TABLE OF CONTENTS
1. Introduction
2. Objective
3. The pedagogical climate
4. Put into practice with the children
5. Dealing with….
6. Secondary conditions
7. Appendix
INTRODUCTION
1.1 Motivation
This pedagogical work-plan has been written to record the view childcare center Hermelijntje has in regard to pedagogy. The working methods we have developed have been recorded for the following reasons:
" We would like to be clear, to the outside world, about our way of working with the children.
" It is of importance that the working methods are the same in the different groups. Children move from one group to the next and for them it is necessary to receive consistent treatment.
" The pedagogical methods influence other issues such as choice of materials, furnishing and thus the unity of the childcare.
In the first place we will discuss the general objective within Crèche Hermelijntje bv. We will then formulate our pedagogical objective and our view on the development of children.
We would like to make a distinction between the pedagogical policy and a pedagogical work plan. The pedagogical policy is connected to the pedagogical goals we have in mind. The work-plan is the bringing into practice of the policy. The conditions necessary for achieving our goals are formulated in the work-plan.
Conditions in regard to:
- the manner in which the children are taken care of and raised (pedagogical handling)
- the facilities (rooms and other areas)
- the materials
- the contact between parents and caregivers.
In short, we would like to achieve the following with our pedagogical policy:
" To develop and keep clear continuous pedagogical quality
" The manner in which the group leaders act in a pedagogical sense can be measured. The policy provides criteria with which to measure the pedagogical acting of an individual employee.
" Clarity is provided for outsiders. A pedagogical policy provides insight to the working methods of the childcare facility. We are able to present ourselves, and (new) parents, (new) employees and organizations know what they can expect from us.
2.2 PEDAGOGICAL OBJECTIVE
Crèche Hermelijntje bv does not associate itself with one specific pedagogical trend. Our pedagogical objective is simple, but important. It entails the following:
" The development of a child benefits from the creation of an climate of acceptance, safety and security. In such an environment a child can contribute within his or her own capacities, develop initiative and experiment with his/her own possibilities. "
This is achieved by:
" Appreciating and accepting the child for who the child is
" Allowing the child to be as independent and self-reliant as possible
" Taking the child seriously
" Stimulating the child's creativity and curiosity
" Reacting openly and honestly towards the child
To achieve this, requirements are to be meet:
THE HEAD OF THE GROUP LEADERS/GROUPLEADERS
Along with knowledge of child development, the pedagogical acting of the group leaders is of essential importance. The manner in which they associate with the children, parents and also eachother is an important part of childcare and can benefit the development of the children.
THE GROUP SIZE/STRUCTURE
The group size is based on the maximum amount of children set by the "Verdordening Kinderopvang Den Haag" (Regulation Child Care The Hague). We have chosen for horizontal groups. These are groups containing children of approximately the same age.
The reasoning behind the choice for horizontal groups is:
" The children can be addressed at age level.
" The facility can be furnished to meet the specific needs of the age group.
" The rules for the group can be age specific.
" The activities and games/toys can be suitable to age and developmental level.
" Smaller children can play without being outdone or run over by older children.
" There is more opportunity to make friends with children of the same age.
We work with the following groups:
A baby group consists of 9 babies in the ages 0 to 2 years
A toddler group consists of 14 children in the ages 2 to 4 years.
THE FACILITY
The facilities in and around the childcare center and the furnishings thereof have an influence on the development of the children. Safety, hygiene, the interest of the individual and that of the group play a part in this.
COMMUNICATION WITH THE PARENTS/CAREGIVERS
Naturally, good communication with the parents/caregivers is very important. It is necessary in getting to know the child well, to understand his/her behavior and to respond appropriately. This applies to the parents/caregivers as well as to the group leaders.
3 THE PEDAGOGICAL CLIMATE
3.1 INTRODUCTION
In this chapter we will get into the thinking and acting behind our pedagogical view and the consequences in practice. It is our opinion that a good pedagogical climate is created and carried out by the group leaders. Their basic attitude has to be one of respect, openness, vitality, warmth towards and acceptance of every child with his/her own individual qualities.
