include the possibility of therapeutic care in the integration area with speech therapy, occupational therapy and physiotherapy.
- Cross-group projects for the school children
- Regular monthly children's word services
- Weekly children's conference
- Movement education in various forms
Through cross-group activities, subgroups are motivated to deal more intensively with children from the other groups. Correspondingly, other topic complexes can also be worked out here. The educational areas and the pedagogical staff change in order to be able to work as diverse and extensive as possible. In addition to regular physical education, we work project-oriented, according to the wishes of the children. A project can arise through
- the idea of children
- a current occasion
- the initiative of the educator.
The scope and period of the project are not fixed and flexible at any time within the scope of the possibilities. For the holistic personal development of the children, it is necessary to work in a balanced relationship in as many different educational areas as possible. The children should "grasp" the content, i. H. be able to experience and experience with as many senses as possible. The focus is on independent, individual decision-making ability and mutual acceptance. Participation and participation, the participation of the children, is one of our most important goals. A varied and multi-layered experience of the individual children is in the foreground, for example to discover talents and inclinations and to promote them accordingly.
Learning and educational areas
We differentiate between the following areas of learning and education when carrying out our work:
- Household activities
- Movement education
- Promotion of awareness
- Aesthetic education (artistic creation).
- Nature and material encounters (walks and excursions)
- Language (introductions to songs, looking at picture books, fairy tales, stories, finger games, puzzles)
- Music education (songs, dance and sound stories, instrumental accompaniment)
- religious education (Bible stories, prayers, church services)
The area of religious education has of course, in accordance with our sponsorship, a high priority in our educational work. This is not about individual special offers, but about human, Christian interaction with one another and leading the children to discover their own faith. Prayers and religious songs and stories are just as much a part of our everyday life as the monthly word services with the children . The togetherness of day care center and community is thus made clear. We have been working with a quality management system since June 2003 in order to ensure the quality of our educational work in our company or to maintain it continuously and, if necessary, to improve it. The management of the facility has the function of the quality officer. She is responsible for ensuring quality throughout the house. Our mission statement and the resulting quality goals are set out in the manual and thus form the basis for all educational work in the daycare center. The process descriptions developed in the team for a wide variety of educational activities are regularly updated and, if necessary, supplemented, changed or rewritten.
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