We see ourselves as an educational institution that supports and accompanies children in their own self-education. Our interactions with each other as well as with the children and adults are respectful, tolerant, harmonious, conscious and as non-judgemental as possible. Non-violent, open and humorous communication at eye level is particularly important to us. Seeing (perceiving) each individual in a social context and supporting and strengthening them in a resource-orientated way is the focus of our work.

Needs-orientated? Picking up on social developments and strengthening children in a needs-orientated way for their further education and equipping them with social skills. The joy of learning, trust in oneself and others are practised here and supported through structures and rituals, taking into account the children’s own needs.

Our perception of human beings and the view of the child

We see people of all ages as independent and active researchers full of curiosity. For us, encounters with children and adults always take place at eye level. Our aim is to recognise the individuality of each person in a social society within relationships with the environment and themselves and to support this through holistic learning. The participation and involvement of children in democratic processes with goals and visions is the motor of their own development that intrinsically motivates and drives us.

Our self-image as educators

We understand the role of the educators as accompanying and observing and therefore use the term educators, as we do not want to educate anyone. Teachers are observers, supportive, encouraging and comforting and are an important attachment and reference person for the child. The educators have a scrutinising and stimulating role in the child’s daily structure and see the child with its individual needs, wishes and ideas in a social structure with different challenging situations.

Our educational approach

We work according to the Reggio approach with an individual focus and recognise the strengths and resources of each individual team member (multi-professional team). In our understanding, education is when: “what is learned influences behaviour and promotes knowledge in an overall context” We learn with all our senses in a flow in search of our own truth with “100 languages” through observations, experiences and experiments. The space is used and designed in a recurring educational way. Project work is an important part of the pedagogy and is used to support the development of both the individual and the group. We use everyday, high-quality and stimulating materials, media and tools. The connection to the environment and the social space is very important. In view of digitalisation, pedagogically recognised media education has a place in our everyday life. See Reggio. Mindfulness towards animals and people characterises our interaction with nature and the environment. The name Gartenzwerge is our programme. Our garden with various plants and animals speaks for itself.

Our interaction with educational partners

We see parents as experts for their child and want to work in partnership as equals. Parents and educational partners proactively contribute their resources and strengths to the day-to-day running of the daycare centre and work together with the teachers in a supportive manner. We see ourselves as a meeting place for children, staff and parents.

Our cooperation within the team and with the organisation

We feel connected through democratic cooperation and regular dialogue in flat hierarchies. Our quality of work is characterised by jointly developed goals and continuous evaluation in various core processes. We benefit from the diversity and tolerance in the team and at the organisation. Respectful interaction and further training for the team are particularly important to us. We attach particular importance to the quality of our work, taking into account the Berlin Education Programme.

Public relations and co-operations

The children’s everyday life at the daycare centre takes place in the daycare centre’s social environment. This means that cooperation with facilities in the immediate vicinity of the daycare centre is very important to us. We would like to spread our pedagogical principles in dealing with children and visions in elementary education as widely as possible and therefore see it as our duty to disseminate our concept through various channels and to discuss it publicly with authorities, parents and experts.

Responsibility of the management

In consultation with the team and the management board, the daycare centre management is responsible for the smooth and coherent running of the daycare centre. A constantly positive development of the work in the interests of the child and a high level of employee satisfaction is a central goal of the management work in our centre.