The pedagogical climate within the groups deems to be one in which children can develop to their potential as an individual as well as a part of the group. A child should know they belong. Attention and warmth given by the group leaders and other children is essential to nurturing this. Furthermore, it is important that the child can develop "a positive self-image" and that he/she develops a sense of worth.
In achieving our pedagogical goals and pedagogical climate we take the following factors into account:
" The behavior and attitude of the group leaders influences every child. I.e. example behavior or as imitation model.
" Pedagogical handling in general influences the child. The group leaders are very conscious of this. Questions are asked about how and when do we intervene, why do or don't we intervene; about a given explanation, and the manner in which the child gets involved, or is included, in certain happenings or activities within the group.
" There are positive and negative enforcers to influence a child's behavior. The group leaders are to use these consciously and consistently.
" The rules are followed with consistence because consistency and continuity are important to children.
" The child is being taken care of in a group. This has an influence on the child. This we take into account regarding the group structure, the group size, the continuity, the daily schedule, furnishings, the materials present and the availability of the material to the children.
" Each child has its own surroundings and cultural background, which the group leaders should be apprised of. We do take this into account as much as possible.
4 PUT INTO PRACTICE WITH THE CHILDREN:
4.1 INTRODUCTION
To clarify how we work on a good pedagogical climate and achieving our goals in the separate groups, we will get into different developmental aspects. We have used developmental classifications that are generally used in the pedagogy:
* Emotional development
* Social development
* Physical development
* Cognitive development
* Sensory development
Although these developmental aspects overlap, we will get into how each aspect influences our work with the children and the consequences it has on our pedagogical handling, the furnishings and the purchase of material.
4.2 EMOTIONAL DEVELOPMENT
A warm and safe atmosphere of acceptance is necessary for emotional development. With this a child develops confidence is himself/herself and in the surroundings. In working with children it is therefor important to be able to relate to their world, specifically the normal daily things and events.
BABIES AND YOUNG TODDLERS
With babies and toddlers this occurs mainly in combination with caregiving activities. With feedings, it is more than just giving food, and changings are more than merely changing a diaper. It is important that the group leaders take the time to "prattle" and give the baby complete attention. In doing this group leaders and babies become more familiar with eachother providing a healthy basis for bonding. The staffing policy for Creche Hermelijntjeis therefor to hire as many permanent group leaders for the baby group as is possible.
TODDLERS AND PRE-SCHOOLERS
In the second year we see the first awareness of do's and don'ts alongside the further development of feelings of safety, independence, happiness and joy. The toddler realizes he/she is dealing with a certain situation, a certain order, which brings certain demands. Starting in the second year obedience is possible to a certain extent. A child gains confidence in the surroundings when attempts to express their own needs are recognized and answered and when attempts to communicate are rewarded with success. It is hereby important that the group leaders and the child are in tune to eachother.
4.2.1 STIMULATION
The emotional development can be stimulated by:
" Giving a child the opportunity to express anger, sadness, joy etc. and to accept these emotions
" Reacting accordingly to moments in which emotions play a role
" Stimulating children through play and materials and helping them manage emotions (through imagination, imitation, and stories)
" Talking to the children about emotions
" Having children try out things that frighten them within safe boundaries.
" By showing, and consciously managing, your own emotions as an adult.
4.2.2 THE PEDAGOGICAL HANDLING
For the pedagogical handling this means that:
" Children may play as children do (usually messily) with paint and clay.
" The group leader tries to read the children's body language and react accordingly.
" A book about, for example, sadness or joy could be read to the children.
" Emotions receive attention and will not be downplayed.
" Emotional and difficult events will be discussed with the children on their own level.
" Group leaders have to be aware of bonding issues and have to be sensitive to the fact that adjustment to saying good-bye is necessary.
" The group leader will react to expression of feelings of lust or lack thereof; verbal as well as non-verbal (through physical contact) in a manner in which the child develops a sense of security and confidence.
