A Paradise for Children
Hauptstr. 13 a
Tel: 030 – 200 46 533
Staff of the Hugenottenhofkita Berlin
ASB Kinder- und Jugendhilfe gGmbH
120 children, ages 1-school age
6:00am – 6:00pm
The Kita is closed on 25 days in the year
Table of Contents:
1. Location of the Kita
2. Rooms and Outside Areas
3. Structure of the Children’s Groups
4. Opening Hours
5. Teamwork and Planning
6. Our Educational Approach
7. Concept of Development and Education
8. Educational Mandate in the Kita
9. Developmental and Educational Goals
10. The Rights of the Children
11. Educational Partnership – Parents
12. Changing Institutions
13. Group Change within the Kita
15. Daily Schedule
16. Our Team
17. House Rules
1. Location of the Kita:
Our Kita is located on the outside edge of a residential area in the “green heart” of Französisch Buchholz. The Kita is located in the Hugenottenhof. From early on, people of different nationalities have lived in Französisch Buchholz, such as farmer and gardener families from France. They were called the Huguenots. Around 1750, the name Französisch Buchholz began to be used to describe this area. The former village became a popular day-trip destination for Berlin families. Today, you will still find many green areas and garden centers here in Französisch Buchholz.
Our Kita is easy to reach with the tram line 50 (the stop “Französich-Buchholz Kirche is nearby) and Bus 154 (Stop “Blankenfelder Straße”). The excellent traffic connection makes it possible for our institution to take part in the cultural life of the surrounding area. We also use this as an opportunity to teach the children how to safely conduct themselves in traffic.
In direct proximity to the Kita are:
• Shopping Centers
• Fire Department
• Meeting Places
• Social Institutions and more
2. Rooms and Outside Areas:
Our rooms are located directly behind the Sparkasse bank. Our sun-lit premises consist of two stories.
The ground floor consists of four groups. Each group has access to two large group rooms and an adjacent bathroom. The bathrooms are equipped with children’s sinks, which designed to correspond to size of the children. There are open children’s toilet stalls as well as stalls with dividing walls and swinging doors in order to insure privacy for the children. Large diaper-changing stations with drawers for diapers, as well as shower basins are provided for the youngest children. In the bathrooms, each child will also find his/her own basket with a change of clothes. Every child in our Kita has his/her own space in the bathroom where his/her towel and toothbrush are kept. A sticker lets the youngest children recognize which space is theirs. The older children find their spaces through nametags. Each child also has his own space in the group rooms for his/her personal items. We lovingly call these spaces: treasure drawers. Every child can place his/her personal treasure inside and keep it there throughout the day.
Also included on the upper level is a small storage space filled with craft materials. Every group has its own coatroom in which every child has his/her own space. Next to our visitor restroom is a wardrobe for rubber boots to which the children have free access. The upper and lower levels are both outfitted with a distribution kitchen, which make sure that the “culinary well-being” of the children is take care for.
The lower level is accessible for all the children and consists of 6 function rooms. The group room is the central entry point for the children, where they will find a diverse range of activities to choose from and lovingly call this room “the Room of the Seven Worlds.” To the right of this room is the building room and to the left is the exercise room. Across the hall is a large bathroom. Here the children also have access to children’s sinks and toilets, which protect the children’s privacy, and each child has their own space for their towel and toothbrush. Each child in the lower level also has their own basket with a change of clothes. The arts and crafts room is equipped with a large assortment of craft materials which give the children an outlet to express their creativity. The workshop allows the children to discover their manual-know-how. The snooze room invites the children to relax and gives them a quiet place to which to withdraw. The use of our sauna, fully equipped with shower rooms, provides the children with an additional possibility for relaxation.
The lower level also includes:
• Restroom for personnel
• Storage room for education and cleaning materials
• Tool storage room
• Utility room
The rooms on both levels are designed to allow the children to freely develop. All of the rooms provide the opportunity to experiment with different materials, media, and tools. These are made available to children age-appropriately. Pictures and labels help orient the children in choosing their activity or game. The rooms are continually changed and re-shaped to meet the needs of the children.
Next to the Kita is a fenced-in garden in which the children are free to satisfy their need for movement. The children have full access to an inviting wood-adventure playground. This “motor-activity garden” provides various opportunities to hang, balance, climb, jump, swing or seesaw. The children can also express their creativity with a variety of materials.
3. Structure of the Children’s Groups
We currently look after 120 children, ages 1-school age. Among them are also children with integration status. The children can attend either for a half-day or a whole day.
