Principles of child education
Uniqueness of a child
Children are independent personalities with individual needs and differences, different social and cultural backgrounds and different learning potentials.
An important part of identity development is the development of a self-concept, i.e. self-esteem and self-confidence, or self-awareness and knowledge about oneself. The development of such a self-concept is positively influenced by diverse relationships and a stimulating environment. Children are spontaneous, creative, enterprising, independent, keen to move and enthusiastic. Their curiosity and different interests make them deal with themselves and their environment. They make the world available in a game. The children have various possibilities to consolidate their identity in interaction with their peers and adults.
We consider the children to be active in shaping their development at an individual pace.
Holistic learning with all senses:
Learning is a holistic process in which the body and psyche are involved. Holistic educational processes are based on the overall personality of the children. By addressing their senses as well as their social-emotional, cognitive and motor skills. Autonomous and responsible action is strengthened. We address different forms of learning with different materials and try to spend a varied time with the children.
Children have diverse, individually different life and learning experiences. Educational processes that are linked to these experiences motivate them to engage in an independent discussion. New things can be connected to what is already known and familiar, thereby building, strengthening and differentiating neural networks in the brain. When imparting knowledge, an age- and development-related vocabulary is fundamental. We consider the individual talent, skills and interests of each child. Through orientation aids and support, children expand their self, material, social and learning methodological skills.
The presence of different people
Different wishes and needs of the children are taken seriously, even if not all of them can be fulfilled and limits are set.
We want to encourage and accompany the children to independence and self-determined action. They should participate in decisions and express wishes, ideas and opinions. They learn to decide and make agreements, to take responsibility for themselves and others, to process failures and to enjoy success. They are encouraged to feel empathy for others, to recognize strengths and weaknesses, to help, to comfort and to praise, but also to apologize for wrongdoing or to accept apologies.
Quarreling to deal with conflicts is one of the learning processes that children and adults have to face. Fair arguments are learned because violence is not a means of conflict. Rather, it is about growing into an understanding of other perspectives and finding portable solutions for everyone involved.
The transparent design of the educational process aims to make the intentions and relationships in dealing with children understandable for parents and the public.