Emotional safety is a precondition for the young child. When a child feels safe and secure, it is able to be itself and express its emotions.
We offer the children a warm, loving and homely environment. We work with fixed, small groups, so that there is a lot of space, time and attention for the individual child. By responding to the needs of the child, the child feels seen and appreciated. We take the time for every child, when a child cries we immediately comfort the child. We make contact with the child by talking a lot to them at the child level. Whether we correct or reward a child, this is both done in a positive and calm way, by naming the behavior, explaining further what the consequences of the behavior can be and finally emphasizing what the desired behavior is.
We sing songs with the children and we name what they do from the “I-form”: “I see that you are playing with the red car”, “I see that you have a big smile on your face”. This gives the children the feeling that they are allowed to be there and their self-esteem grows. The pedagogical staff have an observant attitude and pick up signals from the children and follow the children in their needs.
Development of personal skills
Every child is unique and valuable. We accept children as they are and we trust the child’s own strength to develop itself. Children have an inner motivation to develop from birth. Children learn within their own ability, pace and in their own way. The child’s own and unique pace of development is decisive for us in guiding the children. With this Kids and Carrots contributes to the development of independence, self-confidence, resilience and flexibility of the children. We give the children the space to show their emotions, we name them and respond to them.
Development of social skills
One of the basic principles of Kids and Carrots is that the children feel at home and at ease. This makes the dynamics within the group very important. For example, we work with a horizontal group, so that the children understand each other better, develop together and this gives their play more quality. The presence of known peers is therefore of great importance for the development of personal skills. A pleasant playing climate is provided, in which the children can be together, but can also discover and play alone.
The pedagogical staff offer the children various activities that stimulate the imagination and promote interaction. Also during the different lessons of the professional teachers, different development areas, including social development are stimulated. From the age of 3, the children are prepared for primary school in a playful and casual way. Various activities take place on the basis of themes, which stimulate different development areas. In this way, the children keep learning new things and we show how they can mutually reinforce each other.
We encourage the children to resolve conflicts themselves and to experience the consequences of their own behavior. Children learn to understand themselves and the other better. They learn to deal with the boundaries of another, but also to guard their own boundaries. The differences between the children are important building blocks in social development. Children develop in and through communication, by exchanging ideas, thoughts and feelings. By creating a safe and familiar environment, children dare to be themselves and to develop their social skills.
Values and norms
In order to function in society, someone must learn the norms and values, the “culture” of that society. The first society in which a child learns norms and values is the family. The nursery offers a society larger than the family. Here the child comes into contact with many peers, so there are many learning situations to practice norms and values. The children develop their awareness of norms and values by imitating others and by the reactions they receive from others. The attitude of the pedagogical staff is extremely important in this. They set a good example, often this happens unconsciously, but sometimes this happens very consciously, whereby the standards and value are explained to the child. Respect, trust and commitment are the values that underlie all our actions. This includes standards such as “we listen to each other”, “we take each other into account” and “we solve problems together”. But also “you are okay, as you are and” I am okay, as I am “.
Throughout our lives, we have certain codes of conduct to follow. In practice, this translates to etiquette. By applying clear social, safe and practical rules, the norms and values are transferred to the children. We think it is important that children are taught the desired behavior at an early age, so that they know how they should behave towards others. They also learn in this way which behavior is socially desirable. For example, we think it is important that a child learns to say thank you and please, wait for his or her turn, respect others and not scream or shout.
If a child does not follow the rules, we will only correct the child in a positive, calm way. We do this by explaining that the behavior shown is not desirable, why this is not desired and emphasizing what is desired behavior.
Broad development of the child
In addition to the basic educational objectives, the various development areas of each child are stimulated in a playful manner. For example, attention is paid to the following development areas:
- Play development; children are challenged to play through free play and activities, the range of materials and challengingly designed group and outdoor spaces.
- Language development; language development is optimally stimulated through communication, reading books, singing songs and an English-language program for toddlers.
- Cognitive development; pedagogical employees work on the cognitive development of the children by learning to play, incidental and intentional learning and by using everyday situations as learning moments.
- Motor development; by playing outside, dance, yoga and gym class, the children at Kids and Carrots are always on the move. Both coarse and fine motor development have our attention!
Want to know more about how we work on the pedagogical goals and different development areas? Then ask for our complete pedagogical policy!