“For quality education, the quality of the relationship [between a child and the teacher] is very important.”

In this light, a relationship is a prerequisite for learning. At most child care facilities, the relationship between the children and educators lies at the forefront. If a child has a positive bond with an educator, this provides the child with the sense of security needed to explore the surroundings and connect with others. This relationship is shaped by the understanding and acceptance of the children’s emotions, the treatment of them as equals in conversation, and by taking their needs and wishes seriously. In this context, equality requires openness and respect for each other’s differences. According to Jesper Juul, “Equality takes differences seriously and does not aim to cancel them out.”

Following the Freinet approach to education, teacher-directed instruction is replaced by  lessons determined by the pupils, with children being regarded as independent and competent people. Célestin Freinet assumed that all children have an intrinsic desire to learn that makes them natural explorers and researchers. Through experimentation and discovery learning, the children are stimulated in a way that satifies their thirst for discovery and research. This happens at MyDagis, for example, through exciting experiments. There are a number of experiments and excursions available to us through “Tiny Tots’ Science Corner”, especially for the preschool children. The educators assess what the children already know and encourage them rather than focusing exclusively on deficits in knowledge.

Nutrition is important to us at MyDagis, which is why our food is prepared fresh each day by a chef at our own facilities. Within our approach to nutrition, it is important to us that the children learn to deal with food in a conscious manner and set the foundations for a healthy lifestyle. We put great effort into making sure that the meal plan offers variety, balanced food, and that the children’s wishes are taken into account. The latest meal plan can always be found hanging in the entry ways so that the parents and children can take a look. With sustainability in mind, we serve vegetarian food that is prepared using organic and, when possible, regional ingredients, along with vegetables out of our own garden that we plant and harvest with the children. In order to teach the children to be conscious of the environment, we do not have plastic bottles of water on hand, but rather filtered water from a machine. The children also have the option of sugar-free tea. Water, tea, and fruit are, of course, available at any point over the course of the day and are left within reach of the children.

All of the food offered by MyDagis is completely sugar-free, with the exception of birthday and going away parties. Parents may bring baked goods or other products with sugar on these occasions.

MyDagis offers all meals from breakfast to the evening snack. For snack times, the children are offered fresh fruit and bread. We consciously design meals for the children and with them, when possible. We ask the children to actively participate for exchange, reflection, and learning purposes. We encourage the children to act independently and responsibly. To us, sharing a meal insites well-being and joy in a community. It presents a chance to socialize and the opportunity to gain new knowledge. Sharing a meal is not just about ingesting food.

As part of our bilingual concept, we have German and English-speaking educators and teaching assistants that care for the children in each group. Our approach is known as “one person, one language”, so as not to confuse the children and to create a sense of continuity. All MyDagis employees must be able to speak one of the two languages perfectly. Bilingualism should therefore not be viewed as an additional educational offer, but rather just an aspect of everyday life for the children. The children learn the languages in a laid-back atmosphere with no pressure through normal communication with the educators, and interaction with songs, books,  and games, etc. In order to further simplify communication for the educators, we always have English and German books on hand. In addition, we also produce newsletters and group summaries (see Nr. 2.9) for the parents in both languages. At MyDagis, bilingualism runs through our entire concept.

To ensure that the children are prepared for their future in our democratic society, it is important that the children are well-informed about their rights and are allowed to participate in decision-making processes (participation). It is also important for the children to gain an appreciation and respect for diversity (inclusion), and for them to understand how to lead a healthy and sustainably-conscious life. MyDagis helps to teach the children their rights through projects, books, games, and of course in their day-to-day interactions with other children.

Considering these rights, we developed our own “Kita constitution” together with the children, in which their concrete rights at MyDagis have been outlined.

Our concept for early childhood development combines elements from the educational philosophies developed by Maria Montessori, Célestin Freinet, Alexander Sutherland Neill, and Emmi Pikler.

The concept also includes certain features of the Reggio Approach and forest schooling, along with the Situational Approach.

Emmi Pikler’s views on caring for toddlers in institutions have strengthened our belief that even very young children can be well accommodated for. The rights of children outlined by Janusz Korczak support our idea of a self-determined childhood, and Jesper Juul helped to shape our understanding of what it means to be a child.

All children are unique and full-fledged people from the very beginning of their lives. Each child has its own personality and the ability to actively shape their own development. We give the children the space and the opportunity to develop themselves and, thereby, self-confidence and a healthy sense of self-esteem.

In elementary education, children should learn the basic values of social coexistence and begin to experience the diverse world in which we live. These basic values include human dignity, tolerance, equal opportunity, and solidarity. This is especially important for children with different social, ethnic or cultural backgrounds to grasp. With this awareness, together with a positive attitude toward diversity and the individual needs of each child, the professionals at MyDagis play an important role by providing inclusion-oriented education.

With the presence of mutual recognition and appreciation, children can grow and flourish in a community that places value on equal opportunity, participation, respect for diversity, and sustainability.

Quality care and support for each child and their personal development can only be achieved through a high child-teacher ratio. In order to develop an atmosphere of trust in the group, it is critical that the qualified staff members can analyze and assess the individual needs of the children. Once a trusting environment is established, only then can the children flourish with personalized support.

We believe that young children in particular require a quiet, protected, family-like atmosphere for optimal development. We want to assure the parents that their children – many of whom are away from home for the first time for an extended period of time – are being cared for in a warm, nurturing environment.

We therefore place considerable importance on maintaining small groups, with a maximum of 12 children per day in the Under 3 groups and a maximum of 22 children per day in the 3+ groups. There are two qualified early childhood educators in each group along with two teaching assistants, at least one of which is an English speaker. In addition, MyDagis also staffs the groups with volunteers (Bundesfreiwillige) and interns.