Respect should accompany our work with the child
We aim for a balance between closeness and distance, allowing the children’s self-esteem and self-confidence to develop by respecting their dignity and competence.
Loving attention to the child
Contacts and encounters between the children develop very peacefully if we nursery school teachers provide the children with a framework of security and trust. We do this by giving them our undivided and loving attention.
The physical contact we have with the children is always gentle and respectful. We do not “carry them around” unless a child expresses this particular need.
Communicate with the child
All the important everyday actions (dressing, undressing, eating, going to sleep, changing nappies etc.) are announced in advance by the nursery school teachers. This helps the children to prepare for what is about to happen and to relax about it, show their opposition or willingness to cooperate and encourage them to support the nursery school teacher.
Our work with small children is all about calm and patience. We avoid rushing or pressuring. We consistently carry out each action through to completion and avoid giving the impression that we are in a hurry.
We give children time to get to know themselves and their bodies better and to try things out and experiment on their own.
Providing care is not only about satisfying the need for food, cleanliness and hygiene; we also guarantee the children’s well-being. The actions of our nursery school teachers are guided by the happiness of the children and we support any opportunity for the children to get involved themselves.
We do not let anything interrupt our caregiving activities. During this time, each child is given the full attention of their nursery school teacher. This gives children the feeling that they are the focus of attention.
Do not disturb
Since children are happier and calmer if they are not constantly disturbed in their own activities, we do not intervene in the children’s processes too soon. However, we are always at the children’s side if they should need help. This helps them to learn how to make decisions on their own.
Children should be able to decide for themselves when they are ready to learn. They are not forced to do activities or movement sequences if they are not already doing these on their own. Their autonomy, individuality and personality will blossom if they are allowed to develop as independently as possible. We do, however, offer a stimulating environment, in which children can try out a wide variety of materials, for example, and gain experience through their own experimentation.
Emmi Pikler (1902-1984)
Our work is guided by the records kept by Emmi Pikler, a paediatrician and education specialist from Budapest, who said: Children are only free to train their own bodies and minds if they are given the time and space to do so.
Aware of the fact that the acquisition of independence is an important milestone in a child’s development and that this forms the basis for the healthy development of personality, we respect and encourage the child’s own initiative. We create a safe and secure environment, which invites the children to make their own discoveries as we inspire them with encouragement.