Institutional analysis with reflection

Foreword to the Analysis

In our first year of training, we were assigned the task of writing an activity report. This report includes an institutional analysis of our kindergarten and a personal reflection on the first year of training at the institution. The analysis primarily focuses on an objective examination of the educational institution. What pedagogical approach is followed? What is the structure and environment like? Is there collaboration and cooperation? As the name suggests, it is an objective and neutral analysis of the institution without judgment.

The reflection, on the other hand, deals with personal experiences and development during the internship. What did I observe during my personal reflection as an educator? Were the areas covered in the analysis implemented in practice? How were they implemented, or how did I fare during my practical training? It is, of course, important to be honest with yourself here. It's also a good idea to discuss some of these areas with your supervisor.

Please note that due to data protection regulations, minor parts of the report are missing or have been modified. However, the overall character of the work remains intact and provides a good insight into the structure and implementation of an activity report for an early childhood educator. The reflection, in particular, offers a personal glimpse into my development during the first year. In this section, you will also find the newly acquired or deepened competencies highlighted in italics.

Institutional analysis

External structure of the facility

Location of the facility

The Anna Haag daycare center is located at Martha-Schmidtmann-Straße 16, which belongs to the Stuttgart district of Espan and the Bad Cannstatt borough. Its location within the borough is somewhat secluded, near the Bad Cannstatt hospital. The Anna Haag multi-generational house is also located at the same address as the daycare center. It's interesting to note that the Anna Haag House is Germany's oldest multi-generational house. Therefore, the daycare center is deliberately integrated into the multi-generational house's building structure.

The facility is accessible on foot, by car, and by public transport. The U1 and U16 tram lines, the S2 and S3 S-Bahn lines, and the N6 bus line can all be used to reach it. A separate daycare center, the Anna Haag Children's Villa, is also located in the Bad Cannstatt district at Memminger Straße 4. This second facility is within a 10-minute walk of the Anna Haag daycare center.

The living conditions in the Bad Cannstatt borough are diverse, ranging from socially disadvantaged to affluent families. The proportion of foreigners here, at 28.3%, and the proportion of people with a migration background, at 50%, are both above the Stuttgart average.

Catchment Area of ​​the Daycare Center

The catchment area of ​​the daycare center is located in Stuttgart Bad Cannstatt. However, it primarily serves children from the Espan district. Applications for children can be submitted using the registration form provided by the Youth Welfare Office. Parents will then receive a separate form from the daycare center to complete. Before this, however, parents must attend a pre-registration meeting at the daycare center. These meetings take place eight to ten times a year on Fridays at 9:00 a.m. in the creative room.

Facilities in the surrounding area

There are three playgrounds in the vicinity of the daycare center. The Prießnitzweg playground is located right next to the Anna Haag daycare center. The "in den Wannenäckern/Galgenäcker" playground is also within a 3-minute walk from the daycare center. The third playground is a play area belonging to the Stephanus Church and is also reachable on foot within 5 minutes. The nearby Penny supermarket could be convenient for shopping with children. It is also located on Martha-Schmidtmann-Straße and is reachable within 5 minutes.

Educational institutions in the area include the district library on Kneippweg (300 meters away) and the Wilhelm-Maybach School. Other interesting places for children in the area include the Stuttgart Federal Police Station, located directly opposite the daycare center, and the Stuttgart Bad Cannstatt district farm, which is also within walking distance.

Internal structure of the facility

Childcare Hours

The daycare center's opening hours are from 6:30 a.m. to 5:00 p.m., and the facility is open continuously from Monday to Friday. ​​Childcare for the youngest children, aged 0 to 1 year, is limited to the hours of 8:00 a.m. to 4:00 p.m. The facility is closed during the summer and between Christmas and New Year's. There are a maximum of 23 closing days per year. Currently, due to the coronavirus pandemic, the opening hours are limited to 7:30 a.m. to 3:30 p.m.

