Introduction/specifics

About Our Facility

Our facility is located in Grimmelfingen, a suburb of Ulm.

We are on the ground floor of an apartment building, on the edge of a residential neighborhood.

You can reach us by taking bus line 8 to the Häberlinweg stop.

Our center offers the following care hours:

Module 2

Weekly care hours up to 33 hours

Mon. – Thu. 7:15 a.m. – 2:00 p.m.

Fri. 7:15 a.m. – 1:15 p.m.

Closed for a maximum of 30 days per year, 15 of which are in August.

Age group: 3 years old through school entry.

Our single-group facility enables children to form their first social connections and engage in educational processes within a manageable and “family-like” setting. Just as the children do, parents also enjoy this “family-like” setting. There is close cooperation between them and the educational staff.

Rooms

Facility Spaces and Equipment

The design of the spaces and the materials provided have a direct impact on the children’s educational opportunities. The spaces should be tailored to the children’s educational interests and their need for orientation, a sense of security, physical activity, and community. The city’s child care centers have adopted the “open-space concept.” Each facility is divided into functional areas and learning zones, which allow children to engage in play—either alone or with others—that aligns with their educational interests. This requires a diverse and high-quality selection of toys and materials, which, when clearly arranged on open shelves, stimulate learning and allow children to choose freely.

Building/Constructing

Building and constructing are fundamental components of children’s play. Through these activities, our children can acquire basic social experiences, either on their own or together with others. They can explore different spatial concepts and gain experience with physics (inclined planes) and mathematics (spatial thinking and numbers). To this end, we provide various geometric shapes (building blocks: rectangular prisms, cubes, spheres, Kapla blocks, etc.), and the children have the opportunity to construct complex three-dimensional structures.

Logic/Mathematics

Using various materials (scales, hourglasses, measuring tapes, etc.), children are encouraged to measure and weigh objects. They explore sizes and quantities, compare them, and discuss their findings. The number wall helps children recognize and sort numbers.

Creative Area/Art Studio

Through creative activities, children can work through understanding processes that they cannot yet express in words. They have the opportunity to translate their desires and experiences—for which they have not yet found the words—into pictures. Here, the children have access at any time to liquid paint, watercolors, scissors, glue sticks, and various types of pens and pencils. There are also various items that can be used for crafting, such as feathers, scraps of paper, pieces of fabric, string, beer coasters… Here, too, the children have the opportunity to write. Our wooden letters and alphabet wall encourage the children to write.

Garden

The children have plenty of space for various sand play activities, using different sand toys such as buckets, shovels, and molds… In the summer, they have the opportunity to experiment with water; for this, we provide various everyday materials such as funnels, squirt guns, bottles… Our wooden playhouse offers opportunities for various role-playing games outdoors. Barriers set up on the play street also give the children the chance to play various ball and rope games.

Role-Playing

The children take on different roles, exploring imaginary worlds while also reenacting everyday life. Role-playing is an important way to develop various skills and plays a crucial role in fostering creativity and language development. To support this, there are various costumes, dolls, and a kitchen equipped with a variety of food items and dishes.

Group Room/Play Area

Arranged on shelves in this area are puzzles, board games, and games of skill and logic for every age group. The children have the opportunity to sit at a table or on the floor with educators or other children and engage in the games. Verbal interaction about the course of the game or the rules is encouraged.

Learning Workshop and Discovery Corner

In the Discovery Corner, children have the opportunity to explore their scientific questions, such as “Why is something the way it is?” or “How does something work?” To this end, a wide variety of materials—such as magnifying glasses, pipettes, pens, and paper—are available to the children, encouraging them to engage in dialogue with one another. Through joint exploration and experimentation with the children, their enthusiasm for speaking and their ability to formulate hypotheses verbally are strengthened and encouraged.

Space for Movement

Movement is part of everyday life. Physical experiences enable children to understand their own identity and develop self-confidence. Sufficient opportunities for physical activity promote healthy physical development, strengthen self-confidence, and lay the best foundation for cognitive development. The development of motor skills has a positive effect on children’s language development. That is why we provide materials that encourage movement, such as mats, benches, a climbing wall with various climbing options, balls, and more. During free play, in targeted activities, dance and movement games, and during the weekly physical activity session, children practice and further develop their motor skills. While playing, children learn to follow rules, coordinate with one another, and become familiar with prepositions.

Music Box

Due to limited space, a dedicated music area is not possible. Instead, we provide the children with a portable music box that they can use in the movement room upon request. It contains various rattles, a triangle, a hand drum, a xylophone, a singing bowl, and more.

Quiet/Reading Room

In this area, children have the opportunity to relax or recharge their energy. They can browse the bookshelf for books about the seasons, nonfiction books, and topics tailored to their interests. A large sofa invites small groups or individual children to look at books in a cozy atmosphere, listen to a story, and discuss its content. The children can illuminate the room with various lights while listening to audio stories or CDs. Our magnetic board provides opportunities for conversation through a variety of picture cards. Kamishibai, story bags, and the story track all offer different ways to encourage speaking and create conversation starters in this space.

Daily Schedule

Daily Schedule

Our overview of the daily schedule is intended to provide guidance for parents, new staff members, and interns. It serves as the jointly established framework within which the kindergarten’s daily routine takes place.

