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Perlenmeer standards

Diversity
  • A pedagogy of diversity and a culture of acceptance and equality of people from different walks of life are practiced. Children and their families are respected regardless of their origin, language, skin color, worldview, religion or non-religiosity, gender identity, family type,...

  • Basic values ​​such as respect for human dignity, children's and human rights, self-determination, mutual respect, justice, solidarity and the equality, equality and equality of all people are taught.

  • Annual festivals and celebrations are based on Austrian customs and traditions. Children from other cultural areas bring additional facets from their world, which overall form a colorful mosaic.

  • When it comes to celebrations and festivals, seasonal aspects are more important than religious ones (e.g. Easter is celebrated as a spring festival and not as the resurrection of Christ).

  • Religious aspects are, if necessary, explained in a child-friendly way - in the sense of conveying an image of the equal diversity of different religions and world views.

  • Traditions from different cultures can be compared and connected, for example using traditions around Christmas/end of the year/winter solstice.

  • The religiosity or non-religiosity of employees falls into their private sphere and does not find its way into their actions and work in the kindergarten.

 

  • Kindergarten is a place where gender stereotypes are challenged rather than reinforced.

  • Employees are encouraged to reflect on their role model role, their actions and their language in this regard.

  • The rooms, the daily routine and the educational offerings are designed in such a way that children are allowed to live, unfold and develop their individual personalities beyond stereotypical role expectations.

  • When it comes to the educational resources provided, care is also taken to ensure that, for example in books and games, roles are assigned outside of prevailing gender stereotypes and that the diversity of possible life plans becomes visible.

  • Educational offerings are tailored to the individual and not to gender identity.

Language
  • Language support for native-speaking children as well as for children with German as a second language is integrated into everyday life and is competence-, interest- and resource-oriented.

  • Language support is therefore always playful, voluntary, situational and action-oriented.

  • Language support takes place individually, as part of small group work and in the entire group.

  • Particular attention is paid to creating a language-stimulating environment. A variety of speaking occasions are taken up and offered in a targeted manner. The children's individual preferences, interests and linguistic level are taken into account.

  • Some examples of concrete offers that serve to promote language skills are:

    • Reading aloud and looking at and describing picture books together,

    • Telling stories and creating stories together,

    • philosophize together

    • Let children talk about their world, listen with interest and ask questions,

    • Vocabulary work within the framework of key topics,

    • Naming feelings and sensitivities, for example in the morning orientation circle

    • Role-playing games based on everyday situations

 

  • In the spirit of holism, the language focus extends to all forms of learning and educational areas.

  • The multilingualism of children and adults in kindergarten is perceived as an important resource and a natural part of the world. German is the common language, other languages ​​are very welcome.

  • The appreciation and strengthening of first language skills are of fundamental importance, on the one hand, for the child's language biography and thus for the successful acquisition of the second language, and on the other hand for the development of self-esteem, cultural identity and the values ​​of lived tolerance and interculturality.

  • Kindergarten staff are aware of their role as language role models.

  • Parents can also be involved in language support, for example through reading sponsorships or small projects in which different languages ​​are introduced and learned in a playful way.

Movement education

In everyday kindergarten life, it is important to take into account the child's need for movement and to offer the children a variety of opportunities to live out this in order to best support them in their development and ability to express themselves. There are a variety of exercise options in everyday kindergarten life:

  • Encouraging children to exercise instead of sitting still is a crucial contribution to preventing obesity and poor posture.

  • Visits to the playground several times a week invite you to move freely and test and develop your motor skills on the playground equipment.

  • Outdoors there is also the opportunity to run, hop, jump and balance to your heart's content. As well as guided movement games.

  • Obstacle and exercise courses are set up in the exercise room or in the spacious group rooms, which challenge the children's skills and ingenuity.

  • Dancing and rhythmic movement also have a permanent place in the kindergarten's educational offerings. The children experience the movement to music as extremely pleasurable; it strengthens the children's self-awareness and self-competence. Movement as an expression of emotions and creativity also comes into play here.

  • During the free play phases, the children are not encouraged to sit properly on the chairs at the tables. On the contrary, many areas in the group room that are comfortably designed with carpets and upholstery invite you to adopt a variety of sitting positions on the floor.

  • Guided movement games not only offer the opportunity to live out the urge to move but also the opportunity for social and emotional learning (agreeing on and following rules, waiting for your turn, dealing with winning and losing, cooperating to achieve a common goal, etc.). .)

Meals
  • Water is freely available to the children during meals and also outside of meals. In the family group there are glasses with colorful markings and a water jug. In the toddler group there are drinking vessels appropriate to the children's level of development, which are given by the parents.

  • The child-friendly and varied menu is guaranteed by catering by a company that specializes in supplying kindergartens. When purchasing food for breakfast and snacks, we also pay attention to seasonality and regionality.

  • Lunch is delivered warm shortly before noon. Breakfast and snacks are freshly prepared.

  • Armchairs and tables of different heights are available so that every child can sit ergonomically according to their height.

  • Each place is set with a place setting and napkin. On special occasions (birthdays, seasonal celebrations,...) attention is also paid to table decorations that match the occasion.

  • Care is taken to ensure that the children are not crowded at the tables so that each child has enough space to eat.

  • If necessary, the children receive assistance with eating or support in using cutlery correctly.

  • Personal likes and dislikes are respected and not judged. The diversity of tastes is also discussed in a non-judgmental manner, which on the one hand prevents the transfer of personal dislikes and on the other hand trains the ability to change perspectives.

  • Table rules are developed together, reflected on and the children are supported in adhering to them.

  • The table is set by the children themselves (“table services”). After the soup, the children carry their soup bowls and spoons onto the serving trolley and get plates and cutlery for the main course. When they are finished eating, they carry their dishes back to the serving cart.

  • The food is in large bowls/on large plates on the tables from which the children can help themselves. Each child decides for themselves how much of what they eat. There is no obligation to pay! If a child would like a component of the meal in an extra bowl or on an extra plate, this request will be taken into account!

  • Eating together is also a social act! Table conversations are welcomed and encouraged.

  • Each child is allowed to take as much time as they need to eat. The children are encouraged to remain seated at the table until they have finished eating. When a child has finished eating, they can clear their seat, wash their hands and go play.

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