The children are looked after in 5 groups, each with a unique color. On the upper level are the red, green, purple, and yellow groups. The preschoolers and kindergarteners, the blue group, are on the lower level. This group is subdivided into Light Blue, Dark Blue and the “Tintenklekse” (“Ink blots”-kindergarteners).
The groups are cared for and taught by preschool teachers, teachers in training, FSJ volunteers, and native speakers. We additionally employ interns on a regular basis.
4. Opening Hours:
The Kita is open Monday through Friday from 6:00am to 6:00pm. We are closed on 25 days throughout the year. Parents are informed of the closing times for the coming year by November of the previous year.
5. Teamwork and Planning
For us, teamwork means not only cooperating with one another, but also learning from one another and growing together. We see ourselves as a training institution and give teachers in training, FSJ volunteers, and interns the opportunity, through the support of mentors, to learn and develop a passion for the occupation of a preschool teacher. The mentors at our institution meet regularly as a team and discuss the mentorship process with one another. Our integration specialists also meet regularly to discuss and to develop further steps of action.
The educational planning is divided into yearly, monthly, and weekly planning. Staff meetings take place every 4 weeks; furthermore, smaller teams meet once a week on both levels. These meetings enable the relevant planning steps to be taken and give the team opportunity for self-reflection.
Performance reviews are conducted annually with each employee, resulting in goal agreements, the implementation of which the employees are held accountable for.
Through the internal evaluation of our work, we are continuing to ensure a quality of work which fully meets the requirements of BBP, the guidelines of our funding organization and to refine our concept. In 2018 we will be evaluated externally.
Every employee regularly takes part in training courses relevant for our concept.
We conduct two team training courses for professional qualification annually with the entire team.
6. Our Educational Approach:
We have decided on slightly mixed-age groups because children of different ages learn from one another. The “nest group” is a closed group. We are in the process of becoming a Kita which works openly among the groups (meaning that children are not confined to their respective rooms and teachers, but are free to move about as they please.) The upper level works openly two days a week and we are aiming to expand this.
The lower level (ages 3-school age) works completely openly among the groups.
As a bilingual institution, our educational approach focuses on linguistic development. In accordance with the Berlin Education Program (Berliner Bildungsprogramm), we additionally emphasize the
following 6 educational areas in our work:
• Social and Cultural Life
• Communication: Language, Writing Culture, and Media
• Art: Creative Design, Music, Play-Acting
We offer a diverse program of opportunities for movement, inside and outside. The institution has an extensive outside area at its disposal, which offers the children usable movement areas as well as a motor-skills-oriented playground.
In the summer season our movement curriculum is expanded to include use of our own sensory path and the opportunity to take part in water games.
The inside area includes a large exercise room which is used by all the groups on a weekly basis for targeted, movement-intensive activities. This room is equipped with the following materials:
• Juggling veils
• Jump ropes
• Hula hoops
• Material to build an obstacle course
• Theater stage with dress-up materials
Additionally, we have our own soccer team which competes regularly in competitions.
To support the children’s security expertise and risk assessment skills, we offer an annual self-defense class for the kindergarteners through an outside company. This helps the children test out their physical abilities and limits.
To complement active movement, we offer regular sauna sessions for relaxation. There are water toys in the sauna area with which the children are free to play.
The cuddle corner serves as a place of retreat and relaxation in each group. For specific relaxation activities, we have a relaxation and quiet room equipped with music and massage balls.
Additionally, we make sure that an appropriate arrangement for afternoon nap-time is found, so that every child has the opportunity to rest and recoup.
In order to encourage the children to develop awareness for their own bodies, we make dental hygiene a priority. This goal is further supported by regular visits from Dental Medicine Public Health Services and the health department of Pankow.
We also make sure to support the autonomous use of the toilet by the children according to their level of development. We emphasize the natural contact with one’s own and the opposite gender, and the sexuality the children is not turned into a taboo.
Since February, 2018, our Kita takes part in the LggK (Landesprogramm gute gesunde Kita- State program for good, healthy Kitas).
We make sure to provide a balanced and wholesome menu according to the current nutritional science recommendations of the DGE (Deutsche Gesellschaft für Ernährung- German Society for Nutrition). We offer fruit and vegetables daily and water and unsweetened tea are available to the children at any time.
It is important to us that the meal atmosphere is a pleasant one. The meal schedule is made according to the needs of the children, and we pay close attention to food allergies and digestive problems, as well as ethically-based eating habits, and make sure that the needs of these children an met in an inclusive way.
Social and cultural life
Our foundational principle is to encourage the children’s social relationships and social life, because they provide a necessary basis for the educational process.
Children’s conferences take place once a week, in which the children actively participate and codetermine the process, and in which rules of interaction with one another are set.
