What is a typical day at a german daycare center like? How is the institution structured? What challenges and successes does a prospective educator experience in the first year of their internship? This report offers an honest and detailed reflection on working with children, working together as a team, and an analysis of the daycare center and the social environment.
Preface to institutional analysis and reflection
In our first year of training, we were given the task of preparing a detailed activity report. This report includes a detailed institutional analysis of our kindergarten as well as an in-depth personal reflection on the experiences and developments during the first year of training. The analysis focuses on an objective examination of the educational practices and structures of the institution. It discusses questions such as the pedagogical methods used, the institutional structure and the environment, as well as the existing cooperation and collaboration models, always with the aim of an unbiased and objective assessment.
The reflection section is dedicated to my personal experiences and professional growth during the internship. Here, I reflect on the implementation and experiences of the aspects discussed in the analysis section in practice. It is important to be honest with yourself and, if necessary, to discuss these experiences with the responsible supervisor.
Please note that due to data protection regulations, some parts of the report have been omitted or modified. Nevertheless, the overall character of the work remains unaffected and offers a comprehensive insight into the structure and realization of an activity report in the field of early childhood education. In the reflection section in particular, you will gain a personal insight into my development during the first year. Newly acquired or in-depth skills are highlighted in italics in this section for a better overview.
Institutional analysis during the educator training
External structure of the institution
Location of the institution
The Anna Haag Children’s Day Care Center is located at Martha-Schmidtmann-Straße 16, which belongs to the Stuttgart district of Espan and the city district of Bad Cannstatt. The location in the city district is on the outskirts, near the Bad Cannstatt Clinic. The Anna Haag multigenerational house is also located at the daycare center’s address. It is interesting to know that the Anna Haag House is Germany’s oldest multigenerational house. That is why the daycare center was deliberately integrated into the multigenerational house.
The facility is accessible on foot, by car and by public transport. The tram lines U1, U16, the S-Bahn lines S2, S3 and the bus line N6 can be used for this purpose.
The Kindervilla Anna Haag at Memminger Straße 4 is a separate day care center in the Bad Cannstatt district. This can be reached on foot within 10 minutes from the Anna Haag daycare center. The living conditions in the district of Bad Cannstatt are colorfully mixed and range from socially disadvantaged to wealthy families. It is precisely here that the proportion of foreigners, at 28.3%, and the proportion of people with a migration background, at 50%, is above the Stuttgart average.
Catchment area of the daycare center
The daycare center’s catchment area is in Stuttgart Bad Cannstatt. However, the main focus is mainly on children from the district of Espan. Children can be registered using the registration form provided by the Youth Welfare Office. Parents will then receive a form specific to the daycare center to fill out.
However, parents must first attend a pre-registration appointment at the daycare center. This takes place eight to ten times a year on Fridays at 9 a.m. in the creativity room.
Facilities in the area
There are 3 playgrounds in the area around the daycare center. The Prießnitzweg playground is right next to the Anna Haag daycare center. The playground “in den Wannenäckern/Galgenäcker” is also within walking distance of the daycare center, just 3 minutes away. The third playground is a play area at the Stephanuskirche and can also be reached within 5 minutes on foot. The nearby Penny supermarket could be useful for shopping with children. This is also on Martha-Schmidtmann-Straße and can be reached within 5 minutes. Educational institutions include the district library on Kneippweg (300 meters away) and the Wilhelm-Maybach-Schule.
The Stuttgart Federal Police Station, directly opposite the daycare center, and the district farm in Stuttgart Bad Cannstatt, which is within walking distance, are also exciting institutions for children in the area.
Internal structure of the facility
Opening hours
The daycare center is open from 6:30 a.m. to 5 p.m., Monday through Friday. The youngest children, aged 0 to 1, are only cared for from 8 a.m. to 4 p.m. The daycare center is closed during the summer and between Christmas and New Year. A maximum of 23 days a year
Due to the coronavirus, opening hours are currently limited to 7:30 a.m. to 3:30 p.m..