4.2.3 THE FACILTIES
We demand the following of the facilities:
The walls in the baby rooms are painted a soft pastel tint in combination with other soft colors. The play materials and furnishings are mainly chosen to stimulate the senses. Group leaders facilitate a large variety of stimuli and know how to ration the amount of stimulation. The wall mirror is very successful with babies, but the best toy for a baby is another person. The voice, the eyes and the face of the group leader play an important role in the interaction between child and group leader and thus the creation of a bonding relationship.
The colors and furnishings for the toddler group are customized to meet the needs of this age group. The choice for more primary colors gives the space a livelier look. The smaller children have their own cot and the older children "may" sleep in a (safe) bunk bed. It is of importance to the toddlers that there is ample material present to play imaginary games and to bring variation into their play. For this reason we have created different play areas in the room in which they can play different games.
4.2.4 THE MATERIALS:
We have objects for the babies to look at and to listen to. We have several colorful rattlers made of hard or soft materials. We also have attractive colored balls and toys to look at or to crawl towards. For the toddlers it is important that we have ample materials that trigger the imagination and dress-up materials at hand such as clothes, a shop, dolls and pillows for games of rough-and-tumble.
4.3 SOCIAL DEVELOPMENT
Babies have a great desire for social contact. For a baby it is very interesting to look at a face or to listen to a voice. It is therefor important that the group leader takes the time to play one-on-one with the baby. Around the eighth month babies often become shy or develop separation anxiety. The baby becomes attached to one person and is afraid of strangers. Young children are not yet socially sensitive in the sense that they only see things from their perspective and can not yet recognize the feelings another may have or take these into account. Although babies can not yet play together they do enjoy eachothers presence. Placing them together in the playpen and placing their rocking chairs next to eachother stimulates social contact. As they get older, toddlers appreciate interaction with those of their age group more and more. Most children are interested in group activities such as listening to a story, singing a song or a group game.
4.3.1 STIMULATION
Social development is stimulated by:
" Positively reinforcing playing and working together
" Not to intervene right away when a quarrel arises and to allow the child to find a solution or help in finding a solution
" Asking the child to help others and to take turns in doing things
" Organizing group activities in which the child experiences that working together is fun.
" Getting the children as involved as possible in coming to an agreement and, at their own level, giving them responsibility.
4.3.2 IN PRACTISE
Concerning the pedagogical handling this means that:
" The children are stimulated to help and comfort eachother
" We make sure the children know one another and that we mention the names frequently
" There are rules for sharing the toys and taking turns
" We make sure the children have a good amount of interaction with eachother and with adults
" Children are invited to join group activities
4.3.3 THE FACILITY
The following demands are placed on the facility:
" There has to be enough space to place a few rocking chairs next to one another
" There has to be room for children to withdraw for a little while or play by themselves
" The toys and playing materials should be well-sorted and organized and always in the same place
" There should be opportunity and a space for a child that wants to relax a little
" There has to be a table for joint activities
4.3.4 THE MATERIALS
Concerning the playing materials this means that:
" We have toys and playing materials that are stimulate playing together
" We have materials that stimulate discussion and taking turns
" We have enough materials for children to play with by themselves
4.4 PHYSICAL DEVELOPMENT
The development of motor skills is important to gaining self-confidence and independence. A child has to grow into his/her own body, so to speak, and develop a sense of balance and equilibrium. This occurs when children have enough room for games involving their motor skills. A child's sense of space will also increase. These are important basic learning elements for cognitive development. The development of motor skills allows a child to imitate human activities in play.
BABIES
The development of motor skills in the first months consits mainly of reflexes. Through maturation the movements become more controlled. It is therefor important to place attractive toys, which stimulate grasping, around the baby.
TODDLERS
By satisfying a child's need to be active, children are stimulated to discover their possibilities. The child becomes familiar with, and learns to accept, his/her own boundaries. When the group leaders guide this process adequately children learn to adjust their limits step by step and accept a challenge to increase their physical capabilities. They will then increase their independence and self-confidence. It is important that situations are created to allow children to experiment with this. It is important that toddlers and pre-schoolers have enough play opportunities in which physical development is stimulated and they receive enough stimuli to practice body control. For example, by letting them experiment with several challenging opportunities for climbing. Playing outside gives children the unhindered opportunity to develop their motor skills.
