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Our Kindergarten

We are in age of 2 core-groups of mixed age. Each of these groups consists of 25 children at maximum. In the morning the children are welcome in the "butterfly room". After changing clothes, the children may either choose one play area in the "ladybird room" or in the butterfly room. The play areas of the "butterfly room" are as follows: a doll′s house, the little world, a disguising area, role play-, picture book-, the cuddling-, the hide-and-seek area, magnet board, creative corner and parlour game- as well as dawdling area. We provide special equipment to do exercise in the gym hall. A drawing area, a sensory board, a blackboard, a small plastic container filled with sand, an IBM-station, a picture book area and withdrawing room are situated in the anteroom of the ground floor. In the course of the morning a small group of children may also go into the garden or to the playground, which is also situated in the garden. In the kitchen a wide range of activities is provided which the children really enjoy doing, such as cooking vegetable soup, baking "Krapfen" (special Austrian sweet quite similar to doughnuts, which are made of yeast dough filled with apricot jam) etc. The children′s restaurant, which is used for the open snack time is situated in the anteroom of the first floor. There is also a large painting area and special area for different activities, such as a cave for playing hide-and-seek., a workbench, a water tank, etc. The children are also allowed to use the computer in the office.
The following areas are located in the "ladybird room" on the first floor: building and constructing area, sensory area (feeling, smelling, hearing, feeling astonished, tasting,…) the so-called Szeno-Area", the creative corner, magnet boards, and a parlour game area. In our open kindergarten the children are given the opportunity to choose any activity from the above-mentioned areas autonomously any thus the professional kindergarten trainers/teachers and kindergarten assistants swap the setting of their activities and tasks. At 11:30am the core-group meets in the group room where they from a circle. There we sing, play and elaborate on the topics together.

The agenda of our weekly schedule is as follows:
  • Activities with a nursery school trainer in the gym
  • Traditional songs and dances
  • English with inter.point, a professional Austrian educational center
  • Singing bowl massage
  • Working on the computer, Internet, e-mail
  • Using different learning- and drawing programmes
  • Exchange with different European partner kindergartens
  • Figure- and letter-journey
  • Yoga
  • Jeux Dramatique
  • Adventure tours to explore the forest
  • Toys′ day: one day is solely dedicated to playing with toys
  • In the kitchen: we are not picky!!!
  • Activities in the creative-, picture book- and social area
  • All activities are provided in different fields according to the topics of the annual schedule and the children′s needs.
By broadening their freedom to make decisions, the children are able to realize their own needs better and learn to take responsibility.

Our pedagogical concept of the open kindergarten

The term "open kindergarten" refers to a lesser extent to a concept for the actual organization of everyday life, but it concerns mainly the adults′ attitude towards educating children, which is primarily aimed at autonomy and self-organisation in the field of learning-, developmental- and educational processes.
  • Children are self-organisers (actors) of their development
  • Educationalists are self-organisers (actors) of their own pedagogical concept.
  • They work together in a team thus developing their pedagogical profile.
The pedagogical work based on the knowledge of change anthropological principles, a consistent child-oriented approach as well as cooperative conceptions among the professional kindergarten trainers from the invisible part of the open kindergarten. The new activities and manners, which are associated with that approach, become primarily manifest on the atmospheric level. The visible parts are revealed by certain perspectives and notions of developmental frame, which are reflected in the tangible organisation of temporal- and special structure, free play, activities, projects and other collaborative methods. The children gain more autonomy and self-confidence by acting independently ond organising themselves.


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