Technically, loves the same care

Educational goals, methods and activities

social learning

Emotionality and social education

Emotional and social skills are a prerequisite for a child to learn to integrate into the social community. You are speaking

and cognitive skills are closely linked.

It is important to build positive relationships and deal with feelings. The child learns to deal competently and responsibly with their own feelings and the feelings of others.

Conflicts are part of human communication. Helping children to practice constructive conflict resolution strategies at an early age is an important goal for us.

This is how we do it

> a familiar and loving atmosphere that provides security

> In free play, the children can train their social skills, learn to resolve conflicts and make compromises

> We set up social rules for the community with the children

(clean up after the game, wait for each other, help each other, ...)

> We promote team spirit and cooperation with joint work

> through group celebrations we strengthen the sense of community (birthday celebrations, celebrations around the year, ...)

> Picture books that encourage social interaction

> Role play — being able to be someone else and expressing feelings

Personal skills

  • Increase in self-esteem and self-confidence (e.g. through sponsorships, game leaders, through many different activities)
  • Ideas are valued
  • take children seriously (narrative circle, complaint circle, ..)
  • Develop value behavior
  • dare to express their own opinion
  • Perseverance, attention, care
  • Experience limits

Social skills

  • Experience "we" consciousness in the group
  • Group work / team work (creating something together)
  • the free game offers: communication promotion, conflict situations - how do I deal with them and find good solution strategies; Practicing tolerance, being able to lose, ..
  • Sponsorships (the preschool children are appointed to sponsor the new children and have taken on responsibility in this regard)
  • Shared responsibility for others

Everyday skills

  • Independence as the most important goal
  • predetermined daily routine
  • independent dressing and undressing
  • Cooking and baking together (once a month there is a healthy breakfast and every day the children can help cut fruit and vegetables, as there is a fruit and vegetable plate)
  • tidy up (keep order)
  • to be familiar with the place (through walks, traffic walks, ..)

Children of other ages

  • Mixed-age groups - children between the ages of three and six require from each child: consideration, tolerance, helpfulness, assertiveness, learning from older children)
  • Visiting the younger siblings in the groups for certain activities of the parents, such as making lanterns, making wreaths for the Christmas market, ...
  • School childcare

Girls and boys

  • Equal rights for boys and girls is our goal
  • grow into your own gender role ("I am a girl / boy)

Intercultural learning

  • bit by bit learning through other cultures, ways of life through songs and stories, cooking, pictures

Value orientation and religion

In our community the child experiences that God loves and recognizes them.

This includes:

  • Conveying values, e.g. B. Respect for other people and responsible treatment of creation
  • Maintaining religious customs (intuition, songs, prayers, stories, word services)
  • Getting to know festivals and celebrations in the church year

Religious education and teaching of values

"You are you -

a thought of god

an ingenious one too. "

Religious education supports the children in dealing with their questions about God and the world. Religious experiences and being part of community, festivals and rituals help to discover what is one's own and what is foreign.

Religious education in kindergarten enables holistic experiences that convey values ​​and orientation. Children depend on having basic trust-building experiences that they will carry for a lifetime.

Our children should feel comfortable and be recognized in a trusting, positive atmosphere. Every child is seen and taken seriously with their uniqueness - with their strengths and weaknesses.

Children learn empathy, charity and values ​​such as consideration, honesty, helpfulness, trust and reliability in everyday life with one another.

This is how we do it

> We pray together every day in the morning circle and at lunch

> we sing religious songs and hear biblical stories

> we celebrate religious festivals according to the annual cycle (e.g. Thanksgiving, Christmas, Easter,)

> We visit the church (e.g. look at the Thanksgiving Altar) and

celebrate church services (e.g. St. Martin's service, farewell service)

> religious beliefs according to KETT


Language education and written culture

"A word that a child does not know is a thought that it cannot think."

"The limits of my language are the limits of my world." (Ludwig Wittenstein)

"Let the joy of language and letters come to life."

Language is the key to the world! Language skills are one of the most important foundations for our children's school and educational opportunities.

We want children to enjoy language and speaking. Language promotion is firmly integrated into our everyday life.

Children do not acquire their linguistic competence as an isolated ability, but always in the context of children and adults and about topics that interest children.

We focus on developing the joy of speaking. We promote the ability to communicate linguistically and to exchange ideas with others.

The children should learn to listen actively and expand their vocabulary, their sentence structure, their conceptual and sound formation.

We arouse interest in writing and in "playful, discovery" writing (discovering letters, writing your own name).

