Our educational approach

Children’s social development

The aim and objective of social education at the nursery is to foster and strengthen the children’s social development so that they can control their own needs and expectations in interaction with other children and adults. Children’s actions should stem from their own discernment and not be imposed from outside.

At the nursery, situations arise in which children learn to recognise the consequences of their behaviour and adapt their behaviour accordingly. In friendly, child-oriented surroundings and a positive atmosphere, they feel safe and secure.

This gives the children a sense of inner peace and balance, strengthens their self-confidence and creates a positive attitude towards their surroundings.

The children’s innate curiosity, their openness and their receptiveness are maintained and fostered. Enjoyment of communication and motivation to take part in events and play with children of the same age are essential requirements for successful development.

Topic-based work

What does topic-based work mean?

A pre-determined topic is worked through with the children within a specific timeframe.

We focus on topics that keep the children occupied and provide related projects and activities, whilst also taking into account the season.

To make this spectrum as wide as possible, the sequences are carried out using different materials and methods.

The age-adapted activities/projects, featuring painting, craftwork, singing, role-play, rhythm and movement games or books, for example, are structured in such a way that they provide a wide variety of experiences.

Over time, the children can engage with the topic and get to grips with the details.

Free play

Free play is an educational concept that requires a high level of specialist expertise, real commitment and intensive attention on the part of the childcare worker. Daily free play is one of the top priorities of the nursery’s work, which is why it is a set part of the nursery’s routine. It is not time used to fill the gap until all children arrive before the “real work” can begin. Free play has its own intrinsic value. In free play, children acquire all the knowledge and skills they need in order to learn to live together in a community, become communicative and receptive and develop socially. In play, children can express themselves freely, identify with adults, be creative, overcome fears, reduce their aggression and exercise their gross and fine motor skills. For children, it is particularly important to gain experience of how they can resolve conflict themselves in play and be considerate towards other children. Free play and role-play are the best ways for children to prepare for adult life.

Daily free play mostly takes place at the start of the nursery day. The layout of the play area and the materials available are very important. The children should have room for movement games (play carpet, open space), the opportunity to play, paint and do craftwork at a table and go off to play with dolls or sit in the reading corner. In terms of materials, we prefer largely non-prescriptive yet highly flexible play materials that allow children to play without instructions from the group leader. With blankets, cushions and dressing-up materials, the children can also restructure their group room and create new play situations.

Settling in

Children’s experiences with this first transitional situation, the step into a non-family care environment, shape them as they grow older, which is why a positive experience is so important. For this reason, we discuss the settling-in period of approx. 2 weeks together with the parents of each child to ensure it is geared towards the child’s needs.

Sleep & rituals


The right amount of sleep is crucial to a child’s healthy development. A key factor in getting each individual child to sleep is getting to know their sleeping habits in order to put them at ease. Every child has their own bed to sleep in. Dummies, comfort blankets or toy animals are brought from home. If a child needs a breastfeeding pillow or sleeping bag, these are provided. We play soothing music to send the children to sleep, and stay with every single one until they have gone to sleep. We don’t wake the children: they have as much sleep as they need.

If parents have any preferences regarding sleeping times, they are encouraged to let us know (e.g. if a child does not go to sleep easily in the evening).


Rituals and celebrations are a key element of our nursery routine. We observe them every day and throughout the year. The recurring, consistent daily, weekly and yearly rhythm gives the children structure and security.

This rhythm helps us to develop a trusting attitude towards our surroundings. Rituals and celebrations are eagerly anticipated and enable us to cherish a particular moment. They mark the high points of daily life.

Work with parents

Constructive cooperation with parents is hugely important to us. Parents and their children are welcomed by our education specialists. This presents the opportunity for a discussion in which you can communicate your preferences, thoughts and suggestions on a regular basis. In the daily briefing in the evening, parents are informed about their child’s day by the group leader.

We aim for an honest, open relationship based on mutual respect. Once a year, we prepare a status report on your child for you. We hold parents’ evenings once or twice a year. Personal consultations with the management are possible by arrangement.

Food & drink

A healthy, balanced diet is another important part of our concept. Organic and regional produce is used. The food is freshly prepared each day by our cook.

Infant group

Baby groups in Wollishofen with up to 7 babies aged 4 months to 18 months.

Baby groups at Kreuzplatz with up to 7 babies aged 4 months to 2 years.

Our employees look after the children with love and care.

All babies and toddlers have their own daily rhythm. Our employees structure the daily routine in line with the various requirements. For instance, they can accommodate the individual eating, drinking, sleeping and play rhythms. Close cooperation with parents is very important to us when it comes to meeting these requirements. The detailed daily briefing is a key factor here. It is divided into five sections: food, drink, sleep, nappy-changing, moods and special characteristics of the baby. Parents receive a written report when their child moves up to the next group. Because we have so many childcare staff (2:1), we can easily perceive, understand and respond to the signals and signs from the children. In age-appropriate group rooms, babies have the rest, time and space they need to practice and try out movements undisturbed. Suitable play and learning materials are available and there are a wide range of finger games, sensory games with various materials, rituals and movement games, for example.

Musical early education is our special activity for infants

Musical early education invites babies aged up to 24 months to take part in music-based play. Making music together in this early phase is “food” for the children in three respects: for their body, soul and mind. Through songs, rhymes and movement games, with their nursery nurses, the children can discover their own voice and their body whilst enjoying themselves. Simple instruments like tonewoods, rattles and drums introduce the children to the world of sound. Research has shown that music-making has a positive effect on children’s overall development as well as their musical aptitude, social behaviour and intelligence.

Cookie Consent Banner by Real Cookie Banner