4.4.1 STIMULATING COARSE MOTOR SKILLS
Coarse motor skills can be stimulated through:
" Giving children plenty of freedom to run, step or bicycle
" Allowing children to make noise
" Playing games that stimulate motor skills
" Having children play outside every day
STIMULATING FINE MOTOR SKILLS
The fine motor skills can be stimulated through:
" Having the children participate in a variation of puzzles and games
" Having the children tear, cut, and draw with different materials, paste and paint
" Allowing them to use different types of construction materials with different methods of attachment.
4.4.2 PEDAGOGICAL HANDLING
Concerning pedagogical handling this means that:
" It is necessary to accept that commotion and noise are unavoidable with activities involving coarse motor skills
" The brakes will be put on reckless children and fearful children will be stimulated
" We pay attention to the children's clothing (not too tight)
" There are clear rules in regard to "wild" games and sufficient supervision.
4.4.3 THE FACILITY
The following demands are placed on the facility:
" The facility is to be arranged logically and there should be a possibility to partake in fine activities as well as motor activities
" The facility should provide opportunity to climb, run and play "wild" games
" There should be a space for quiet activities.
4.4.4 THE MATERIALS
In regard to the materials this means that:
" There is ample material available to stimulate the fine as well as the coarse motor skills
" Age group is taken into account in the choice of materials
" There is a variation in hard and soft materials
4.5. COGNITIVE DEVELOPMENT
The cognitive development is certainly not a separate entity. Social, emotional and motor skill developments form the basis on which cognitive development can occur. Surroundings play an important role in this aspect. This is even more so for language development.
BABIES
Within a few weeks babies begin to respond to sounds through movements. When a person talks to them they imitate the movement of the mouth. A baby starts to babble at a few months of age. It is important to talk to babies, although they don't understand any of it. They usually enjoy listening and will respond at a young age by making sounds in response. With frequent interaction with the surroundings a baby learns to imitate sounds and starts to understand what others are saying.
YOUNG TODDLERS
Young toddlers start to make consecutive sounds so that it sounds like they are saying entire sentences. This is the phase that precedes the actual forming of words. The toddler will see and understand the stories in books allowing them to develop a better understanding of the abstract language and language as a symbol. Apart from talking much, it is good to sing songs, look at books, naming what is happening and what is being done, and having conversations with children about their world. The group leader has to communicate what she sees and what she is doing. With mental development comes learning to concentrate. This can be difficult in a space with a group of children. For this reason there need to be moments in which there are fewer stimuli.
Learning cause and effect, and memory development are important to cognitive development. The play materials should be suitable herefor and should increase in degree of difficulty with development.
Active as well as passive language use increases enormously among toddlers and pre-schoolers. The children have a larger understanding and can play with language. Language will be used as a means of communication more often. The egocentrical thinking of a toddler is starts to progress into more logical thinking.
4.5.1 STIMULATION
Cognitive development can be stimulated by:
" Having children come to solutions in situations that up to then were unknown to them
" Providing a large, varied supply of playing materials with varying degrees of difficulty
4.5.2 PEDAGOGICAL HANDLING
In regard to pedagogical handling this entails:
" Children are to be taken seriously in their ideas and solutions to problems
" Children are to be involved in looking for solutions
" The group leader is to make sure there are quiet moments so that the children are not overwhelmed by stimuli and get the opportunity to concentrate
" The group leader is to speak clearly and not too fast and uses a language that is appropriate to the developmental level of the child
" Stories are frequently read to the children
4.5.3 THE FACILITY
The following is demanded of the facility:
" There needs to be a space for the children to concentrate on their activities
" The toys need to be available and set up logically
" The children need to be provided with the space to play individually or in a group
4.5.4 THE MATERIALS
In regard to the materials this means the following:
" there are sufficient materials and toys available and attention is paid to the variation in construction
" there is ample constructive material and space available
" there is a sufficient amount of material to stimulate creativity and the imagination.