This is how we do it

> Creation of a language-stimulating atmosphere

> Picture book viewing

> Tell and invent stories

> Discussions in the morning circle

> Maintaining a culture of conversation (listening and letting them finish speaking)

> Our linguistic role model

> Finger games, poems, puzzles, movement games and songs

> Writing workshop for preschool children

> Regular visits to the library

> Dialect maintenance

> Bielefeld Screening (BISC) for preschool children

> "Clever" language support program for preschool children (funded by the Bavarian State Ministry)

> Language promotion based on the Würzburg language program "Hearing, listening, learning" (phonological awareness: rhyming, hearing initial and final sounds, clapping syllables)

"Preliminary course German 240" (according to the Bay. Child Education and Care Act)

All children who need support in German, as a first or second language, receive additional language training from us. The name "Preliminary Course German 240" refers to the number of hours in the course. In the day-care center, the preliminary course begins in the penultimate year of kindergarten before starting school. The elementary school is added as a partner at the beginning of the last year of kindergarten.

The prerequisite for participation is an assessment of the language proficiency in the penultimate year of kindergarten using the SISMIK or SELDAK language questionnaire, provided that the evaluation of the questionnaire reveals a special need for language support.

The preliminary course takes place both in everyday life during the free play time and in small groups.

Preliminary course German 240

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Language education in everyday life:

  • Promote willingness to speak (morning circle, narrative circle, ..)
  • Active listening
  • Dealing with children's questions and taking them seriously
  • Reading corner (picture books)

Targeted offers:

  • Book days (every child can bring their favorite book with them on this day)
  • Songs, rhymes, stories
  • conversations
  • Train phonological awareness (Olli ear detective, Würzburg training program - we incorporate this into our pre-school days.
  • many games for targeted language training

(Syllable rally, ticket cards, ...)

  • Sismik and Seldak
  • German preliminary course

Information and communication technology, media

Media education

Media belong in our society and have become an indispensable part of everyday life. Therefore, children come into contact with the media from an early age.

The spectrum of the media is wide. A distinction is made between print media (books, newspapers, brochures, ...) and technical media (computers, television, digital cameras, ...).

Children use this to get in contact with others, to have fun, to learn new things, to understand themselves in this world and to be able to act in it.

We see it as our task to show our children the possibilities of various media and their function and to teach them how to use them in a meaningful way.

This is how we do it

> Print media are freely available in our reading corner

> Targeted picture book viewing

> Gain experience with the CD player or digital camera

> Computer driving license for preschool children - independent, time-limited use of the computer with selected children's programs (e.g. smart mice, dandelions, ...)

> Use of beamer for non-fiction films and "children's cinema"

> Use of other technical media such as slide projectors and overhead projectors

> digital picture frame to document our educational work


Mathematics is much more than numbers!

Mathematics is hands-on!

The basics of mathematics are taught in our kindergarten.

It is important that the children do not learn to calculate, but rather to experience them holistically. We want you to be interested in numbers and to “grasp” mathematics with all your senses and your whole body.

This is how we do it

& # 8594; Sort and organize:

> Daily tidying up, every material has its own place

> Sorting from the smallest to the largest, according to color, shape, generic terms, ...

& # 8594; Shapes, patterns, symmetry

> Create, recognize, name and feel shapes

> Finding the same forms in kindergarten

> Paint on, cut out, glue on the shapes

> Offer geometric materials and construction materials

& # 8594; Space, location names, bodies


& # 8594; Numbers, counting, measuring

> All dice and card games

> Assign the quantity to the appropriate number

> Cooking and baking

> Measure time: days of the week and months, hours, hourglass

> Number days, number workshop

We implement this in our everyday pedagogical work by

- we offer your child the Montessori material.

- by your child using the math corner in our kindergarten and gaining a wide variety of material experiences.

- Your child learns to count while rolling the dice, sorting materials, setting the table and checking the presence of the other children.

Science and Technology

Scientific and technical education

In science and technology, the main thing is to discover and research yourself and the environment. This makes the world understandable and transparent for the children. Children in kindergarten have an enormous thirst for research and want to know why certain events happen this way. They observe their environment closely and ask questions that make you think. Children should develop joy in observing phenomena in nature, exploring and experimenting. Various techniques and modes of operation are learned, and technical relationships are understood and understood. In addition, the child learns how to use technical devices responsibly and appropriately.

This is how we do it:

> Conscious experiences in nature where scientific experience is gained

> Viewing non-fiction books

> Take up why-questions from children

> Differentiate observation ability through experiments (light and shadow, colors, hot and cold, what is swimming?, ...)