These social rules are visually displayed for the children in every room.
We use our projects to illuminate the diversity in our society, in which we discuss different career paths, family constellations, religions and cultures.
In order to bring different generations together, we have “reading grandmas” and “reading grandpas”- elderly volunteers who come daily to read stories to the children. We also regularly offer Grandma and Grandpa Days, as well as Parent-Child Café.
Communication: Language, Writing Culture and Media
The meaning of language and writing plays a large role in the everyday life of the children.
We as teachers are careful to be positive language role-models for the children. In order to do so, we focus on pairing our every action with verbal description.
In order to encourage multiple language learning, we work together with native English speakers.
In order to visually depict language and writing, all of the materials and objects are given a pictorial symbol and are labeled in both German and English.
A developmental progress diary is kept for each child in order to carry out targeted observation, and to determine a possible developmental delay or disability in the child’s linguistic development.
Regularly reading and looking at picture books is part of daily life for us in the Kita.
Additionally, we visit the library and theater regularly with the kindergarteners.
Art: Creative Design
Creative activities serve as a means of expressing thoughts and feelings. Our children are given enough space and time in the daily Kita schedule to develop their fantasy and creativity.
They have access to different materials to support this goal (playdough, paper, pencils, scissors, newspaper, glue, watercolors, etc.).
We especially emphasize letting the children implement their own ideas and have fun within the creative process. In order to underscore the importance of the creative process as a process of recognition, the children’s artwork is displayed on the children’s eye-level throughout the Kita.
We engineer situations in daily Kita-life to awaken the children’s interest in mathematics.
Counting on a daily basis is part of our routine.
We provide the children with a variety of materials with which they have the opportunity to explore time specification and size difference.
We give them space to sort and organize, to experience measurement and weighing, as well as to learn estimation and comparison. Geometric forms and patterns can be found in every group.
Nature – Environment – Technology
It is important to us to teach the children awareness of the environment and to give them a sense of responsibility for nature.
We enable the children to come in contact with the animal and plant world. In our garden, they can discover many insects and give them the opportunity to examine these more closely.
We care for our garden together with the children through weeding beds and planting flowers.
We also plant fruits and vegetables in our garden. In this way, the children learn what grows where and how, what kind of care nature needs and when it can be harvested.
We observe the weather and seasons together and experiment with them.
We give the children the opportunity to experiment with different materials to prompt interest in this field.
7. Concept of Development and Education:
We believe the education which takes place in the Kita is of great value when it is place where children feel happy and comfortable.
We see it as our responsibility as educators to teach the children societal norms and values, to work together in an educational partnership with parents and to initiate social and sensory processes.
The children learn in our Kita to perceive themselves as independent personalities and to develop freely.
We encourage the children in developing the skills they need to be prepared for school and for the rest of their lives.
8. Educational Mandate in the Kita:
Our organization works according to the Berlin Education Program and with the principles of bilingual and health-oriented education.
Our team has a very high view of each child.
We work according to the motto:
I’ll show you how you can learn it!
9. Developmental and Educational Goals
On the upper level, we look after children ages 1-4 within 4 group rooms, which each have an additional, adjacent room.
On the lower level, we look after children from age 4 to school-age. The exercise and snooze rooms, as well as the sauna and arts-and-crafts room are also daily available to all the children in the Kita.
It is important to us that the children get to know their skills and abilities from the start, and they learn to utilize and strengthen them
Self-Awareness and Autonomy
The children learn to express their feelings and are supported by us according to their expectations, interests, and needs. They learn to confidently and independently determine their daily routine and show their curiosity in various areas. This enables them to acquire abilities and skills and apply what they learn to discover different strategies and approaches to solve their problems. The children learn verbal and non-verbal communication as a means for conflict resolution.
They learn to overcome transitions and take on new challenges, as well as how to accept failure and deal with it.
In our everyday context of community, the children learn self-awareness and self-confidence in order to work together to meet their goals and to accomplish things.
The children recognize their strengths and weaknesses and learn to stand up for their rights and to get help when they need it.
The children develop social relationships with one another and learn how treat one another respectfully, although each child is allowed to express critique. They develop rules together and put them into practice in daily life. They learn how to directly deal with conflicts with one another.
They learn how to make friends across cultures and navigate inter-group interactions in a large-group setting.
The children are given the opportunity to experiment with a variety of materials and tools and to try out different ways of working.
Through the interaction with media items (books, photos, audiobooks, etc.), in German as well as in English, the children learn to perceive and use their senses in a nuanced way.
They get to know the area surrounding the Kita and learn how to respectfully interact with nature, art, and music.
Learning traffic rules is an important aspect of our curriculum from day one.
