Life skills: For us, the child is from the beginning a independent personality, which even discovers the world, learns, evolves and is supported by us adults. Our goal is to give children the possibilities and framework to develop a comprehensive life skills .

Social competence: Children of our day-care centers learn to introduce their own actions and behavior of the individual adequately into a group and community and to live it out.

Competency: Children of our day-care centers develop their "self-confidence" and learn to act responsibly, gain self-initiative and independence, develop body awareness and body awareness, and feel at home in their body.

Competence and learning methodical competence: We promote the ability of our children to acquire theoretical and practical knowledge and thus to open up the world. We encourage the willingness and confidence to learn from others, so that we can later decide how to learn in a given situation. Through various offers in the arts, sports, music and language, they learn techniques and skills for their later life. They can then implement and live them out with their own ideas and their creativity.

Children learn the world by playing and also develop their core competencies in the game. The game happens spontaneously. There they can express their view of reality and channel their feelings. ** The game gives opportunity for individual, social and collective learning. It calls for action and strengthens the ability to analyze the concrete reality. This stimulates participation and interaction (life skills).

Starting point

This means that we are always in a shared experience and communication process in which all participants are teachers and learners, i. the educators do not have the sole expert role. Our emancipatory approach is based on the assumption that we all - regardless of age and role - are specialists in the current situation in which we find ourselves. As life and social development are dynamic processes and subject to constant change, it is very important for us to address the children's world, to understand their needs and interests, to work them out and to empower their world and society that they live to shape.


Children can learn very easily and naturallyat an early age (up to 3 years). Later in life it is also easier for multilingual children (multilingual) to learn other languages. By the age of 6 years, children can learn a language almost incidentally. In many places around the world, where multiple first languages are spoken side by side thanks to multi-ethnicity, this natural multilingualism is lived. The children have been living in the same multilingualism since birth and dive into the associated systems of thought and value (immersion).


Language carries a whole world with itself. Language refers to culture, the way of thinking, acting, feeling, perceiving, moving, and all other factors that make up an identity. In Berlin - Brandenburg, German predominates in culture and everyday life. In second place is English, Turkish, Russian, Spanish and other languages. It is therefore important that the German language and cultural characteristics of the migration culture are cultivated and promoted. The identity and self-esteem of the children are thereby stabilized, so that they know and appreciate all elements of their identity, their being. Only then can they develop a strong self-image and root themselves here. This is only possible without repression of part of their self-image. Figuratively said in our words: Everyone should be as broad as possible to stand firm even in headwinds. It is very important to note that this treasure and potential can be lost if multilingualism is only practiced within the family, as children prefer the dominant language of their friends and contemporaries and the parents' language is no longer or only very limited , use.

For children without a multilingual background it is a great benefit to experience the language and intellectual wealth and to experience that "being different" in every form is an enrichment and not a threat. This enrichment in turn strengthens the self-esteem, because one accepts one's own "otherness", and that of the other as a natural fact and thus grows with it. In this way, the foundation for a relaxed self-confidence is laid. This allows a natural openness and ability to accept difference, for "specificity".