> Learning workshop on different subject areas (e.g. magnetism, electricity, ...)

> Nature observations (weather)

> Research technical devices and make various mechanisms tangible

> Get to know the elements

> Collect, sort, organize, name and describe various natural materials

> Understand quantities, weights and material properties (e.g. weighing and measuring)

> Experience the physical laws in the building corner

> orientate ourselves in space and time (set days of the week)

Environmental education

Environmental education and upbringing make a significant contribution to the responsible use of our environment and its natural resources. A respectful and resource-saving approach to creation is the starting point of environmental education. We offer opportunities so that children can actively and holistically deal with their environment. The children's environmental awareness is to be promoted and expanded.

This is how we do it:

> Regular stays in nature

> Carry out waste separation and environmental protection with children> Preserve God's creation, consciously experience the annual cycle

> Get to know nature with your senses, smell, touch, see, ...

> Provide research material (magnifying glasses, measuring rods, ......)

> sow and grow (where does our food come from)


  • separate waste
  • Must apples from our garden
  • Plant stones (plant, sow and take care of it, observe)
  • Walks in every season - how does nature change (e.g. to collect leaves and chestnuts in autumn)
  • Sensory education (taste, smell, hear, ..)
  • To be a role model for appreciation and respect for the environment (nothing is trampled, destroyed, torn down, destroyed,)
  • Learn how to handle materials and tools properly

Aesthetics, art and culture

  • create appealing, inviting interior design
  • Creative workshop "Brush Kingdom" (free work with different materials, e.g. corks, fabrics, cups, ...)
  • Role play corners (puppet corner, puppet theater)
  • Design with laying, building, rainbow and construction material
  • Targeted offers (drawing, painting, modeling, tearing, cutting, printing, weaving, kneading, embroidering)
  • It is not the product that is in the foreground, but the creative activity, i.e. not with every activity, something useful must come out of it
  • Village exploration
  • Festivals and Celebrations
  • Seasonal design of the house (e.g. entrance area)
  • creative doing


  • Songs (song and game songs)
  • Dances (e.g. lantern dance of the preschool children, dance together at the summer festival and parish festival, in everyday life in the gym)
  • Sound stories
  • Experiences with noises, sounds and tones
  • Instrument introduction (Orff instruments)
  • Rhythm (rhythm, heel and rhymes)
  • listen to music

Movement, rhythm, dance and sport

  • free movement during the free play time
  • Psychomotor gymnastics once a week
  • Movement games
  • Excursions, walks
  • garden
  • Movement construction site
  • the gym is used by the children during the free play time (soft building blocks, mats, vehicles, ...)
  • Opportunity to express yourself through dances
  • Cooperation with the sports club FC Möning


Health education

"Do your body good so that it ..."

For us, health education means that children should learn to be mindful of body and soul. They should perceive the needs of their own body (hunger, thirst, tension and relaxation, rest and movement phase) and satisfy them. They should learn to assess their own feelings and to deal with them (joy, sadness, anger).

Mindfulness of the body also includes personal hygiene and a healthy diet. Children should have the opportunity to get to know and process a wide variety of foods. A healthy, balanced and varied diet is important to us, because the foundation for later eating behavior is laid as early as toddler age.

This is how we do it

> Regular exercise (garden, gym, space to run around)

> Body awareness games

> Relaxation techniques (e.g. meditation, massages, fantasy journeys)

> Discussions about personal hygiene (washing hands, blowing your nose, clean and weather-appropriate clothing)

> Communicate knowledge about the body (e.g. the function and importance of different parts of the body)

> Preparation of the common breakfast (monthly)

> Cooking and baking in kindergarten

> Support with toilet training

> AOK-Tiger Kids (watch YouTube video)

> Practice what to do in the event of injuries, accidents and fire

> Daily fruit and vegetable platter in the snack bar

> the range of unsweetened drinks (e.g. apple juice from our own production, freshly brewed tea, water)

> health-oriented projects


Afternoon group on Monday and Tuesday

"Grasshopper" - Psychomotor movement group:

I learn what moves me! Psychomotor is a holistic development support that includes motor and mental aspects. Movement and psyche are closely related. An interplay of perceiving, experiencing, experiencing, acting and orienting in play with other children.

Afternoon group on Wednesday and Thursday

"Learning foxes" - brain teaser fit for school:

We want to take up the natural curiosity, motivation and enthusiasm for learning of children. Children learn day by day - and they learn best by playing, because playing is not a gimmick even in preschool age. We will therefore offer the children diverse and wide-ranging learning experiences in a playful way for the different areas of competence, education and learning.