4.6 SENSORY DEVELOPMENT
Initially babies learn about their world through their senses (sensorymotor development). The sense of touch, specifically, is strongly developed. They have a strong need to be touched, physical contact, to be picked up, rocked, etc. Baby group leaders have to be able to provide this and to enjoy this "cuddling" themselves. Hearing in babies is also well developed at a young age. In the first months they can make a distinction in pitch, loudness and length of the sound. They react to sounds at a very young age by turning their head in the direction of the sound and later on by actively looking for the source of the sound.
Young children are often very fascinated by the feel of different materials, such as soft, rough, hard, the wrinkling of paper, etc. Babies and toddlers inspect everything by putting it into their mouths. Slowly but surely this becomes less and they start to discover things with their hands and fingers.
Older toddlers
With toddlers the use of the senses and body language is replaced more often with the use of language. They are in a definite transition phase. On the one hand they still have a need for physical contact and enjoy playing with all types of materials. On the other hand their language use improves steadily and they start to use less body language and more spoken language.
4.6.1 STIMULATION
Sensory development can be stimulated by:
" Being aware of signals given by the child and reacting accordingly
" Giving children individual attention and acting on the needs of the child in this area
" Adjusting the surroundings to meet the need for sensory stimulation
4.6.2 PEDAGOGICAL HANDLING
In regard to pedagogical handling this means that:
" The sensory development of each child is followed and receives the individual attention it needs
" We make sure a child is not overwhelmed with stimuli
" The group leader is able to provide enough stimuli to the child to encourage sensory development
4.6.3 THE FACILITY
The facility needs to meet the following demands:
" There have to be quiet "cuddle corners" where children will not be distracted by too many different items.
" The use of color in the facility has to be taken into account.
4.6.4 THE MATERIALS
For the materials this entails:
" Toys have to be free of toxins and color-fast
" There may be no harmful substances in the material
" Toys are to be cleaned regularly, particularly for the babies and younger toddlers
" There needs to be sufficient diversity in materials that can be touched
" For the older children there need to be enough materials to discover, to stimulate their senses
" For babies in the playpen there need to be possibilities to explore the senses and these items need to be replaced by new ones regularly
5.1 POTTY TRAINING
A child can only be potty trained when they are able to control their sphincter, which is used to close of the bladder and bowels. It isn't until the age of approximately 2 years that the nervous system is sufficiently developed for a child to control the sphincter. There are a few distinct stages in the process of potty training.
A. A child becomes aware of the fact that he/she has peed or pooped and becomes interested in their own product coming out of their own body
B. In a next step the child becomes aware of the fact that he/she is doing something.
C. The next step is when a toddler learns that there is something coming and says so.
The beginning of this process is around the age of 2. Between the second and the third year toddlers usually become potty trained during the daytime and with the fourth year most of them have reached this point. We start with potty training in the toddler group. The children are stimulated to potty train by sitting on the potty together or going to the bathroom together. The group leader is alert and will regularly suggest to the child to go to the potty. The group leader will praise and reward the child for each step made towards being potty trained. Praise and reward is very important in this process.
5.2 ADJUSTING
The process of adjustment is tended to, in the first place, by the group leaders. The manager oversees this process. A good start is of utmost importance to the child. The basis of good childcare is the bonding of the child and their regular group leader. Working on a well-bonded relationship takes time, and does not happen overnight. Such a relationship can develop through effort, cooperation and trust from the group leaders and the parents. We therefor have set up an adjustment schedule for the child and the parents/caregivers with the following purpose:
" For the child to become familiar with his/her new surroundings, working on a well-bonded relationship between the child and group leaders
" For the parents to become familiar with the new situation developing a relationship of trust between the parents/caregivers and the group leaders.
5.3 DAILY SCHEDULE
The children can receive childcare for a maximum of 10,5 hours a day. We are regularly open from 7:30 am to 6:00 p.m.
Daily schedule for babies
In the baby group we try to stick to the babies' regular feeding, sleeping and changing schedules as much as possible. It is important that the schedule at the childcare center is not too different from the schedule at Bumblebee . Caring for babies is practically a day filling job. Feeding entails more than simply giving food and changings entail more that simply changing a diaper. The games with hands, feet and face offer the baby trust, safety and warmth.
