Diversity and Inclusion
We welcome and embrace diversity as an enrichment for all children, families and educators.
For us, diversity means: different family structures, cultures, rituals, traditions, religions and languages from Potsdam and beyond. This diversity enriches our daily life and our community at the Kinderhaus.
Our Principles
Individual Development
Diversity also arises from the individuality of every child and the great acceptance of it. Gender-stereotypical behaviours are not conveyed or expected by our educators, but rather questioned. Every child is encouraged to live their individuality.
When difference is experienced as enrichment, respect and appreciation follow. Maria Montessori wished for people to strive for "La Nazione Unica" (a "Single Nation"), a society in which all people perceive themselves as equal inhabitants of the Earth. True to this vision, we meet all people at the Kinderhaus.
Our Understanding of Inclusion
"Inclusion in early childhood education considers the whole personality and all forms of diversity. It focuses not only on children with and without disabilities, but also on children from other cultures and languages, different social backgrounds, behaviours, talents or impairments." (Venohr, 2015)
Montessori Approach
Our pedagogy offers comprehensive learning opportunities, individualised support and inclusive care, in which children recognise their own strengths and experience how the different abilities of others enable mutual support.
Through active observation, our educators consciously recognise that all children want to learn, and offer individualised educational activities where sensitive phases and interests become apparent. These are taken up by the child at their own pace and for the duration that is beneficial to their development. This helps avoid over- or under-stimulation.
A child's strengths are discovered and consciously nurtured.
In this way, children also experience their diversity among each other:
- I have needs; these can be similar to other children's needs, but also very different
- I have strengths
- if I want, I can support another child with my abilities and knowledge
- there are certain things I'm not so good at; another child is strong in those areas and can help me
- I experience (un)consciously the positive effect: we are all different, and that is natural
What can the Kinderhaus offer professionally, structurally and spatially?
- professionally through the implementation of Montessori pedagogy
- through qualified staff (all permanently employed educators have additional Montessori training; the Kinderhaus also permanently employs a special education nurse and a special education teacher specialising in sign language and audiopedagogy)
- through relevant external individual training as well as joint professional development on team days, when specific needs of a child become visible and need to be supported
- through collaboration with parents and external institutions (social paediatric centres, early intervention services, occupational therapists, psychologists, youth welfare offices, etc.)
- the Kinderhaus is barrier-free; the garden is low-barrier
- the prepared environment indoors (space for movement, all materials are easily accessible for children, on shelves at child-appropriate heights, materials have a fixed place providing orientation, materials appeal to different senses, materials are exchanged according to children's needs, interests and abilities)
Individual Admission
For families registering for a place at the Kinderhaus whose child already has identified special needs, the child's needs are discussed within the team and the admission decision is made on an individual basis.
The following points are decisive for or influence this decision. Each child and family is considered individually:
- it must first be clarified whether the conditions at the Kinderhaus meet the child's needs and are beneficial for them
- whether necessary additional hours and/or an additional support worker are approved
- whether an educator has the necessary additional qualification
- whether an in-service additional qualification for an educator is necessary and will be approved
- whether necessary further training for one or more educators is approved
- whether we have the necessary personal resilience to care for the child
- whether the parents are willing and able to commit to close, individual, active and reliable collaboration with our educators
- children who show or develop special support needs during their time at the Kinderhaus receive the support we are able to provide. If adequate support and appropriate accompaniment cannot be guaranteed, such that we can no longer fulfil our duty of care in the interest of the child's wellbeing, the parents are advised to consider a change of facility within their means.