Capacity & Groups

The Anna Haag daycare center offers a total of 70 childcare places in five groups. The children cared for range in age from three months to school age. The groups are structured as follows:

• Blue Group (0-1 year old children, maximum 8 children)

• Orange Group (1-2 year old children, maximum 10 children)

• Green Group (2-3 year old children, maximum 12 children)

• Yellow Group (3-6 year old children, maximum 20 children)

• Red Group (3-6 year old children, maximum 20 children)

As of March 2021, all places in the facility are occupied. There is a waiting list for children whose siblings are already cared for in the daycare center. These children are given priority for admission.

Detailed description of the green group

The age range of the green group, where I am doing my internship, is 2.5 to 3.5 years. The group consists of 4 girls and 8 boys, a total of 12 children. A special feature of our group is the inclusion of a child with physical disabilities.

There are no children of refugees or recently immigrated parents in our group. However, there is cultural diversity (various nationalities) among the parents. (Anna-Haag Multi-Generational House 2020)

Staffing of the Anna Haag Daycare Center

The facility has a total of 11 full-time positions at 100%. In addition, there are 7 positions with a workload between 60 and 80%. The director of the facility also holds a 100% position. A PIA trainee is also employed at the daycare center. This results in a total of 20 employees. Of these, 4 are men.

All employees have a pedagogical qualification or are currently completing one. The staff also receive regular training and professional development. Each group has a group leader. There is a separate regular team meeting for this leadership team. Unfortunately, an organizational chart for the facility is not available.

The facility also employs staff in the kitchen and cleaning areas. However, these employees are employed by the Anna Haag House and not directly by the daycare center. (Götz, March 15, 2021)

Overview of the Pedagogically Relevant Spaces

In the Anna Haag daycare center, each group has its own group room and an adjacent room. Within the group rooms, there are various play areas, which are designed differently depending on the age group and can be divided into the following areas:

• Role-playing area

• Construction area

• Reading corner

• Art studio

• Movement and building area

• Sleeping and rest area

Each group eats together with the educators in their own rooms. For example, the sleeping area of ​​the green group is set up in the construction area during mealtimes, thus temporarily changing its function. There is a large outdoor play area. This is shared by all groups and includes, among other things, a swing, climbing structure, slide, in-ground trampoline, as well as a sandbox and a water play area.

The existing fruit trees and bushes are also among the special features of the outdoor play area. A gymnasium is also available to all groups, including children's groups from the Anna Haag Children's Villa (e.g., for weekly children's judo classes).

Due to the coronavirus pandemic, there are now designated usage times for each group in the outdoor area, and the gymnasium is currently not being used. Furthermore, there is a children's toilet. This is used by all children from the different groups. Due to the coronavirus pandemic, the toilet is only used alternately, and the green group uses a converted staff toilet.

For the educational staff, there is a small library, special rooms for working on computers, and a quiet area for breaks. All rooms are located on one level and are wheelchair accessible.

Educational Approach and Content Focus

Goals and Priorities of the Institution

In my view, the Anna-Haag Kindergarten has created a very comprehensive and, in its details, quite unique kindergarten concept (intergenerational concept). This is because the kindergarten's concept is integrated with the spatially connected Anna-Haag Multi-Generational House for older people. This is remarkable insofar as I am currently not aware of any other kindergartens that share or link their early childhood education concept with the concepts of other institutions or similar facilities.

Furthermore, the kindergarten's concept is based on diversity, individuality, and building upon the children's self-directed learning processes. In this context, I would also like to mention the current staffing with male educators in the institution (see staffing). This gives rise to the institution's guiding principles:

• We treat each other with respect and trust.

• We are in dialogue with one another.

• We act with personal responsibility and initiative.

• We stand for quality and performance.

• We create quality of life.

• We are flexible and innovative.

The kindergarten's concept, along with its guiding principles, can be subdivided into the following six areas. However, these should not be seen as separate conceptual components. Rather, these areas flow into one another.

Educational Approach and View of Humanity

"We should give our children two things: roots and wings!" is a guiding principle of the institution. It illustrates that children need a secure foundation around them so that they can develop and grow. The institution supports the children in this by providing a stimulating environment, boundaries and reliability, as well as space and time for self-determination. Great importance is placed on physical activity, nature, and the environment.