Capacity and groups
The Anna Haag daycare center offers a total of 70 childcare places in five groups. The children cared for are between three months and school age. The groups are composed as follows:
- Blue group (0-1-year-old children, maximum 8 children)
- Orange group (1-2-year-old children, maximum 10 children)
- Green group (2-3-year-old children, maximum 12 children)
- Yellow group (3-6-year-old children, maximum 20 children)
- Red group (3-6-year-old children, maximum 20 children)
As of March 2021, all places at the facility are filled. There is a waiting list for children whose siblings are already being cared for at the daycare center. These are also given preferential treatment.
Detailed description of the green group
The age range of the green group, in which I am observing, is 2.5 to 3.5 years. The group includes 4 girls and 8 boys, making a total of 12 children. One special feature of our group is the inclusion of a child with physical disabilities.
There are no children in our group whose parents are refugees or have recently immigrated. However, there is cultural diversity (different nationalities) among the parents. (Anna-Haag-Mehrgenerationenhaus 2020)
Staffing at the Anna Haag daycare center
The facility has a total of 11 full-time positions with 100%. In addition, there are 7 positions with an employment level between 60% and 80%. The facility also has a 100% management position. A PIA intern is also employed in the kindergarten.
This results in a total of 20 employees. Of these, 4 are men. All employees have pedagogical training or are currently completing it. The employees also receive regular training and further education. Each group has a group leader. There is a separate regular team meeting for this management team. Unfortunately, an organizational chart does not exist for the facility.
There are also employees in the kitchen and cleaning areas. However, they are employed by the Anna Haag House and not directly by the kindergarten. (Götz 15.03.2021)
Overview of the pedagogically relevant rooms
At the Anna Haag day nursery, each group has its own group room and adjoining room. Within the group rooms, there are various play areas that are designed differently for each age group and can be divided into the following areas:
- Role-playing area
- Construction area
- Book corner
- Painting studio
- Movement construction site
- Sleeping and resting area
Each group eats together with their teachers in their own rooms. The sleeping area of the green group, for example, is set up in the construction area during the meal, thus temporarily changing its function.
There is a large outdoor area for playing. This is shared by all groups and includes, among other things, a swing, climbing frame, slide, floor trampoline, sandpit and a water play area. The outdoor play area also includes fruit trees and shrubs. A gym is also available to all groups, including children’s groups from the Kindervilla Anna Haag (e.g. for weekly children’s judo). Due to Corona, there are now times when the outdoor area can be used by each group, and the gym is not currently being used.
Furthermore, the children’s toilet should be mentioned. All children from the different groups use this together. Due to Corona, the toilet is only used alternately and the green group uses a converted staff toilet.
For the educational staff, there is a small library, special rooms for working on the computer, and a retreat for breaks. All rooms are on one level and are barrier-free.
Educational approach and content priorities
The goals and priorities of the institution
In my opinion, the Anna Haag kindergarten has created a very comprehensive and, in terms of detail, very special kindergarten concept (intergenerational concept). This is because the kindergarten concept is also linked to the spatially integrated Anna Haag multi-generational house for older people. This is remarkable in that I am currently not aware of any other kindergartens that share or link a daycare concept with the concepts of other institutions or similar.
Furthermore, the kindergarten’s conceptual framework is based on diversity, differentness, and building on children’s self-educational processes. In this context, I would also like to mention the current staffing with male educators in the facility (see staffing).
The following guiding principles have been developed on this basis:
- We treat each other with respect and trust. – We engage in dialogue with each other.
- We act on personal responsibility and initiative. – We stand for quality and performance.
- We shape quality of life. – We are flexible and innovative.
