The educational programme of Kindergarden Wereldwijse is based on the principles and insights of leading pedagogues such as Steiner, Pikler, Gordon, Malaguzzi and Montessori. Which philosophies do these pedagogues represent and how do these influence, for example, our centres and our staff?

Steiner (Rudolph Joseph Steiner 1861 – 1925)

According to Steiner, especially the development of the inner, emotional life and the arts is very important during the early years. There must also be a relationship between the education at home and in childcare. Children should have a sense of security and confidence. At Kindergarden we too believe in the importance of creative education and sensory development: we offer stimulating toys, read to the children, make and listen to music together, and dance. By being active together, we aim at giving the child a sense of security and commitment.

Pikler (Emmi Pikler 1902 – 1984)

Emmi Pikler emphasized very respectful care. A child who is treated with affection and receives undivided attention, and is spoken to and interacted with gently, is likely to have to the confidence to independently direct their own play. Pikler focused on children’s own abilities: the child is competent and naturally develops its motor skills. The adult‘s responsibility is to create a safe and stimulating environment, while allowing the child to play independently. Pikler also believed that children will learn as much or more from “exploring” everyday objects as they will from toys. Her insights into self-directed play and exploration are especially useful in the baby stage.

Gordon (Thomas Gordon 1918 – 2002)

Gordon, known for his book Listening to Children, advocated the use of respectful language and active listening by the adult to make the child feel heard and taken seriously. He stressed the importance of equal relationships, where people are encouraged to be themselves and share their thoughts and feelings. At Kindergarden, we use the I-message as introduced by Gordon as much as possible. We address the children’s behaviour rather than their personality. As a result, children learn about appropriate and respectful behaviour and to consider the feelings of others.

Malaguzzi (Loris Malaguzzi 1920 – 1994)

In the pedagogy of Loris Malaguzzi it is essential to follow the initiatives and interests of a child, and to create situations that match these. The emphasis lies on the children’s abilities. The attitude of the pedagogical staff is focused more on listening and observing, rather than telling. Malaguzzi emphasizes the 100 languages of children to communicate (including music, dance and drawing). Every childcare centre that operates from this pedagogy has a crafts studio and various play areas and documents events and activities. Malaguzzi assumes there are three pedagogues: other children, adults and the environment, which should especially encourage the creativity and imagination of children.

Montessori (Maria Montessori 1870 – 1952)

Help me to do it myself is the core of Montessori’s vision. All education is essentially self-education. The basic principle is that a child has a natural, necessary urge to develop. Upbringing and education should recognize the needs of a child in each particular phase and respond by offering the right environment and materials, for example having the child eat a sandwich by itself, pick their own toys and tidy up after an activity. The play materials and toys increase in difficulty level so there is a well-suited toy for every phase in your child’s development.

Would you like to know more about our approach and vision?

We are happy to discuss with you during a guided tour.



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