Daily schedule for toddlers
The daily schedule is a guide for the day. Its purpose is to provide something to go by for the children and group leaders to assure that all children get to sleep on time and that there enough time remains for free play and/or group activities.
The daily schedule for the toddlers is as follows:
7:30-9:30 a.m.
The children arrive and can play freely while the parents have the opportunity to have a cup of coffee.
9:30-10:00 a.m.
All children are present. We eat crackers or fresh fruit and have a drink together at the table. Here we have time to sing a song or interact with one of the children.
10:00-10:15 a.m.
Changings, going to the potty/bathroom and washing hands
Younger toddlers that need to sleep go to bed. The other children have free play or partake in other activities.
11:30 am-12:15 p.m.
Together at the table for lunch
12:15-12:30 p.m.
Brush teeth
12:30 p.m.
Rush hour: changings, going to the potty/bathroom, getting undressed and going to bed
1:00-3:00 p.m.
Sleep
3:00-3:30 p.m.
Changings, going to the potty/bathroom, and getting dressed
3:45-4.15 p.m.
We have a snack and something to drink together at the table
4:15-6:00 p.m.
Free play (inside or outside) or possibly a planned activity.
Meals
Meals and snacks are a group activity. We use this time not just to eat and drink but also to interact with eachother. We pay attention to eachother and talk and sing. Group leaders set an example by eating with knife and fork and the children are taught to eat with a fork.
5.4 PROBLEM BEHAVIOUR
Introduction
Every group leader has been confronted, one time or another, with children in the group who expressed problem behavior. Apparently, there is a group of children that express this behavior to such an extent that they are labeled "problem children". Undesirable behavior of which group leaders express their concerns are: unwillingness to listen, stubbornness, crying, not eating, not sleeping, easily upset, temper tantrums, withdrawal, aggression and arguments. It is of utmost importance that the group leaders discuss this with the head of the group leaders. There are no standard solutions. Even more so because the root of the behavior could lie within the child itself, the parents, living conditions or a combination hereof. We need to look at possible causes per child and look for the most appropriate response to the behavior of the child.
5.4.1 STUBBORNNESS
Between approximately the second and fourth year children go through a stubborn phase. Most recognizable in this period is that the child will say "no" resolutely, will act as though everything belongs to him/her and is not able to share with the other children. The child discovers "me" and what "me" can do. Dealing with a child in the stubborn phase requires endurance, tact, humor and patience from the group leaders.
Important in this is:
" To provide the toddler with choices
" To be clear in the explanation of what is expected of the child
" To limit the amount of rules
5.4.2 CRY BABIES
There are many possible reasons for a baby's crying. To mention a few: hunger, pain, cold, dirty diaper, need for attention. Through daily interaction with the baby the group leader learns to discriminate between the different cries. A distinction can be made between:
Communicative cry
Crying in this form is a type of calling. The baby is hungry, is cold or has pain. Crying for attention is also a communicative cry and can be prevented by picking up the baby.
Just-because cry
This includes whimpering, whining, etc. After a while the group leaders are able to make a distinction and react accordingly.
What the group leader can do:
" Holding and cuddling can be of great help
" When the baby is bored he/she can be placed in the playpen with some toys
5.4.3 FEARFUL CHILDREN
There are different types of fear that a toddler can suffer from
" Separation anxiety
In this case the toddler sees itself as an independent individual, separate from their mother and father. Typical of separation anxiety are sleeping disorders and not being able to say good-bye to the mother and father.
" Fear of strangers
Unfamiliar situations can be a cause of anxiety, regardless of the fact that the toddler wants to discover.
How does the group leader deal with fear?
" The child's fear needs to be taken seriously
" As much security as possible is to be offered the child. The group leader stays nearby
" The child's self confidence is reinforced.
5.4.4 SHYNESS
The root of shyness is anxiety, specifically separation anxiety, which can occur starting in the seventh month. Typical of this anxiety is that the child does not want to have anything to do with others beside those he/she trusts.
How do group leaders deal with shy children?