The kindergarten concept with its guiding principles can be divided into the following six sub-areas. However, these are not to be seen as separate conceptual sections. Rather, these areas flow into one another:
Pedagogical approach and view of humanity
“We should give our children two things: roots and wings!” is one of the institution’s guiding principles. It shows that children need a secure environment in order to develop and grow. The institution supports the children by providing a stimulating environment, limits and reliability, as well as space and time for self-determination. A great deal of emphasis is placed on exercise, nature and the environment.
No matter whether young or old, man or woman. For the personal development of children, a wide range of role models is very important. For all these reasons, the institution relies on a group concept. This is intended to give the children orientation and security.
Intergenerational living at the Anna-Haag-Haus
Intergenerational living plays a central role at the Anna-Haag-Haus. In addition to inclusion and the neighbourhood concepts, intergenerational living is one of the three mainstays of the institution. Children learn how to interact with young and old in the facility, thus learning tolerance, consideration and empathy at a young age.
The children regularly perform something in the “Forum” or sing for the older people. Joint breakfasts, mutual visits or get-togethers also strengthen the sense of togetherness. This helps children to see older people not only as people with impairments, but also as individuals with a wide range of strengths. Here, too, intergenerational life is currently not possible due to the coronavirus situation.
Participation of children
Promoting participation in children is crucial for an individual and independent life, including in the community. Through participation, children discover that they can get involved, exercise influence and help shape the daily routine.
For these reasons, participation takes place daily and continues to develop with each age group. The daily children’s conference should also be mentioned here. In this conference, children can express their wishes and thus learn about topics such as democracy, equality and participation while they are still in kindergarten.
This also teaches children conflict resolution strategies, which they can use to resolve their disputes independently or, for example, to discuss different opinions in a communicative way and thus express themselves.
The aim of the Anna Haag Kindergarten is to support children in maturing into independent personalities.
The situational approach with children
The institution is geared to the individual requirements and needs of the children. The situation at home and in the surrounding area is also included. By transferring responsibility, children learn to deal with rules and setbacks while they are still in kindergarten. Later, as adults, the children should take responsibility for their own lives and face the demands of work, family and society in a positive way.
Inclusion of children
The daycare center supports the inclusion of children by admitting them to the normal groups and has an inclusive attitude. This way, the children experience that being different is normal. The children learn to build bridges and approach each other. A so-called “Snoezelen room” is available for the inclusion children, which serves as a place of retreat. The corresponding facility is designed to activate all of the child’s senses.
To implement this approach, the facility has hired a (special) educationalist. This person takes care of the inclusion process by coordinating and supporting it. In doing so, they work with other institutions to identify any needs for support and assistance. The aim is the well-being of the child. They should be able to successfully manage everyday life at the daycare center.
The daycare center team includes employees with many years of experience in inclusion. Furthermore, employees receive regular further training.
Special features of the facility
In addition to the previously mentioned concept of the facility, the
sex education concept is also a special feature. The daycare center is concerned that the important area of early childhood sex education is also taken into account in the context of personal development. The facility wants to achieve the following goals through this:
- strengthening friendships and making new ones
- body awareness through mirrors, clothing, doctor’s bag and similar
- children are educated and informed through age-appropriate books
The goal is always for the children to know about their own bodies and also to learn to say no when they don’t like something. They should express their own boundaries and also learn to respect those of others. The children’s sense of shame is respected.
Collaboration and cooperation
Forms of collaboration with parents and families
Cooperation between educators and families is very important to the institution. For this reason, the educators are in constant communication with the parents in order to be informed about changing conditions and current situations.
To this end, there are regular parent-teacher evenings, door-to-door and drop-in conversations, an annual development discussion, and parent surveys. Furthermore, parents can find information on the information board.
Due to the current coronavirus situation, I unfortunately cannot share any further experiences in this regard.
Cooperation with other institutions
Since the kindergarten is part of the Anna-Haag-Mehrgenerationenhaus, there is regular exchange with the organization and the other institutions. In particular, the senior center and the educational institution should be mentioned here. Outside of Corona, a three-day internship program normally takes place once a month. This helps to establish new contacts and gives employees an insight into the work of other institutions.
