Pedagogical policy

Social and moral development

At De Kleinste Reus, children are given the opportunity to gain social experiences and skills through interaction with other children. By playing together, children experience the social consequences of their actions. They understand the consequences and learn to take them into account. Playing together gives the child a “we feeling”.

As soon as children become more mobile, they show more and more interest in other children. When they can turn their heads, they look towards other children. As soon as they can crawl or walk, they move towards each other. Nevertheless, in the first year, communication between educational staff member and child plays an essential role in the development of social skills.

Even with older children, the pedagogical worker has the important task of encouraging children to play together. For example, a pedagogical employee may choose to participate in a game activity for the first time. Children learn to understand what the intention is.

As the children grow up, they learn that they have to take other children into account.

In general you see that older children can often be very caring for the young people in the group. For example, older toddlers come for help if the younger child is unable to grab a coat, for example. The children are learning to share better and better. In the circle there is one fruit plate that goes around, the children take turns taking a piece of fruit.

The emotional development

Young children are very spontaneous. Educational staff member increases the child's insight into himself and other children by expressing feelings and explaining them.

A good relationship with the pedagogical staff will help the child express himself more easily.

Role-playing games also have an important emotional function. Children process emotions by playing them out in their play. For example, a child who has just completed an operation can play doctor endlessly. In play, a child can take on different roles and thus gain control over what is happening. Each child will give their own interpretation to a theme through their own experiences. Role-playing games can be played in the theme corner. Depending on the theme, children can become doctors, dentists, zookeepers, cashiers and more.

We teach the child to trust his or her own strength and ability. The child learns through trial and error and we ensure that he or she does not become discouraged quickly.

We also teach the child where the boundaries are, what is and is not allowed (you are allowed to be angry, but you are not allowed to hit). If pedagogical staff have to correct a child, they ensure that this does not damage the good relationship by only disapproving the behavior and not the child as a person. If the child finds it difficult to express emotions, we can use games for this.

Babies express themselves through body language and their comprehension skills still need to develop. By working very consciously with a baby, you learn to understand his or her body language and discover what is experienced as pleasant and what is not. In this way the baby also gets to know the caregiver, the baby recognizes the voice, the way of greeting and responding. The interaction with his caregiver therefore becomes predictable and that gives a familiar and safe feeling. The pedagogical staff strive to make even simple care tasks meaningful for the children. For example changing. Babies like to be talked to when they are being changed.

Personal and cognitive development

Children learn by doing. Through playing, children learn how the world works. Depending on the game, cognitive and personal skills are called upon. Cognitive skills include organization of materials, organization of time, insight into cause-effect relationships, making plans and developing imagination. Personal skills are much broader. When we think of personal skills we think of self-awareness, development of one's own interests and self-confidence.

Knowledge of the development process of children helps to guide children in the right way. For us, stimulating development mainly means looking closely at what the child is doing. How is the child developing and how can we help him along the way?

We believe that a child can only develop if he or she feels safe in his or her environment and develops self-confidence. See the goal circle of Basic Development (Starting Blocks) below. A child is naturally curious about the world around him

Motor development

Versatile movement and positive sensory stimuli are very important for the child's motor development. We respect the child's autonomy and provide peace and patience so that the child can develop at his or her own pace.

We stimulate gross motor skills by going outside a lot with the children.

Fun forms of expression that stimulate motor development are dance and movement play. The pedagogical staff regularly put on music to dance together.

Fine motor skills are practiced during many creative activities such as crafts, painting, puzzling and/or playing with construction materials. And during daily routines such as dressing and undressing, eating and drinking.

The pedagogical staff try to positively influence motor development by responding enthusiastically when a child does something new and encouraging children to try out new things.

Creative development

Creativity is the path to versatile development.

Visual expression is not a goal in itself in childhood. It's about having fun and the experience that you can change the world around you and make it beautiful. A child shapes his own world through fantasy and imagination. It learns to express itself in images.

We often do creative activities in groups, but if a child feels like making clay, painting or cutting and pasting, there is almost always room for that.

All the children's works are collected in a large folder. When the child says goodbye to De Kleinste Reus, the folder goes home.

Expressive development

We pay a lot of attention to music and movement because we believe it is such an essential part of good development. A music teacher visits the groups every week to make music and sing with the children.

Singing is also used during the daily routine, such as before eating and at the end of the day and during the themes.

Pedagogical policy

Social and moral development

The emotional development

Personal and cognitive development

Motor development

Creative development

Expressive development

Download Pedagogisch Beleidsplan de Kleinste Reus

Download Pedagogisch Beleidsplan de Kleinste Campus

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