Pedagogical concepts in daycare centers

The idea for forest kindergartens comes from Denmark, where the first daycare center of this kind was founded as early as 1954. In 1968, the first forest kindergarten was established in Germany. Forest kindergartens differ from other facilities primarily in that the children spend their time almost exclusively and in (almost) any weather in the forest. There are no prefabricated toys in forest kindergartens - except for a few tools. The natural environment constantly creates opportunities for movement, play and learning that do not have to be created artificially. It promotes creativity, imagination, free play and social interaction. So-called nature kindergartens use not only forests, meadows and fields, but also other natural areas such as the sea, beach or dunes. In extreme weather, the groups can usually use a retreat (for example, a forest hut).
Jürgen Windmann from Detmold sends his daughter to the Lippe Forest Kindergarten. He says: "I wish that my daughter can enjoy a carefree childhood. I mean: Anyone who has original experiences of nature as a child gains a positive foundation for their entire later life. Our daughter comes home from kindergarten every day muddy but beaming. I myself grew up on a farm and also enjoyed this closeness to nature very much. What I also appreciate about our kindergarten is the high professional level of the teachers, who really know about nature and don't present the children with half-truths. It couldn't be better!"

Further information on forest kindergartens and a list of corresponding facilities in North Rhine-Westphalia can be found on the website of the Landesverband der Wald- und Naturkindergärten NRW e. V.

The founder of Montessori education is the Italian physician and educator Maria Montessori (1870-1952). In 1907, she founded the first Montessori children's house in Rome. "Help me to do it myself!" - according to this motto, educational professionals have the task of supporting children to become active themselves. Maria Montessori assumed that children carry their "blueprint" within themselves. Through support and encouragement, the child succeeds in developing the inherent strengths within him or her. Maria Montessori developed special play and learning materials to support children on this path of development. She belongs to the so-called reform pedagogues at the beginning of the 20th century and formulated her pedagogy also for the elementary school. She drew attention to the so-called sensitive phases, when children are particularly receptive to learning certain things - for example, language, movement or social behavior.
Franjo Grotenhermen from Rüthen in the district of Soest chose the 'Arche', a family center and Montessori children's house, for his sons. He reports: "When we moved to Rüthen, we were looking for a suitable day care center - initially for our older, then four-year-old son. By chance I got to know a Montessori teacher from the 'Arche'. Until then I had no information about this kind of pedagogy. However, based on his reports about it, I quickly realized that I would like to enable our sons to visit the 'Arche'. With Montessori education, I experience a completely different view of the child. A stimulating environment and the support of the educational staff give the children the opportunity to develop at their own pace and to try out and discover many things. They can use special Montessori materials on the topic of 'numbers', for example, and learn on their own. Whether they have solved a task correctly can be seen when they turn over the placed tiles and then a certain pattern emerges. I am so convinced of the concept that I co-founded a Montessori parents' association with the goal of establishing a Montessori elementary school in Rüthen."

Further information as well as an overview of Montessori children's homes in North Rhine-Westphalia can be found on the website of the Montessori Dachverband Deutschland e. V.

The so-called Waldorf education was founded by Rudolf Steiner (1861-1925) and is based on the study of man he developed, anthroposophy. In 1926, the first Waldorf kindergarten was established in Stuttgart. It was affiliated with the Waldorf School opened there in 1919. Steiner assumed that during the first 7 years of life the human body and the inner organs are formed. During this phase of life, children absorb the world primarily through imitation. Kindergarten education in Waldorf institutions is characterized by regularity and repetition, which give children a sense of security. Artistic and handicraft activities are in the foreground. In free play the children show their personality. Relationships, joy and movement are considered important foundations for learning. The task of the educators is to help the child discover his or her own individuality.

The two children of André Weise from Münster attend the Waldorf daycare center Isisgarten. He says: "Our children each came to the Waldorf daycare when they were just under a year old, and we particularly liked the family and warm atmosphere there. The professionals perceive the individual children as personalities in their own right. I already notice this when I observe how the educators individually respond to the boys and girls in the morning. I also appreciate the fact that the 'Isisgarten' has its own cook, who cooks fresh for the children every day. The fact that the children can participate in the preparation of the food is part of the pedagogical concept. My impression is that our son and daughter can develop well. The fixed daily and weekly rhythms as well as the conscious living with the seasons give them a safe framework for this. They already know that on Tuesdays, for example, there is always the possibility of watercolor painting, and they look forward to it."

For more information and an overview of Waldorf kindergartens in North Rhine-Westphalia, visit the website of the Association of Waldorf Kindergartens North Rhine-Westphalia Region.

Hopping, jumping, climbing, swinging, running: Children get a lot of pleasure from movement. This is how they get to know themselves and their environment, develop their personality, and promote their ability to learn cognitively.
The State Sports Association of North Rhine-Westphalia certifies daycare centers whose pedagogical focus is the promotion of movement with the "Recognized Movement Kindergarten" seal of approval. The clearest distinguishing feature from other daycare centers is that they place the promotion of physical activity at the center of their pedagogical work. It runs like a thread through all areas of the kindergarten's daily routine and thus not only meets children's needs for movement and play, but also opens the door to learning. Every recognized movement kindergarten cooperates with a child-friendly sports club.

An overview of all certified movement kindergartens in North Rhine-Westphalia is available on the website of the Sportjugend im Landessportbund Nordrhein-Westfalen.

The "Recognized Physical Activity Kindergarten with the Pluspunkt Ernährung" is promoted as a joint offer by the state government of North Rhine-Westphalia (NRW) and the statutory health insurance funds in North Rhine-Westphalia (via the GKV Alliance for Health) and is implemented in cooperation with the NRW State Sports Association.
One of the main objectives of the offer is to counteract the increase in overweight and obesity in childhood and adolescence. Other key objectives are to support children and families who are socially disadvantaged and to increase support for families with an immigrant background.
The offer realizes together with child day-care facilities and the Landessportbund movement worlds for children and makes possible that children learn to nourish themselves with pleasure balanced. Both movement and nutrition are integrated into everyday life in a playful way and supplemented with methods to promote mindfulness, in order to create the best possible health and educational opportunities for all children equally.

For more information, visit the website www.bewegungskindergarten-nrw.de.