The facility also participates in cooperation meetings with the surrounding primary schools and kindergartens. This also includes contact with municipal institutions such as the health department, youth welfare office and early intervention centers such as the municipal interdisciplinary early intervention center IFF.
Due to the current corona situation, I am unfortunately unable to share any further experiences in this regard either.
The Covid-19 situation in kindergarten
During the Corona period, all groups were alone in their rooms. Here, the concept had to be adapted to the current hygiene regulations. Joint events and visits to the elderly have not been carried out due to the risk. Likewise, the garden was cordoned off into different areas and the groups could only go to the large garden in turns, by the hour.
Unfortunately, the intergenerational concept also suffered from this, which is precisely the interaction and exchange between young and old. An attempt was made to reduce contact among colleagues to a minimum. For this purpose, walkie-talkies were even purchased so that colleagues could contact each other quickly and without contact.
Team meetings and employee appraisals were held digitally. I also had no contact with the children’s parents. To be on the safe side, I took a rapid coronavirus test every Monday before the start of the practice visit. This allowed me to interact with colleagues and children during practice hours without a face mask. However, this was reversed by the sharp increase in cases from April onwards, so that all educators in the facility had to wear a face mask within the group as well.
To further prevent infection, the facility purchased so-called Lolli tests. Parents test their children twice a week at home with these rapid coronavirus tests. The aim is to detect infections in children at an early stage.
The summer festival and all other festivals are also canceled due to Corona. Basically, it can be said that a normal kindergarten day is currently not taking place and many activities are canceled. Nevertheless, the children enjoy their time in kindergarten and the facility is trying its best to make the situation as good as possible for everyone. (Anna-Haag-Mehrgenerationenhaus 2020)
Personal reflection on the first year as an educator
During my weekly practical visit, I was able to see for myself that the current coronavirus situation meant that the concept could not be implemented to a large extent. Due to the spatial separation of the groups and the lack of shared play in the outdoor area, it was not possible to offer cross-group play times. Likewise, staff were only able to communicate with each other via walkie-talkie instead of in person. The employee appraisals and team meetings were therefore held digitally.
I feel comfortable in my role as an intern. My supervisor taught me all the necessary steps and we determined the current status together through regular reflection discussions. This enabled me to develop the willingness to review my own values, norms and stereotypes. At the same time, the regular discussions also helped me to gain an understanding that developing into a professional is a lifelong process. The cooperation with my supervisor was therefore always friendly and courteous. I even got her phone number so that I could contact her if I had any questions.
During my internship so far, I have been involved in all the usual educational tasks. I worked in the nursing area, where I was involved in the toilet round or changing nappies. I also carried out educational measures, whether it was setting targeted free-play impulses or planning and carrying out targeted activities. In the domestic area, I was able to gain experience in food preparation, setting the dining table, and cleaning up and washing up afterwards. Here I also learned that you can involve the children in this through participatory measures. Through all these activities, I now see myself able to build educational relationships and to shape them professionally.
During all the time in the facility, I always felt well looked after and supported. My supervisor managed to familiarize me with new tasks by providing new impetus and holding brief discussions, so that I was then able to carry them out independently. As a result, I now have the ability to take the initiative and work independently in a team. In my view, the teamwork was always harmonious and friendly as a result. We were able to support each other, so that even on busier days, stress levels remained within reasonable limits.
I had always enjoyed working with the children. I quickly found an approach to the children and was ultimately able to reach all of them. After just a short time, the children listened to me and approached me on their own. During activities, excursions or other activities, there was always a sense of shared joy. The children’s trust also extended to the nursing area. Changing nappies, going to the toilet or similar was never a problem. When it came to eating, I always had to change tables with the children so that they could eat with me once in a while. What made a lasting impression on me was the day I returned to the facility after being sick. Some of the children asked me why I had been absent and whether I would be coming back the following Monday. This taught me the importance of taking emotional bonds and social relationships into account when working with children.