7:15 – 9:00 a.m. – Drop-off time: Individual arrival/greeting each child

7:15 a.m.–1:00 p.m. – Free play time with educational activities

7:15 –10:00 a.m. – Open breakfast

11:00 –11:15 a.m. – Morning circle

11:15 a.m.–1:00 p.m. – Play and physical activity outdoors/indoors

1:00 –1:30 p.m. – Second snack

1:00 –1:50 p.m. – Free play time

12:30 –2:00 p.m. – Pick-up time: Individual goodbyes for each child

Drop-off time

Every child has the opportunity to arrive at the center in their own way. Children and parents are greeted and welcomed. During brief conversations at the door, there is always an opportunity to exchange information or feedback about children or specific situations.

Free Play Time with Educational Activities

During free play, children have the opportunity to choose their own play area, play materials, play activities, and playmates. Through the prepared learning environment and educational guidance, children are supported in discovering the world, acquiring skills, pursuing their own learning processes, and experiencing themselves as capable.

Our educational activities are guided by our educational goals and by the children’s learning themes and interests.

To ensure developmentally appropriate support and encouragement, we refer to the educational and developmental areas outlined in the Orientation Plan.

For example, we regularly hold physical activity sessions in the community hall, “Maxi Time” for preschoolers, and storytime sessions.

There are also frequent off-site activities for the children, such as forest days, theater visits, library visits, trips to the market, and so on.

Open Breakfast

Every child has the opportunity to participate in breakfast on their own terms. Here, they have the chance to interact and communicate. Our educators emphasize proper table manners during this time.

Morning Circle

Every day, children and educators gather in the movement room for the morning circle. The morning circle provides a sense of structure and security. Each child is welcomed with a greeting song. Afterward, the weekly schedule is reviewed, including the day, date, month, year, and season. Educational activities are introduced, children are encouraged to recognize one another within the group (Who’s missing today?), decisions are made by consensus, and celebrations are held. This helps the children find their bearings and feel like part of the group.

Outdoor and Indoor Play and Movement

We spend time outdoors almost every day—in the garden, in the field, at playgrounds, or walking through town and exploring the surroundings. Active games also allow the children to satisfy their natural urge to move.

Second Snack

Due to our extended hours, we offer a second snack. Here, too, we focus on creating a cozy atmosphere and maintaining good table manners.

Pick-up Time

Our center has flexible pick-up times. We say goodbye to each child individually. If needed, we have quick conversations with parents as they drop off or pick up their children.

Basics

The foundations of educational work in the city’s child care centers are:

•    The infans Action Plan for Early Childhood Education

•    The revised Orientation Plan for child care centers and family day care in Baden-Württemberg

“The child is the architect of his or her own development.”

Quote from Maria Montessori—educational reformer

The City of Ulm incorporates this fundamental educational philosophy into its daycare centers and, through the infans Action Concept for Early Childhood Education, places the children’s individual educational processes at the center of its approach.

Core elements of the concept:

Educational professionals observe and reflect on what is important to each individual child and which topics are currently engaging the child. These observations are documented in the child’s portfolio. Based on this, the educators develop individualized challenges for each child in line with their educational interests and learning themes. This supports the child in their learning process.

The daycare center’s team develops educational goals and integrates them into their pedagogical practice. In this way, cultural concerns, as well as the priorities of the operating organization, parents, and educators, are conveyed to the children.

These observations and educational goals form the foundation of our educational work.

Detailed information can be found at www.infans.de.

Based on the infans action plan for early childhood education, the orientation plan is implemented at a high professional level. In this open-structured space concept, the children have access to the entire building with all of its stimulatingly designed activity rooms and learning centers. Thanks to open access to all rooms, the children can explore their topics and interests in a focused manner.

This provides the children with an optimal learning environment where they can experience a sense of community and develop a love of learning.

Although the educational principles are the same across all facilities, each facility has its own unique profile.

Quality Assurance

The ongoing development of our educational work is a top priority for us. Weekly team meetings provide an opportunity for professional exchange, reflection on educational practices, and collaborative development. Existing processes are continuously reviewed and adapted to meet the needs of the children and their families.

In addition, our staff regularly participate in continuing education and professional development courses as part of the city’s training program.

Teamwork with school

An important part of our work is our close collaboration with the Grimmelfingen Elementary School. The transition from preschool to elementary school is a special step for every child. Together with the school, we aim to carefully support this transition and help the children get off to a good start in this new phase of their lives.

A liaison teacher is an integral part of this partnership. The following activities take place as part of this collaboration:

•    Supporting the transition from preschool to elementary school

•    Exchanging information and providing guidance with the preschool

•    Conducting classroom observations and activities at the preschool

•    School visits for preschoolers

Teamwork with parents

Collaboration with families is very important to us. We view supporting the children as a shared responsibility—and therefore maintain an open and regular dialogue with parents. Casual conversations throughout the day, as well as regular development meetings, give parents ongoing insight into their child’s development.

Once a year, we hold a parents’ evening to discuss current topics and provide information about the center. In addition, we invite families to actively help shape life at the daycare—whether through celebrations or special events like Storytime Day.

The Parent Advisory Board plays a vital role as a bridge between parents and the center. During regular meetings, we discuss concerns, requests, and organizational matters together.