Development-promoting educational courses for children ages 1,5 to 5 years? Why an educational format for such young age groups? Isn’t that a bit of an exaggeration? Too academic?!
And the learning happens in small age-homogenous classes? Is this really beneficial for the development of young children?
In the following lines I will spontaneously share my thoughts.
Developmental psychology has clearly proved: the early childhood years are formative and lay the foundation for all subsequent personality development. The first years of life are the sensitive period and the most important time window for the development of motoric, communicative, language, early literacy and social-emotional competencies.
Youngest children learn with tremendous intrinsic motivation. Their young, developing minds learn so much, so quickly, and so long-lasting than never again later in their lives. We adults can only marvel at that, can’t we?
As a preschool educator, I have experienced Kita facilities that are full of curious, creative, hardworking and enthusiastic little explorers, researchers, learners, thinkers and creators. In my opinion, kindergarten resp. facilities for children’s daycare (in Germany: Kitas) are the very first ‘academic’ institution, full of young, enthusiastic ‘students’. Children who are naturally creative, inquisitive, eager and drawn to learn.
My experiences in Kitas tought me: through their behavior children often tried to demand what they needed – among other things the satisfaction of their learning needs and interests.
As a preschool educator, I am therefore firmly convinced that during their first years of life toddlers and preschoolers need more than supervision, daily care, nurturing, feeding, free play. Young children need and deserve to experience educational opportunities that recognize, promote, and strengthen their age-appropriate skills.
And that is what I expected from a preschool facility that claims to have the mission to take – family-supplementary and family-supporting – care and education of children.
The reality is… many Kitas in this country are merely places for the mass accommodation of children in mixed-age groups; where – for various reasons – the age-related needs and abilities of young children are not taken seriously, their learning interests and potential are overlooked and not (sufficiently) promoted.
That may sound like a bold claim for some readers. And that’s okay. However, I stand by my statement.
The reality is that there is really a worrying shortage of well-trained staff and qualified professionals in German Kitas…
Fortunately, despite everything, in each Kita you will find a minority of good, responsible, well-qualified, cultivated educators; these are very dedicated and committed persons of integrity. If you only knew how much I value and appreciate all the shared moments, and time spent together with such like-minded individuals. These are educated and distinguished ladies (including childcare workers, educators, preschool teachers, social workers, and non-specialist staff). They are a true asset to children and their parents in the Kita-landscape in this country.
In order to satisfy the children’s desire and need to learn, my colleagues and I often tried to improvise spontaneously and create learning opportunities for the children out of nothing (some Kitas lack basic learning materials!).
In such moments I felt both deep frustration and great joy. „Why are educational learning activities not an integral part of daily life in Kitas in this country?… I want to find a way to realize developmentally beneficial educational activities for children ages 1,5 to 5 years.“
As always, I still strongly advocate that toddlers and preschoolers have the right to experience more during a Kita day than just supervision, personal hygiene, and the satisfaction of basic needs such as food, drink, rest, and free play. Children want to learn. They need and deserve to experience joyful, structured educational programs that promote the development of their abilities and prepare them – in a way that complements and supports the family – for the transition to school.
The Happinest is the embodiment of my idea to find a way to make my small contribution to supplementary and family-supportive early childhood education. Educational courses CREATED FOR CHILDREN, INSPIRED BY CHILDREN!
The content? Early learning adventures that awaken the curiosity of toddlers and preschoolers, stimulate their creative energy, make their thinking mind shine and bring a smile to their face.
Whether it concerns linguistic, motor, cognitive or social-emotional skills – my educational format is designed to encourage the child’s innate joy of learning and to promote and strengthen early childhood school-relevant precursor skills in their full breadth.
And together with the parents present, to celebrate each stage of early competence development by acknowledging the progress of their children ages 1,5 to 5 years.
Every child matters. Every child is precious.
Every child is a born genius. Encourage them. Let them develop their creative potential.
And be amazed…
Feel welcome and let your child share in the fun of learning at my Happinest.
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Photo Credit: Image snapshots thanks Varvara Kandaurova
Carpets thanks to the consulting and service offerings of Schneider Einrichtugen in Saarbrücken
Seat cushions thanks to the craftsmanship of Raumausstattung Albersmeyer in St. Ingbert