" By allowing the child to hear their voice as often as possible, a sense of security is created
" By playing peek-a-boo or hide-and-seek the child learns to understand that the group leader or mother will return
" Activities are done in the presence of the shy child. Hearing this puts the child at ease.
5.5 SAFETY
Taking safety precautions, creating a safe environment, is very important to us.
The following precautions have been taken on the playground, in the rooms, with the toys and in the organization of care.
Playground
- As stipulated in the regulations there is sufficient space to play outside
- The fencing around the playground is safe. There is no barbed wire and children can not climb over or through the fencing
- There is always supervision during play
Facilities
- Dangerously protruding objects and hot objects are covered (radiators, heaters)
- Sockets/electric points are child safe
- The lamps in the lighting are well covered
- The furniture is suited to the size of the child, durable and easy to clean
- The tables have rounded corners
- The rooms are aired every day
Toys
- Broken toys are repaired or thrown away
- The toys do not have pointy objects or sharp edges and do not have parts that a child can pick at
- Children play with toys that are age appropriate
Organization
- There are always two group leaders present per group
- We have fire extinguishers that have been approved by the fire department
- There is a first aid kit in every group
Our pedagogical policy does not stand-alone. Several demands need to be met in other areas in order to bring our pedagogical policy into practice.
Parental policy
It is our intention that there is a good contact between the group leaders and the parents. This is why time needs to be taken to bring and pick up the children.
" The group leader is initially responsible for a good relationship with the parents. Parents have the right to retrieve practical pedagogical information.
" When a child "graduates" to a new group, parents will receive information about the change
" Parents have the right to view our pedagogical policy
Staffing policy
Each day there are two group leaders per group. In total there are three permanent group leaders per group. This way one can keep an overview and the children can bond with all group leaders. As many as possible group leaders work 4 days a week. We have an active policy in expertise enhancement. Pedagogical schooling is encouraged as much as possible and all our group leaders have a diploma or are receiving education focussed on children. When hiring a new employee we go through a procedure that can be described in a few steps or phases.
To start with, the manager makes a selection from the applicants. Then there will be a first interview with the candidate. A second interview will take place with the possible colleague. Based on this the candidate will be invited to work with us for one morning. Depending on how the work-morning goes, the applicant will then be hired.
Organizational policy
Assumption
The children come for whole days
The baby group has a maximum of 9 babies. The toddler group has a maximum of 10 and the preschool group has a maximum of 14 children.
We suggest the children come to the facility for at least 2 days a week. It is our opinion that children need a minimum of 2 days in order to feel safe in the group and to bond with the group leaders.
When accepting new children we take the age consistency of the group into account and the guarantee that the child will go from the baby to toddler to preschool groups. Children need other children of the same age in their group in regard to their specific age related interests.
Formal team meetings take place once every three months in the presence of the assistant manager and the head of the group leaders. Along with general information, pedagogical issues are also on the agenda, such as discussing groups-children-parents or a specific pedagogical theme. Furthermore we also have regular meetings at managerial level.
External policy
For parents and others who may be interested we have an informational brochure about placement, care and our pedagogical goals.
To remain apprised of the different pedagogical discussions within childcare we subscribe to the national trade journal "Kinderopvang".
Basic selection of toys belonging to crèche Hermelijntje childcare center
The playing materials in our crèches are suited to the age and developmental level of the child.
Standard:
Items for outside such as bicycles and steps
Crafting materials such as paint, paper and clay
BABY GROUP:
Toys that stimulate the senses
" Foam balls
" activity center and baby-gym
" several teething rings and rattlers
" ring pyramid
" blocks
" stuffed toys
" music mobiles
" play rugs and mirrors
Toys that stimulate motor skills
" balls
" a small climbing rack
" baby-walker
" stuffed toys and dolls
" building blocks
" a large play ball
" a (crawl) tunnel
TODDLER GROUP:
Toys that stimulate children's imagination
" balls
" dolls, cots and clothes
" garage with cars
" dress-up clothes
" doctors bag
" cassette recorder
" telephone
" shop
" play kitchen
" books
