Integrative kindergarten: pedagogical concept

Integrative kindergarten makes “being different” the norm

In the integrative kindergarten, children with physical, mental or mental disabilities learn, romp around, do handicrafts and play together with “normal” children. The impairments can be hearing or visual impairments, syndromes such as attention deficit hyperactivity disorder or developmental delays. Through joint activities, other children’s “being different” becomes normal. The little ones learn to help where it is needed, to be patient and to consider the interests and abilities of others. Many integrative kindergartens follow the Montessori concept, since consideration for other people, strengthening self-confidence, playing with sensory materials and the integration of supposedly “others” are everyday Montessori principles.

Integrative kindergarten: an overview of the pedagogical concept

• Teaching of values: An integrative kindergarten builds on the teaching and promotion of values ​​such as tolerance and respect from an early age.
• Aims: The development of the individual mental and physical abilities of the child is the focus of the work.
• Shared Care: By playing together, children learn that being “different” is enriching and that they need to consider other children’s interests and abilities.
• Own pace: Each child has the opportunity to develop and learn at their own pace.
• Care offer: The offer in the integrative kindergartens ranges from children’s “free” play to project work in small groups. Some kindergartens also offer play, movement, music or riding therapies and sometimes individual care.
• Supervisors: The specially trained educators are an important part of the concept of the integrative kindergarten. They have well-founded regular, special or curative education knowledge that they have acquired during an additional qualification or training. The number of educators per group is basically two pedagogical specialists. In order to do justice to all children, the number of educators can be increased, especially if the disabled children have additional care needs. In addition, most integrative kindergartens work closely with therapists, physiotherapists and motopedists.
• Parents: An integrative kindergarten works closely with the parents, especially the parents of the disabled children.

Is an integrative kindergarten suitable for all children?

An integrative kindergarten accepts all children and all forms of disabilities. However, the latter determine the group structure in kindergarten. This means that children are assigned to a group depending on the severity of their impairment. The exact distribution of the children with and without disabilities depends on the respective kindergarten. In principle, however, it can be expected that around one third of the children in a group will have a disability. Parents who want to register a child with a physical, mental or mental disability in an integrative kindergarten must first send an anamnesis and the diagnosis of the disability to the responsible integrative specialist service of the kindergarten.

An integrative kindergarten has many advantages

• All children learn and live values ​​such as tolerance and consideration right from the start
• Disabled children are not placed in an isolated facility and can participate in everyday life with others
• Strengthening of self-confidence and independence
• By playing together, children accept “being different” as part of their normality
• When it comes to the games on offer, care is taken to ensure that they are possible for all physical and mental abilities
• Children are actively involved, which means they help each other. Big children help the little ones, children with motor skills support children with restricted motor skills