The teachers give the children the opportunity to determine their own pace of learning and are encouraged to be patient and to persevere in daily activities and situations. They are given the opportunity to dedicate themselves to a task and learn not to give up when things get hard.
The children learn from one-another and with one-another and experience reward and trust as motivation for action.
Through our native speakers, the children learn to understand the English language and later to use it.
10. The Rights of the Children
What children need from us:
• Feeling of security/understanding
• To have boundaries set
• To have norms and values conveyed to them
The relationship between the teachers and the children is shaped by the rights, needs, and interests of the children.
Children have a right to:
• Parental care
• Sleep or rest, when he/she is tired
• Freedom of opinion/participation
• Play and free-time
Children are given stimulation, safety and structure, security and understanding as part of daily life in the Kita. Tolerance, appreciation, warmth and empathy are prerequisites for daily work with children.
We give them boundaries and simultaneously communicate norms and values.
11. Educational Partnership— Parents
Parents’ first contact with our Kita comes with the registration. Our priority is to provide parents with as much information as possible and as is allowed by daily life in the Kita.
The next step is the admission interview, which is conducted by the Kita director. The various aspects of our concept and approach are discussed with the parents. The information obligation that exists on both sides is simultaneously addressed. In line with our concept, the cooperation and right to co-determination of the parents is respected.
We work to ensure that parents are empathetically supported during the acclimation process, taking into account the individual development and the cultural background of the child.
We encourage parents through intensive conversations in their role as the most important attachment figures for their child.
The children are acclimated to the Kita according to the Berlin Acclimation Model (Berliner Eingewöhnungsmodell). This refers to an acclimation process in which the parents accompany their child. The different phases of acclimation are as follows:
In the beginning phase, parents accompany their children into the Kita and spend a couple hours in the group room with the teacher. In this three-day phase, the teacher observes the child and carefully begins to interact with him/her.
On the fourth day, a period of separation is attempted.
The parents say goodbye to their child and leave the room for approximately a half-an-hour. The parents stay close by, so that they can be called back into the group room if the need presents itself.
If the child acts independent and not overly confused, a roughly six-day acclimation period will follow. In this time, the time of separation will be gradually increased. If the child tries to follow his/her parents after separation, cries and does not allow him/herself to be comforted by the teacher, the acclimation period may be extended to 2-3 weeks.
The stabilization phase is complete when the child has formed a first emotional connection to the teacher. The child may still protest when the parents leave, but he/she lets himself/herself quickly be comforted. During the final phase, the parents no longer stay in the Kita. They can, however, always be reached, in order to be there for their child in certain situations.
Through parent-teacher meetings, an intense exchange is enabled between both parties which has a positive effect on the care of the child. Parent-teacher nights also take place at least twice a year and always include educational topics.
Individual parent-teacher meetings will be held around each birthday of the child, as well as after the acclimation phase in the form of a reflection meeting.
The systematic observation and documentation process serves as the basis for the annual development meetings. They are an important part of providing optimal support for a child. Additional tools are the children’s portfolios and developmental progress diaries (Sprachlerntagebuch.) We make our work and the children’s work transparent for both the children and their parents through project documentation and displaying the children’s artwork throughout the building.
Oral and written information, as well as individual learning documentation is handled confidentially and kept securely.
Regular house projects take place across the groups multiple times a year. These are oriented around the interests and needs of the children.
Our activities in the Kita are documented in the entryway and the coatrooms through weekly plans, photos, notices and the children’s work. Other means of documentation are folders and portfolios for the children and through a developmental progress diary (Sprachlerntagebuch.) Every child in our Kita receives this diary. It is his/her property. Parents have the opportunity to take a looks inside at any time. Should the child leave our Kita, he/she will take the diary with him/her.
Large events (summer festival, Zuckertütenfest, Christmas market) will be organized by the parents, teachers, and the booster club together.
12. Changing Institutions
In these situations, the children are confronted with significant change in their life situation. In order to ensure that the transition to a new Kita is successful, the presence of an attachment figure is ensured, even if this is for a shorter period of time as for the first acclimation process.
We make sure the child is given the opportunity to talk about their experiences in their previous Kita, for example in reference to their developmental progress diary, portfolio, photos, or experiences.
The children are encouraged to share and express their hopes and expectations, and similarities and differences are talked about.
A reflection meeting will take place at the end of the acclimation process
13. Group Change within the Kita
Within our Kita, the teachers meet to discuss the needs and developmental level of the child who is changing groups. This enables the teachers to structure the transition according to the child’s individual needs.
Visits in the future group enable the children to get acquainted with the new rooms and new activity possibilities.