I was able to observe how I carried out targeted observations and ultimately used this data collection as a basis for methodical-didactic action. During the internship, I became calmer and more relaxed in my interactions with several children. I was also able to assess some situations professionally and then decide on an educationally sound approach (for example, a conflict situation between children).
My calmness and patience helped me to explain new insights to the children and to cope with the tenth admonishment on some days. I was able to incorporate my interest in natural sciences into everyday life. Why is the sun warm? Why does it rain and why does the ground dust? Many questions that you first have to be able to explain in a child-friendly way.
My interest in movement and sports in everyday daycare life also helped. We often ran around in the front yard or “flew an airplane” once. This time was very nice and also helped to deepen and strengthen the relationship with the children. Especially integrating the inclusive child was exciting and a great experience. The additional support enabled this child to participate in the activities of the other children. It was only through this that I was able to gain a deeper understanding of the topics of diversity and inclusion and was thus able to deal with the view of both sides in more detail and more intensively.
In my opinion, the link between theory and practice was given. Nevertheless, combining the two parts required a higher level of personal effort, since at the beginning it was not always clear which theoretical area was to be put into practice when and how. For this, I think that the school time frame was too tight, especially at the beginning of the training period. It was possible for me to apply the material acquired at school in practice. This also helped me to understand some measures in practice.
The discussions and exchanges in particular helped me to get involved in open work processes and to deal with the complexity and frequent changes in professional action. Conversely, it was much more complicated. This is because much of the knowledge acquired in practice has not yet been covered in school, so I am currently unable to classify or test it.
The coronavirus situation also affected my second practice visit. This only went as planned to a limited extent and the motivation for the preparation and planning was low in the months before. Nevertheless, the practice visit helped me to recognize the problems and thus ultimately increase my motivation again.
In the future, I would like to work primarily on the planning and implementation of my offers. Because here I have found that the implementation of the offers often worked well. However, I did not always achieve the goal with the child, namely to expand his knowledge. Here, I have often strengthened and consolidated existing skills rather than imparting new knowledge to the child. In my opinion, deepening one’s own specialist knowledge, especially in language development and language development, is also necessary in order to be able to recognize and carry out the development and support of children under three years of age in a professional manner.
I would also like to deepen and intensify communication with parents. Unfortunately, this was not possible due to the Corona period. Therefore, the previous parent contact consisted of short personal conversations. However, during these conversations, I was able to learn that parents have different needs and resources. These must be recognized by us professionals so that we can offer families needs-based parental education and counseling.
The regular discussions with my supervisor and the other specialists were a very important and positive experience. I was very pleased when even the educators came to me and asked for my opinion on situations. This also made me reflect on the behavior of others and enabled me to develop a professional pedagogical relationship with colleagues. Ultimately, the discussions motivated me to continue, to try out new approaches and also to rethink my own perspective from time to time.
The next challenge I would like to take on is planning and implementing a themed day myself. In my opinion, this would be the next logical step in expanding my knowledge. Also, switching from under-3s to older children would be a challenge, as assertiveness plays an important role here in particular, and I’m not sure whether I feel comfortable in this age range.
My personal goals are therefore to maintain the current pace of learning and to differentiate between the role of the educator and the father. You often find yourself seeing the view at home from the educator’s role instead of that of a parent. I also have to strengthen my assertiveness.
Ultimately, I can say with a clear conscience that the internship at the Anna-Haag-Haus confirmed and strengthened my career choice. I found the internship very valuable, especially with regard to the under-3s area. As mentioned earlier, I was able to build a connection with the children and I was accepted as an educator.
Therefore, the next consideration is in which facility the subsequent internship will take place and which concept will be best suited to further deepen my knowledge. A municipal facility with the Einstein concept or a bilingual kindergarten is on the shortlist.