Regardless of age or gender, diverse role models are very important for the children's personal development. For all these reasons, the institution uses a group concept. This is intended to give the children orientation and security.

Intergenerational Life at the Anna Haag House

Intergenerational life plays a central role at the Anna Haag House. Along with inclusion and neighborhood-based concepts, intergenerational living is one of the three main pillars of the institution. Children learn how to interact with people of all ages and thus develop tolerance, consideration, and empathy from a young age.

The children regularly perform or sing for the elderly residents in the "Forum." Shared breakfasts, mutual visits, and spending time together also strengthen the relationships between the generations. This helps children see older people not only as individuals with limitations, but as people with diverse strengths. Due to the current coronavirus situation, however, intergenerational activities are currently not possible.

Children's Participation

Promoting children's participation is crucial for an individual and independent life, both within the community and beyond. Through participation, children discover that they can get involved, exert influence, and help shape the daily routine.

For these reasons, participation takes place daily and continuously evolves with each age group. The daily children's conference is a prime example. In this conference, children can express their wishes and thus learn about topics such as democracy, equality, and participation even at kindergarten age.

This also helps children develop conflict resolution strategies. They can use these strategies to resolve disagreements independently or, for example, to discuss differing opinions constructively and communicate their perspectives.

The goal of the Anna Haag Kindergarten is to support children in developing into independent individuals.

The Situational Approach with Children

The institution is guided by the individual requirements and needs of the children. This also includes taking into account the situation at home and in the surrounding environment. By being given responsibility, the children learn to deal with rules and setbacks even during their time in kindergarten. Later, as adults, the children should be able to shape their lives independently and face the demands of work, family, and society in a positive way.

Inclusion of Children

The daycare center supports the inclusion of children by integrating them into the regular groups and has an inclusive basic philosophy. This allows the children to experience that differences and being different are normal. The children learn to build bridges and approach one another. A so-called "Snoezelen room" is available for children with special needs, which serves as a place of retreat. The room's design is intended to holistically activate all of the child's senses.

To implement this basic philosophy, the institution has hired a (special) education professional. This person is responsible for the inclusion process through coordination and support. In cooperation with other institutions, they assess the need for support and assistance. The goal is the well-being of the child. They should be able to successfully manage everyday life at the daycare center.

The daycare team includes staff members with many years of experience in inclusion. Furthermore, staff members receive regular further training.

Special Features of the Institution

In addition to the concept of the institution already mentioned, the sex education concept is also worth highlighting as a special feature.

The daycare center is committed to ensuring that the important area of ​​early childhood sex education is also taken into account as part of personality development. Through this, the institution aims to achieve the following goals:

• Strengthening existing friendships and forming new ones

• Body awareness through mirrors, clothing, doctor's kits, and similar items

• Children are educated and informed through age-appropriate books

The goal is always for the children to be aware of their own bodies and to learn to say no when they don't like something. They should learn to express their own boundaries and to respect those of others. The children's sense of shame is respected.

Collaboration and Cooperation

Forms of Collaboration with Parents and Families

Collaboration between educators and families is very important to the institution. Therefore, the educators are in constant communication with the parents to stay informed about changing circumstances and current situations.

For this purpose, regular parent evenings, informal discussions, an annual development meeting, and parent surveys are held. Furthermore, parents can find information on the notice board.

Due to the current coronavirus situation, I am unfortunately unable to share any further experiences regarding this.

Cooperation with Other Institutions

Since the kindergarten belongs to the Anna Haag Multi-Generational House, there is regular exchange with the sponsoring organization and the other institutions. The senior center and the educational center are particularly noteworthy in this regard. Outside of the coronavirus pandemic, a three-day observation program usually takes place once a month. This creates new contacts, and the staff members gain insight into the work of the other institutions.

The institution also participates in cooperation meetings with the surrounding primary schools and kindergartens. This also includes contact with municipal institutions such as the health department, the youth welfare office, and early intervention centers such as the municipal interdisciplinary early intervention center (IFF). Due to the current coronavirus situation, I am also unable to share any further experiences regarding this.

