J.F.W. Kok and J. Korczak - An inspiration for our pedagogy

The pedagogical approach developed by Mrs. Fariba Motamedi, founder and director of Comme à la Maison, is inspired by the pedadogy of J.F.W. Kok. This pedagogy focuses on on three specific aspects:

1. The relationships the pedagogic employee has with the child
   

2. The pedagogical climate
   

3. Using situation for certain goals
   

Another source of inspiration is the Polish pediatrician and pedagogue J. Korczak (1870-1942) according to whom respect and trust are central to child development.

Each individual child is cared for, listened to and accepted as he/she is. To bridge the physical distance between the pedagogic employee and the child, the former should always kneel down to speak at eye level with the child and not from above. Children are informed at all times regarding what is about to happen. For example with babies, inform them of what you intend to do with them: “why are you yawning? I will put you to bed, I will lift you now…”

Stability and continuity - a basis for trust and friendship

To allow children to develop trust and friendship with other children and with their teachers Comme à la Maison is acting on several aspects:

1. Our groups are small to ensure the proper attention each child needs for his personal development. Our groups are usually smaller than in other daycare centers.
   

2. Each pedagogical employees is responsible for a specific group to ensure a lasting relationship with the children.
   

3. We ask parents to enroll their child for at least 3 days a week to provide stable groups of children where friendship between classmates can fully develop.
   

With this setting children can fully develop in a stable, reliable environment and teachers develop better insight in each child. Children and teachers are like one big happy family.

Stability is especially important for Expat children. Most of Comme à la Maison’s children come from Expat families. This has allowed us to develop a good understanding and appreciation for the different challenges families meet when moving to a new country including language, housing, weather. This understanding is enabling us to provide a friendly customer service.

A pedagogy adapted to each phase of a child’s life

Babies have the basis needs for good care, attention, emotional security and rest. Their days are paced by their own rhythm: being looked after; lying or sitting on someone's lap for a while; playing in the playpen or sleeping in bed or, perhaps, crawling about a little.

The pedagogical employees create a safe environment so children can feel safe and learn to trust their environment and people. They are supporting and stimulating the children to develop themselves and promote the well-being of the babies with rewards for their achievements. They also set clear borders and rules.

When babies do new things the pedagogical employees reward and encourage them. In time these will become acquired personal competences. This stimulation to try new activities also comes from other children in the group. When a baby tries to crawl, it can stimulate his friends to crawl too.

Toddlers and pre-schoolers need a more recognizable and fixed day-rhythm. They eat, play, go outside, sleep and do various activities within the group. Comme à la Maison offers lots of material with which children can build things alone or in a group and offer them the opportunities to develop their personal competences. They learn to share things with the group and wait for their turn as they learn to interact socially.

In early childhood after birth,  children are not aware of other’s existence. Soon they will discover: parents and other care givers, as they grow up. It is a long learning process to be able to understand own feelings and those of others. Learning to share, to be nice for each other and to develop compassion it is a continus process which parents and teachers are part of.

The older children become, the more understanding they have. They increase awareness  about responsibilities. We try to give children depending on their age and abilities, stimulating tasks and more responsibilities. For example, pre-school children are encouraged to put shoes on and jackets by themselves, to tidy up, to eat independently and correctly... And after-school children are encouraged to take more responsibilities for themselves and for the others, to eat properly, to follow certain rules indoors and outdoors, and to understand more about “ the Big World”. The activities we offer are depending on their development and abilities.

Introduction/Adjustment Policy (nl. wenbeleid)

In order to inssure  a smooth introduction of a child to our day care or transition of a child form one group to another, we make use of Introduction/Adjustment Policy (nl. wenbeleid). For each new child joining our daycare we make an individual introduction plan in communication with parents during an intake conversation. This plan usually sets out the attendence plan for a new child during first 2 to 4 weeks. For a child joining next group we make an adjustmen plan in communication with parents during our yearly evaluation/observation meeting. The results of observation/evaluation of all aspects of the development and individual progress of the child are discussed with parents (see our year plan). Depending on the development of the child, staff of Comme a la Maison at the staff meeting, discusses whether a child is competent for joining the next group. This is also discussedwith parents, and they read about the progress of their child in a nursery book daily. Parents can communicate their wishes with our pedagogical employees by sending us an emial or by writing in child’s nursery book, or by telephone call. Depending on the adaptability of a child, the adjustment period may take from 2 to 4 weeks.

Pedagogical activities to help your child reach her full potential

We wish to provide care that is both efficient and educationally responsible. As such, all children’s activities are carefully tailored to be both instructive and fun. These activities help develop the children’s social, creative and intellectual abilities allowing them to reach their full potential. We encourage the children in a safe pleasant environment giving them the chance to make friends, gain self-confidence and feel secure in their emotional development.

Our pedagogical team engages the children in different activities to promote their development:

1. Use of age-specific toys and books
   

2. Cognitive and creative activities such as story-telling, playing, reading and baking
   

3. Artistic activities such as drawing, paper folding, singing songs or playing and listening to music
   

4. Physical activities such as dancing, gymnastics and yoga
   

5. Outdoor activities: going to the park or the animal farm nearby
   

These activities can make use of diverse pedagogical support and material such as age-specific toys or books which are carefully selected according to pedagogical requirements.

Carried-out alone or in group these activities promote body-consciousness, help the development of sensorial abilities such as seeing, hearing, smelling and talking, and encourage children to  become more aware of their environment. These activities also stimulate their creativity and teach them to express their feelings and to talk about them. The variety of activities provide diverse opportunities for development.

By engaging in group activities children develop their personal and social competences. They learn about solidarity and friendship: they are encouraged to help one another, to learn from others. The activities are adapted to match each child personal skill level. This helps each child to become gradually more independent and self-confident.