10 Facts
1. Our mission statement
"The Situational Approach is an invitation to get involved in life with the children "Jürgen Zimmer/ Founder of the Situational Approach

Our pedagogical work is based on the recommendations for education and upbringing for kindergartens, in Rhineland-Palatinate. Legal bases are “das achte Sozialgesetzbuch“ (in particular the §1, §8 and §22 to §26), “The Kindertagesstätten Gesetz RLP“, “The Kinderförderungsgesetz“, “The Bürgerliches Gesetzbuch“ and “The Grundgesetz“. In addition, we work according to the Situational Approach. We consider our institutions as a place of safety, experience and learning. Doing things together, such as playing, doing arts and crafts, experimenting, singing, celebrating parties, organising trips out and generally having lots of fun together - from our point of view this is the best way for children to discover and conquer the world. Successful education and upbringing require the cooperation of adults. Therefore, we maintain a partnership-like cooperation between the parents, as experts for their child and our specialists.

2. The Situational Approach
Our pedagogical work is based on the principles of the Situational Approach and is displayed through our everyday life. In view of the constantly and rapidly changing world, it is a particular interest of this concept to ensure equal opportunities for all children, regardless of their social and cultural background. The aim of our education is to empower the children to act independently, competently and in the interest of the community. The focus is always on what is current in the life of the children and their families.

3. Priorities
The Kita LUfanten attaches great importance to the experience gained from discovering, exploring and shaping nature, as part of a child’s creative development. With all its attractions, it should be a place for play, fun and creative development for any child. The aim is to get to know the value of the individual elements, to open up to them and to be able to develop something new. We regularly take excursions into the surrounding forests and parks and give the children the opportunity to discover their surroundings and to become more self-determined.

4. Settling in period
The transition to a childcare facility can be a big step for both children and parents and naturally comes with a transition process, for those involved. For parents, this means that they must entrust their child to as yet unknown persons. The procedure we employ, is based on the "Berlin Model". The initial focus is on building the bond and relationship between the child and the relevant specialist. The support of a family member is one of the main building blocks of this. The goal being to create a basis for trust between all those involved, in which the child’s relationship is then able to grow. A positive acclimatisation period is a significant step towards the child's independence. The settling-in period depends on each individual child’s situation and may last several weeks.

5. Daily routine
  • 7:30am. Start of the day care day
  • 7:30am – 9:00am Breakfast
  • Up until 9:15am, the children have the possibility to have breakfast together. At the same time, "free play time" takes place in the group room, in which all children can participate.
  • 9:30am. Start of the individual groups / morning circle /”free play phases" which are varied and shaped according to the situation, through activities, projects and excursions.
  • 12:00am Lunch and rest period
  • During the rest phase, the children have the opportunity to have a nap or to pursue quiet activities.
  • From 2:15pm we offer a freshly prepared snack.
  • 3:00pm – 4:30pm active design of game situations.
  • 4:00pm The day ends.
  • At 4:30pm the nursery closes.

6. Specialists
The pedagogical specialists take on the task of accompanying education and development. This involves both a supporting and partnership function with a focus on the individual characteristics of each family. Our cooperation with the family is organized by a so-called "partnering system". Both the parents and the children are assigned a reliable partner, who that can talk with and gain support from, during the various individual processes that they must go through (e.g. acclimatisation, transition to school, etc). In addition, regular discussions are held with the partner about the child's progress to date, which are intended to provide the parents with information about the child's everyday life in the day care centre, as well as their individual development. In addition, the specialists are also in regular contact with each other and are supported by ongoing reviews and supervision.

7. Nourishment
The Kita LUfanten is supplied daily by the BIO Catering Caduli. Lunch is made from 100% controlled organic ingredients. In addition, our caterer prepares fresh meals every morning and delivers them to us in time for lunch. When purchasing our meat, we pay particular attention to appropriate animal husbandry and when purchasing the fish to responsible fishing grounds. The weekly plan is based on the Optimix nutrition concept. For our children, this means meat and fish are served once a week and vegetarian food three times a week. Our daily selection of fruit, vegetables and salads are a fundamental part of our offering. Our meals are predominantly gluten- and lactose-free.

8. Closing days
The day care centre is normally closed for about 15 days per year. These days are agreed with the parent’s committee and fixed at the beginning of each year, prior to being communicated to all families as soon as possible thereafter. Closing days are used to give our specialists the opportunity to do some further teambuilding. The focus being on reflecting on the processes and developing the concept further. For the Summer semester break, our facility has a holiday period of six weeks. During this time, our professional staff are able to take a vacation and recharge their batteries. For the families, this means that the children are required to take a minimum 1 week break from day-care, within the specified time frame.

9. Parent-teacher evenings and parent-teacher letters
In order to be able to communicate important contents and topics together with all parents and families, regular parents information evenings are arranged. The head of the day care centre invites parents at an early stage so that as many parents as possible can take part. Regularly letters to parents inform about current projects, upcoming events and/or any changes.

10. Parents Committee
The parents' committee represents the interests and concerns of the families in the day care centre. The committee actively supports through organisation and joint actions plans. The Parents' Committee is elected annually by all parents and meets regularly with the head of the day care centre.

Important links for parents: