Educational priciples

Our perception of children

Interests
Children are curious, willing to learn, and open towards everything new. They are enthusiastic about discovering their environment. At our kindergarten, children are allowed to develop a myriad of different interests, to make new experiences and to foster and develop farther existing skills. We give children the opportunity to achieve personal and group goals independently within a stable social environment.

Resources
Every child has his or her own personality and resources, as coined significantly by the child's environment - in particular his or her family. We encourage use of these personal resources and accept all individual character traits as such. The individual children all contribute to the group and thus define the time the children spend together at our kindergarten. Learning to deal constructively with all of these particularities is a wonderful source of mutual inspiration and the basis for all of the activities that we undertake in common. The younger children, for instance, benefit from the experiences of the older children. In turn, the older children learn to be helpful and considerate towards the younger children.

Group dynamics
In joining the kindergarten, the children become members of a social group with its own group culture. Children are quick to make contact, to learn to cooperate and to carry out conflicts. It is of great importance to us that the children feel that they belong to and are able to grow within the group. The children learn about the methods, means and manner according to which the kindergarten group functions.

Learning methods
Kindergarten-age children go through typical development stages. We see our kindergarten as a place of learning that offers age-appropriate educational processes. We draw upon insights into and knowledge of developmental psychology and thus ensure age-appropriate education. Our classes are aligned towards the curriculum of the canton of Zurich.

Requirements
Teachers are to ensure the wellbeing of the children and to support their physical, mental, and psychological development. It is essential for successful learning that the children be able to build trust in others and in their social environment. Teachers must convey to the children the feeling of belonging; they must protect them from any form of aggression, discrimination, threat or danger.

True-to-life setting
Learning environments are to reflect as authentically as possible true-to-life situations of the children. In other words, whatever issue may be important to the children or of concern to them must be addressed. Because power of imagination plays an important role in development, we encourage it as a source of creativity.