The Covid-19 Situation in the Kindergarten

During the coronavirus pandemic, all groups were kept separate in their own rooms. The concept had to be adapted to the current hygiene regulations. Joint events and visits to the elderly were not carried out due to the risk. The garden was also divided into different areas, and the groups could only go into the large garden alternately for a few hours at a time. Unfortunately, this also affected the intergenerational concept, which is precisely about the encounter and exchange between young and old.

Attempts were made to reduce contact between colleagues to a minimum. Walkie-talkies were even purchased to allow for quick and contactless communication. Team meetings and staff discussions took place digitally. I also had no contact with the children's parents.

For safety reasons, I was given a rapid Covid-19 test every Monday before the start of my practical placement. This allowed me to interact with colleagues and children without a mask during my time at the kindergarten. However, this was reversed again in April due to the sharply rising case numbers, so that all educators in the facility had to wear a mask, even within their own group.

To further prevent infection, the facility purchased so-called lollipop tests. Parents test their children twice a week at home with these rapid Covid-19 tests. This is intended to detect infections in children early. The summer festival and all other celebrations were also canceled due to Corona.

In general, it can be said that a normal kindergarten routine is currently not possible, and many activities have been canceled. Nevertheless, the children enjoy their time at the kindergarten, and the facility is doing its best to make the situation as good as possible for everyone. (Anna-Haag-Mehrgenerationenhaus 2020)

Personal Reflection on the First Year as an Early Childhood Educator

During my weekly practical visits, I experienced firsthand that the established concept could largely not be implemented due to the current COVID-19 situation. Due to the spatial separation of the groups and the lack of shared playtime in the outdoor area, cross-group playtimes could not be offered. Similarly, communication between staff members took place only via walkie-talkie instead of personal conversations. Staff meetings and team meetings were therefore held digitally.

I feel comfortable in my role as an intern. My supervisor taught me all the necessary steps, and together, through regular reflection discussions, we assessed my progress. This allowed me to develop the willingness to examine my own values, norms, and stereotypes. At the same time, the regular discussions also helped me to understand that developing professionalism is a lifelong process. The collaboration with my supervisor was therefore always friendly and helpful. I even received her phone number so that I could contact her with any questions.

During my time at the institution, I was involved in all the usual areas of early childhood education. I worked in the caregiving area, assisting with toilet training and diaper changes. I also carried out educational activities, whether by providing targeted impulses for free play or by planning and conducting specific activities. In the housekeeping area, I gained experience in preparing meals, setting the table, and subsequently cleaning up and washing dishes. I also learned that children can be involved in these tasks through participatory measures. Through all these activities, I now feel capable of building and professionally managing pedagogical relationships.

Throughout my time at the institution, I always felt well supervised and supported. My supervisor managed to introduce me to new areas of responsibility through new ideas and brief discussions, so that I could then carry them out independently. This has given me the ability to be proactive and work independently within a team. Therefore, the teamwork was always harmonious and friendly from my perspective. We were able to support each other, so that even on hectic days, the stress level remained within a reasonable range.

Working with the children has been very enjoyable so far. I quickly established a connection with the children and was ultimately able to reach all of them. After only a short time, the children listened to me and approached me on their own. There was always a shared joy during activities, outings, and other events. The children's trust also extended to the caregiving aspects. Changing diapers, going to the toilet, or similar tasks were never a problem. Especially during mealtimes, I always had to switch tables with the children so that they could eat with me sometimes. A defining moment for me was the day I returned to the facility after a sick day. Several children asked me why I hadn't been there and if I would be coming back next Monday. This taught me the importance of considering emotional bonds and social relationships in educational work.

I observed myself conducting targeted observations and ultimately using this data collection as a basis for methodological and didactic action. Throughout the internship, I became calmer and more relaxed in dealing with multiple children.