The entire time in the Kita serves to prepare the children for school. The children are strengthened in their cognitive, motoric, emotional, social, and linguistic skills through special
activities and materials.
In order to prepare them for their new role as “Beginners” in school, the children in our Kita become “Tintenklekse” (“Ink blots”- Kindergarteners). Every Wednesday, we have a “Kindergarten Day” which is oriented around the Berlin Education Program (Berliner Bildungsprogramm). Every child has a “Kindergarten box” with various materials (paintbox, pencil case, etc.) which is available to the “Ink blots” at all time.
Special activities and festivals are an important part of the last Kita year: for example, day trips, learning the way to the new school, and visiting an elementary school class and after-school rooms at our partner school, the Jean-Barez elementary school.
A special highlight is the “Zuckertütenfest” (“sugar bags festival”- celebrating graduation from Kindergarten and the imminent start of school). All children, teachers, and “reading grandmas and grandpas” take part in this party.
We plan to continue to expand our cooperation with the neighboring Jean-Barez Elementary School.
In an informational parent-teacher night, pedagogical emphases are explained and made transparent. We additionally offer individual parent-teacher meetings if needed or desired. We do our best to
respond to parents’ fears, expectations and doubts.
For the parents of children with special educational needs, we will be there to assist and support them. We support and advise parents in picking a school and in other educational priorities.
15. Daily Schedule:
6:00am Opening of the Kita
6:00-7:30am Greeting of the children and free play
7:30am Every group moves to their respective group room
8:15-8:45am Breakfast in the respective group rooms
8:30-9:00am Free play
Children who ate breakfast at home are brought
9:00-9:30am Morning circle – Please do not disturb!-
9:00 – 11:00am Educational program
11:15am-12:30pm Lunchtime- exact time flexible across the groups
Children who do not sleep in the Kita are picked up
12:30 – 2:00pm Naptime or quiet-time, depending on child’s needs (sleeping, reading- sponsors, board games – Please do not disturb!!!-
2:00 – 3:00pm Wake-up
Afternoon snack preparation
2:45 – 3:30pm Afternoon snack
3:00 – 6:00pm Free-play
16. Our Team—as of March 2018
1 acting director/teacher:
1 deputy director/ teacher:
1 teacher/child welfare officer
1 teacher on maternal leave
1 inclusion educator
2 native speakers
2 native speakers/teachers in training
3 teachers in training
• Knows the needs and interests of the children
• Observes, plans, and documents
• Reacts individually to a child’s respective development stage
• Works transparently
• Possesses expertise and continues to learn
• Reflects on his/her work
• Holds annual meetings regarding child development
• Plans and holds 2 parent-teacher conferences with educational themes
17. House Rules for the ASB Hugenottenhofkita Berlin
The ASB Hugenottenhofkita has two entrances.
At certain times the entrance door is locked in order to ensure peace and quiet for the children.
In this case, visitors can use the doorbell to announce their presence.
Between 12:00 and 2:00pm is “midday peace” in the Kita. Everyone shall behave accordingly quiet.
When the children are brought or picked-up, the child and parents personally greet or say goodbye to the teacher together. Only then is the child officially brought or picked-up.
Parents shall please provide a written note of authorization for any person who may pick up their child.
This can only be authorized over the phone in extreme emergencies.
Older preschool children may move freely across Kita grounds, at the discretion of the teachers.
In order to avoid injury, children should not wear jewelry.
In case of sickness or absence, parents shall notify the Kita by 8:00 am.
After having an infectious sickness, a doctor’s certificate is required before the child can return to the Kita.
Medicine shall only be administered by teachers under exceptional circumstances and according to the written stipulation of a doctor.
Only Kita personnel may enter the kitchen. Additionally, the children may only enter when accompanied by an adult, in order to ensure smooth and optimal care for the children.
Bicycles shall be parked in the provided parking spots.
Children’s car-seats may be stored in the children’s coatrooms.
We would like to ask all families to pay attention to cleanliness and order on the entire Kita premises, in order to keep our new and beautiful facility the way it is.
We would also like to ask that you adhere to the care times listed on your child’s Kita voucher. If you are running late, please contact the Kita staff.
The employees of the ASB Hugenottenhofkita have householder’s rights on the Kita premises.
Should parents commit a violation, show aggressive behavior towards or slander the team, individual employees, or the ASB, they will be banned from entering the premises.
Closing Statement Regarding this Concept
This concept is to be understood as a collection of loose sheets, in which the individual pages and items may be supplemented, revised, and updated at any time.
Berlin, the 2rd of March, 2018
© ASB Kinder- und Jugendhilfe Berlin gGmbH, 2014