Regulshausen daycare center

Substitution

• The closing times are communicated to parents in writing at the end of each year.
• The Regulshausen daycare center is closed for three weeks during the summer vacations, between Christmas and New Year and on bridge days.
• Additional closing days due to staff meetings, company outings or similar will be announced to parents/guardians in writing in good time.

• 4 places for the 0-2 age group (U2) with childcare from 7.00 a.m. to 2.00 p.m.

• 3 places for the 0-2 age group (U2) with childcare from 7.00 a.m. to 5.00 p.m.
• 31 places for the age group from the age of two to school entry (Ü2) with childcare from 7.00 a.m. to 2.00 p.m.
• 12 places for the age group from the age of two to school entry (Ü2) with childcare from 7.00 a.m. to 5.00 p.m.

• The educational team is made up of nursery teachers and social assistants working full-time (39 hours) and part-time with varying weekly working hours.
• Accompanying internships in various forms of training to become an educator or social assistant with trained practical instructors
• So-called "taster internships" - pupils from different schools/types of school
• Our housekeeper, two cleaners and a janitor complement and support the smooth running of the daycare center.

Breakfast is served buffet style. Where possible, children help with the preparation and cooking of meals, take their own dishes and cutlery for breakfast and lunch and help clean the tables. A pedagogical specialist accompanies and supports the children. Lunch is provided by a caterer and is also served as a buffet.

Eating and drinking are not just for nutrient intake, but are an important basis for children's well-being. They also provide an opportunity for communication and social interaction. They provide incentives for language development and the development of autonomy. We combine eating situations without coercion or pressure so that a positive relationship or experience with food can be established.

The pedagogical concept is "open work". This was coined and initiated a long time ago by reform pedagogues who called for equal opportunities and the desire for individual support for all children.
Apt quotes from Jean-Jacques Rousseau, among others: "A person's freedom does not lie in the fact that he can do what he wants, but in the fact that he does not have to do what he does not want" and Maria Montessori: "Help me to do it myself."
The concept of open work describes the attitude and approach of educational professionals when dealing with children in terms of greater autonomy (personal responsibility) and self-organization in development, learning and educational processes. Children are self-designers and actors in their own development. They have free access to all rooms in the daycare center. They can choose suitable play materials, meet play partners of different ages and build up a trusting relationship with the caregivers in the daycare center. This gives the children the opportunity and chance to develop their personality and to try out, expand and consolidate their social, cognitive, motor and language skills. The open attitude means viewing each child as special and unique, seeing and perceiving them as they are, above all with their strengths and as individuals. The educational staff act, support and accompany the child as a so-called co-constructor. We therefore support the children to develop regardless of their age, origin and gender.

The term participation is translated as involvement, involvement, participation, co-determination, co-determination, co-determination, involvement. Article 12 of the UN Convention contains the following excerpt: "... gives every child the right to express their opinion freely (when it comes to their own personality)."
This means that opinions are taken into account according to age and stage of development. As a result, children learn about self-efficacy, experience democratic education and become more self-confident. They grow in expressing their opinions in terms of thoughts, ideas and suggestions, giving them the feeling: "I am important. I am good the way I am."
Participation is involved in the form of a children's conference/children's assembly, in various activities, projects, co-design/participation in the "I folder" as an essential part of our everyday educational activities and is therefore lived, valued and respected in the daycare center.

Promotes openness, curiosity, understanding, integration, equality and recognition for other cultures of different origins and ways of life. In a pedagogical context, this means that we perceive the children we look after in the facility even more in their diversity and in the diversity of their respective identities. At the daycare center, we provide a wide range of materials that reflect the diversity of the children and families. Books, toys, games and pictures of people with different backgrounds can help to bring this diversity closer to the children and sensitize them. It is very important that all children experience an appreciation of their language and culture and that every child is given the opportunity to find themselves in it. Only then will they be able to build a positive identity.

The primary aim of settling a child in is for them to feel: "You are welcome here. You belong here. We look forward to seeing you!" A successful settling-in period is the basis for establishing trust in the caregivers. Until now, most children have only experienced the world of the family. When they start daycare, all of these habits change. The child has to overcome a number of challenges at the same time (orienting themselves to a completely new and unknown environment, the perception and encounter with a new caregiver and the presence of other children.
We acclimatize the children according to the acclimatization model "acclimatization in the peer group": Settling in with a group of children who are almost the same age and at a similar cognitive and emotional stage of development). The professionals have the valuable task of building an appreciative, gentle, friendly, stable and trusting relationship with the children. In this acclimatization model, the children are not acclimatized to the daycare centre individually, but in a small group with other children. We acclimatize children from the age of one according to the settling-in model. The procedure during the settling-in phase is explained and clarified in an admission interview.

We have installed a so-called "nest group" in our facility. This is a particularly protective and sensitive small group of 10 to 12 children aged 0 to approx. 2.5 years. This area is specially designed to meet the needs and interests of the children with various play materials and opportunities to retreat. Life in the nest group enables children to gain their first experience of the open concept and then gradually approach the other functional rooms/educational rooms and the associated freedoms.

Play is of great importance in the daycare center, as it is the basic need of every child. Play means: "Learning for life." Play develops and unfolds social, cognitive, emotional and motor skills, as well as imagination, creativity and language. The following functional rooms/educational rooms are available to the children: Painting room, work and craft room, movement room, construction room, play room, research room, quiet room/music room, dining room, corridor area with various play activities, quiet rooms. The outdoor area with its various play equipment and a small water playground invites children to ride tricycles, dig, muddy, experiment, climb, balance, swing, run, etc. The outdoor area is planted with various native fruit trees, fruit bushes, flowers and a herb corner. This enables children to discover many natural processes independently and to explore the garden as a further space for action and experience.

An intensive and open educational partnership between parents/guardians and the educational staff can help children to feel safe and secure. For example, educational ideas can be exchanged (admission talks, final talks after settling in, development talks). The communicative exchange is based on a partnership-based, trusting and solution- and goal-oriented cooperation for the benefit and in the interest of the child and its development.