Overview daycare centers

The daycare centers of the Idar-Oberstein city administration according to the "open concept". Open work" cannot be summarized or described in a short definition. There are daycare centers that work openly and have regular groups, but there are also reference groups, integrated toddler areas or crèche children and nest groups. However, these areas are designed in such a way that, where possible, all children and staff have contact with each other at some point during the day. Two fundamental principles of open work are important to mention here: Openness and openness

An insight into our open working facilities:

• The image of the child in today's world and according to the latest findings is that it is curious and motivated to develop itself further.
• In the concept of open work, the child is the actor of its own development.
• Above all, the opportunities for children to have a say and participate in decision-making, including with regard to the processes in the daycare center, are important aspects of open work.
• The children have many opportunities to develop themselves - for the most part, they organize their day at the daycare center themselves according to their needs, and the teachers provide them with a framework.
• Every child has the "right to today". They should be able to organize their day at daycare the way they like.
• Children can choose with whom they do which activities and when. The principle of voluntariness plays a major role here.
• They are no longer tied to or limited by a single "group room", but can choose and use different educational and learning locations according to their own interests and daily sensitivities.
• Be it
  • a construction room where children can try their hand at construction,
  • a theater room where they have fun singing, dancing and acting,
  • in the creative area, where they are creative with a wide variety of materials,
  • in the exercise room, where they can really let off steam
  • on the outdoor area or in many other areas (depending on the daycare center and space)...
• Playgroups are formed from children who otherwise don't have much to do with each other.
• Learning often takes place in passing, often by listening and watching.

• An important prerequisite for employees in daycare centers is an open attitude towards people in general, but especially towards children, as already mentioned, the child is the actor of its own development.
• Educational staff have the role of observing, listening, guiding learning, advising and supporting on an equal footing.
• Working openly requires a great willingness to work together as colleagues in the daycare center team, because regular exchange among each other is essential to ensure that open work really works in everyday daycare center life.
• All professionals keep an eye on all children, which means that the child is seen by different people in different situations or during different activities in several educational areas. This enables a genuine exchange to take place within the team about a child or their daily form. Many observations from different people and situations can be compiled in this way and enable a more accurate picture, a more precise assessment of the child. This is particularly important in order to register developmental delays or other issues early enough and discuss them with parents.
• Professionals can observe each other in the work process and give each other collegial reflection.
• Synergy effects are also created through cross-group thinking and action. This positive effect of exchange shows that educators can support and complement each other in joint projects, for example.
• Educational professionals are, so to speak, gentle promoters of children's self-directed learning processes.
• Children experience all professionals as experts in certain areas of education.
• The individual and development-dependent needs of diverse children are respected and actively encouraged, and educators focus on the children's resources. For example, project ideas arise from the children's interests.
• The children benefit greatly from the open work: it is important to the professionals to make the children strong for what comes after daycare: For elementary school, for the rest of their lives. And for this they need self-confidence to be able to assert themselves in the outside world.
• Open work is characterized by free thinking and a great deal of creative freedom.
• Are there no rules in the open concept? Yes, there are rules in the open concept too. Just like everywhere else - rules are there to make the kindergarten environment safer and more structured. How many rules each kindergarten has depends on the individual case, but rules are also questioned and, if necessary, changed with the involvement of the children.
• Quote: "Open work aims to expand children's scope for action and decision-making... The core of the matter is the well-being of every child, their right to independence, self-determination and influence." (Gerlinde Lill 2011, doctor of education, graphic designer and political scientist, founded the Netzwerk Offene Arbeit Berlin-Brandenburg (NOA) together with Christa Möllers in 2001).

The daycare centers of the Idar-Oberstein city administration have undergone the process of "Quality Development in Discourse", or QID for short, over the course of a year. This quality development concept was developed and supported by the Institute for Education, Upbringing and Childcare in the Rhineland-Palatinate at Koblenz University of Applied Sciences (IBEB).

Through QID, professionals can develop an openness for new things and at the same time appreciate and confirm the tried and tested. The approach of QID is to deal with attitude as a constant background for reflection. The focus is on the attitude of the individual educational professional and the team and the opportunity to reflect on and change this. After all, attitudes are known to have an effect on actions. The task here is not to meet externally set quality standards, but to work out areas of parent, family and social space orientation that are considered to be current and particularly important on the basis of a situation or social space analysis. The quality development process then focuses on a corresponding sub-area. These pieces of the puzzle can be

• Educational partnership,
• Family orientation
• Parental involvement
• Designing the transitions,
• Social space and community orientation,
• Demand orientation
• Networking with other institutions and
• Requirements planning

Evangelische Kindertagesstätte Algenrodt
Evangelische Kindertagesstätte Am Markt
Evangelische Kindertagesstätte Flachsspreite
Evangelische Kindertagesstätte Johanniskirche
Evangelische Kindertagesstätte Regenbogen
Evangelische Kindertagesstätte Pusteblume
Evangelische Kindergarten Tiefenstein
Evangelische Kindertagesstätte Wurzelwerk

Further information can be found on the website of the church district Obere Nahe

Catholic KiTa St. Peter & Paul
Catholic KiTa St. Walburga

You can find more information on the website of Katholische KiTa gGmbH Trier

Mosaik" daycare center of Lebenshilfe Obere Nahe gGmbH

Further information can be found on the website of Lebenshilfe Obere Nahe gGmbH