Bilingual Baby Care Centre in Berlin-Wilmersdorf Offers All-day German-English Care

Infant Daycare in Berlin-Wilmersdorf - AUFGEPASST e.V.

Our German-English baby care centre comprises 2 groups for a maximum of 30 children aged 1 to 3 years.

The “nest” group cares for about 8 babies aged 12 to 20 months while the “toddler” group cares for children aged about 20 months to 3 years maximum.

Permanent German and English reference teachers care for the nest group in a generous but well-structured room offering the smallest babies enough space for free movement but at the same time a safe and secure place.

For the toddler group comprising about 22 children, three rooms are available in which three German-speaking and two English-speaking kindergarten teachers take care of our “toddlers”.

Children enjoy all-day bilingual care, i.e. English and German speaking kindergarten teachers take care of the children throughout the whole day simultaneously. In addition to the officially recognised kindergarten teachers supported by the Senate, a number of English speaking teachers are employed. Additionally, the Kita management, interns and a caretaker organise the daily Kita programme for the children.

From the age of 3 years, the children are granted the option to join our elementary bilingual childcare centre (kindergarten) run by AUFGEPASST e.V. and located at Blissestr. 45 (at a distance of approx. 300 m).

Care hours: Monday-Friday 07.45 a.m. to 05.00 p.m.

Facilities: The four rooms are divided into different learning areas, there is a resting room, an eating area, a construction area, a role-play area, a sleeping room and a room equipped with a special high-level area for babies which was shaped in cooperation with KUBUS gGmbH, parents, kindergarten teachers, and the sponsor.

Our institution is located at 45, Aachener Strasse in Wilmersdorf, near Wilmersdorf Public Park (Volkspark Wilmersdorf), an area mainly used for housing characterised by large backyards and a number of green areas. A protected yard comprises a small playground for the children, but the small children make also use of the garden at Kita Blissestrasse.

Our educational focus


The primarey precondition for working with babies and small children is the relationship between the child and the kindergarten teacher. Our work with small children is to be characterised by calmness and patience. We grant the children enough time to get to know themselves and their bodies and to make possible individual testing and exploring. Every important daily activity is characterised by high attention, a calm voice, establishing a relationship and “no hurry”.

Every important daily activity is announced beforehand by the kindergarten teacher. This helps the child to prepare for things to come. It can relax and show its readiness to cooperate.

Care situations are not limited to nutrition, cleanliness and hygiene but are meant for guaranteeing the children’s well-being. During care activities, we focus on giving joy to the children. We support every effort of self-participation.

We do not interrupt caring activities by other acts. At the time of care, the kindergarten teacher focuses her attention exclusively on the child to make it feel to be in the centre now.

We touch the children gently and respectfully. We don’t carry the children “around” unless a child expresses its particular need.

The child decides by itself what it learns. It is not forced to carry out activities or movements if it doesn’t want them.

Autonomy, individuality and personality are promoted if the child is allowed to develop relying on itself. However, we offer the child an inspiring environment in which the child can test the handling with different materials and gather experience by individually experimenting.


Learning to speak is a decisive characteristic of this age group. Language is the basis for thinking which in turn is the basis for speaking. The development of motor functions and the possibility to move are of enormous significance for learning to speak. Movement allows differentiated perception and thus the opportunity to gather experience about oneself and the environment, to find terms and express them in speaking, i. e. linking word and object.

The English language

In our institution, we offer bilingual education in German and English. The German as well as the English-spaking kindergarten teachers talk with the children in their respective mother tongue exclusively. Here, we follow the “immersion method” – one person, one language. The younger the child, the easier learning a foreign language.

Everyday life in our kindergarten is bilingual. Everyday activities are evenly distributed among our German and English kindergarten teachers, and our team shares the responsibility for the well-being of the children. The English as well as the German kindergarten teachers speak and sing slowly, clearly and grammatically correct.

We consider our bilingual care as a contribution to European development. Daily dealing with the English language makes it easier for the children to later communicate in the respective language. Learning a foreign language every day lets the child live cultural coexistence and develop a natural readiness for tolerance with foreign people and habits.

Psychomotoric promotion

A child’s behaviour is an expressive unity of psyche and motoric functions. Movement reflects the state of emotion and experience of each child and vice versa. A child cannot learn things it doesn’t do because learning is done by movement and experience. Therefofre, movement is very important.

In our kindergarten, our children are offered the opportunity to move in smaller areas as well as in more spacious rooms. Besides, we have a special movement room for psychomotoric promotion comprising toddling parcours, several obstacles, balancing opportunities, building blocks and much more.


The familiarisation period is a very thrilling and important time for all persons concerned. For the first time, the children spend the day with other persons of reference. For the families, it is often the first time to be separated from their children. For the kindergarten teachers, it is the time of getting to know the new children and their families.

Children can learn and develop best if they feel well. Therefore, the well-being of the children is a top priority item in our kindergarten.

The familiarisation period is given much attention. During the admission interview, we present to the parents in detail our familiarisation concept and come to a concrete agreement. The kindergarten teachers are eager to maintain a good communication with the parents. During the first few weeks, they intensely observe the children’s state in order to know how long it takes for them to become familiar with the new situation. We recommend the parents to plan a four-week familiarisation period. If the familiarisation process should take place better that expected, this period may be shortened.

The basic aim is to enable the child to manage the transition to the kindergarten stage without fear. Normally, the familiarisation period ends when the child accepts the kindergarten teacher as reference person, which becomes clear when the kindergarten teacher is able to calm the child down and to comfort it.

A good familiarisation period offers even more advantages: The parents and the kindergarten teachers have enough time for longer and more intensive discussions. So, both sides get to know each other better and can exchange their views to their understanding of education and mutual expectations.

The parents get a deep insight into everyday kindergarten life and the specific daily programme of their child’s group which is hardly possible later on. The new parents become acquainted with the other children in the group and their parents, and vice versa.

Organisation of the educational work

The educational playing activities are organised in the group rooms, in the movement room and in the park or garden. Daily educational work is organised around free play and the observations of the kindergarten teachers. They permanently watch the children to find out what they are interested in and which are their favourite toys. In the light of these findings, the offers, rooms and materials are chosen. Movement games in the movement room vary with gathering nature experience in the park, reading books, developing fantasy by means of role playing, musical offers with various instruments, playing with Lego and wooden bricks, creative offers with a large variety of materials, painting, kneading and much more.

The opportunity of free playing is highly significant for the development of the children aged one to three years. Free playing means that the children may choose freely among their playing materials, partners and rooms. The children’s self-education process is one of the decisive components of their overall development. Free playing forms the basis of the self-education process because the children gain much of their competences by self-determined acting and deciding and self-guided communication.

In order to develop to the utmost their capabilities in free playing, the children need absolute confidence in the educational staff. This requires that the professional staff knows when to interfere with an educational act and when not.

Timetable of our daily baby care activities

Daily programme

  • 07.45 a.m. Opening of the kindergarten
  • 08.30 a.m. Breakfast
  • 09.00 a.m. Morning circle
  • 09.30 a.m. Playtime and educational offers
  • 11.00 a.m. Room tidying
  • 11.15 a.m. Lunch
  • 12.00 p.m. Sleep/rest
  • 02.00 p.m. Afternoon snack
  • 03.00 to 05.00 p.m. Afternoon care/time for bringing the children back home