U6 Section

If necessary, the above mentioned differentiation into different age groups will be adjusted by larger groups of mixed age.

The opening hours are Mondays – Thursdays from 7:45 to 16:15, Fridays from 7:45 to 14:30.

School breaks are based on school holidays. During the holidays, some shortened and “care days” (9:00 to 14:30) are offered at an extra fee.

Competence, values, intelligence and personality, cannot be made “from the outside”. Instead, they are constructed by the child themselves. We therefore believe it is vitally important for the children to play an active role in shaping their learning environment and to take responsibility for themselves and surroundings from an early age.

It’s our job to provide a stimulating learning environment and an authentic experience of reality in “safe place”. We want the children to examine, try out, and experiment independently and at their own learning pace.

When children play freely, precious natural learning situations arise. In addition to these natural learning opportunities, we ensure other knowledge based on a curriculum which includes seasonal topics, the celebration of German and Vietnamese festivals, observation of nature, logical-mathematical support, music, arts, and sports.

Children are encouraged to experience life using all their senses. This includes the awareness of their environment as well as their own body, through such feelings of joy, happiness sadness, etc.

Experiences in natural or constructed spaces determine the development of coordination, perception, and thought processes. Go-karts, climbing frames and “mountains”, slides, swings, and sandboxes aid in developing gross motor skills. There are also learning, action, and relaxation areas in the individual group rooms for: free play, building, painting, experimenting, gymnastics, making music, dressing up, as well as reading and puzzle corners, areas for recreating experiences with shops, kitchens, doctors’ rooms, or doll corners.

In addition, there are areas for learning sequences which take place under the direct supervision of the educators, such as morning circle, language training, early science training, sports, swimming, or music.

An abundant learning environment allows children to discover and train themselves. We regard this as an important prerequisite for making conscious decisions and taking responsibility for oneself and others.

Children feel safe, secure and supported, as well as belonging to a community. They have an understanding of the rights and obligations which enable active participation. Increasingly, they take responsibility for their own health and physical well-being.

They are able to perceive and react to complex situations, they are enthusiastic and enjoy learning. They develop curiosity, commitment, creativity and imagination, endurance, resilience, concentration and a willingness to cooperate. They are able to assess strengths and limits and adapt their learning behaviour accordingly. They are willing to take risks and are open-minded when it comes to venturing into new areas for development.

The students question and reflect critically, explore, experiment and can think analytically, formulate hypotheses, grasp complex problems and solve them with consideration to ethical aspects.

They possess specific knowledge and the ability to view and evaluate phenomena from different perspectives. They use people, technology, artificial and natural media as sources of information and are able to understand symbols, patterns and work systems, as well as integrating what they have learned into their own behaviour.

They can clearly themselves verbally and non-verbally, and defend their convictions based on principles of logic.

Children are responsible for the environment and actively work towards a harmonious coexistence. They value cultural diversity and their own cultural identity(ies). They understand and value elements of their own culture and personal history; they are open to the view points, values, and traditions of other people and communities.

They have developed principles for their actions. Values such as justice, honesty, respect, mindfulness, dignity and the needs of others have been internalized.