I was also able to professionally assess certain situations and then decide on a pedagogically sound approach (e.g., conflict situations between children). My calmness and patience helped me when explaining new concepts to the children, as well as when having to admonish them for what felt like the tenth time on some days. I was also able to incorporate my interest in science into everyday life. Why is the sun warm? Why does it rain and why is the ground dusty? Many questions that you first have to be able to explain in a child-friendly way.

My interest in movement and sports also helped in the daily routine of the daycare center. We often ran around in the front yard or pretended to "fly an airplane." This time was wonderful and also helped deepen and strengthen the relationship with the children. Integrating the child with special needs was particularly exciting and a great experience. Thanks to the additional support, this child was able to participate in the activities with the other children. It was during this time that I first gained a deeper understanding of the topics of diversity and inclusion and was thus able to engage more closely and intensely with the perspectives of both sides.

to be employed.

From my point of view, the connection between theory and practice was established. Nevertheless, bringing both parts together required a greater personal effort, as it was not always entirely clear at the beginning which theoretical area should be implemented in practice, when and how. For this reason, I think that the time allocated for schoolwork was too short, especially at the beginning of the training period. I was able to apply the material learned at school in practice. This also helped me to understand some measures in practice.

The discussions and exchanges, in particular, helped me to engage in open work processes and to deal with the complexity and frequent changes in professional practice. Conversely, it was significantly more complicated. Many of the skills acquired in practice have not yet been covered in school, and therefore I cannot currently classify or test them.

The Corona situation also affected my second practical placement. This only partially went as planned, and the motivation for the preparation and planning was low in the months before. Nevertheless, the practical placement helped me to identify the problems and thus ultimately increase my motivation again.

In the future, I would primarily like to work on the planning and implementation of my activities. I have noticed that the implementation of the activities often worked well. However, I did not always achieve the goal with the child, namely the expansion of knowledge. Here, I have repeatedly strengthened and consolidated existing skills rather than imparting new knowledge to the child. A deepening of my own specialist knowledge, especially in language support and development, is also necessary from my point of view in order to be able to professionally recognize and carry out the development and support of children under three years of age. I would also like to deepen and intensify communication with the parents. Unfortunately, this was not possible due to the Corona period.

The previous contact with parents was therefore limited to short personal conversations. However, in these conversations I learned that parents have individually different needs and resources. These needs must be recognized by us professionals so that we can offer families needs-based parenting education and counseling services. The regular discussions with my supervisor and the other professionals were a very important and valuable experience. I was particularly pleased when even the other educators came to me and asked for my opinion on certain situations. This also made me reflect on the behavior of others and allowed me to professionally shape my working relationships with my colleagues.

Ultimately, these discussions motivated me to continue, to try out new approaches, and sometimes even to reconsider my own perspective. The next challenge I want to tackle is planning and implementing a themed day on my own. From my point of view, this would be the next logical step in expanding my knowledge. The transition from working with children under three to older children would also be a challenge, as assertiveness plays a particularly important role in this age group, and I'm not sure if I would feel comfortable in that environment. My personal goals are therefore to maintain my current learning pace and to differentiate between the role of educator and father. I often find myself viewing situations at home from the perspective of an educator rather than a parent. I also need to further strengthen my assertiveness. Ultimately, I can say with a clear conscience that my internship at the Anna-Haag House has confirmed and strengthened me in my career choice. Especially with regard to working with children under three, I found the internship period very valuable. As already mentioned, I was able to build a connection with the children, and I was accepted as an educator.

Therefore, the next step is to consider which institution would be best suited for my next internship and which concept would be most appropriate for further deepening my knowledge. A municipal institution with the Einstein concept or a bilingual kindergarten are among the options I am considering.

Bibliography

• Anna-Haag-Multigenerational House (2020): Concept of the Anna Haag daycare center. Daycare center in the Anna Haag Multigenerational House. Edited by Anna-Haag-Multigenerational House. Stuttgart, last accessed on March 16, 2021.

• Götz, Sebastian (March 15, 2021): Staffing of the Anna Haag daycare center. Interview with Dagmar Bender. Stuttgart. Conversation.