English - a short version about Sakshaug barnehage
SAKSHAUG BARNEHAGE
Årfallveien 34
7670 Inderøy, Norway
Open Monday-Friday
6:45am-5.00pm
Telephone : +4774124116
sakshaug.barnehage@inderoybarnehagen.no
anne.krsitensen@inderoy.kommune.no
WHO WE ARE:
Sakshaug kindergarten has 78 children divided into 4 groups as well as our Åpen barnehage program, open to those who are not a part of the daily kindergaretn.
We have 2 headmasters,9 preschool teachers, 11 certificated workers and 3 assistents.
Groups include:
Kongla : 1-2 years olds
Telephone : 74124119
Holmen : 2-3 years olds
Telephone : 74124118
Stranda : 3,4 and 5 years olds
Telephone : 74124117
Berget : 3,4 and 5 years olds
Telephone 74124126
Åpen barnehage ( available to those who are not a part of the daily barnehage)
Every Tuesday and Thursday from
10:00am-13:00pm
Telephone : 74124125
Welcome!
HOW WE OPERATE/OUR PHILOSOPHY:
Everyone is seen as valuable in our community.
Everyone is encouraged to create relationships and share friendships.
We show respect to each other and belive in the value of each individual.
We document daily activities with the children through photographs and written narrative. This is called "pedagogical documentatin".
We are continually aware of how we use our facilities for the children`s activities, comfort and inspiration. This is called "the third pedagogic method."
We strive to always maintain the pedagogic process in the barnehage (kindergarten).
We are teaching with joy !
WHAT TYPE OF BARNEHAGE ( KINDERGARTEN ) DO WE WANT TO BE ?
Educational focus and target areas
Sakshaug barnehage ( kindergarten) was created when Folkvang barnehage and Karius og Baktus barnehage merged. We have all used the pedagogical development process for many years.
Inspiration for our common philosphy of kindergarten instruction comes from current research and pedogogy in early child development ( Malaguzzi, 1998, Juul, 2001, Åberg, 2006).
Berit Bae, Anerkjennende væremåte, kvalitet i relasjonsprosesser ( Recognizing behavior patterns and quality in interpersonal interactions)
Jesper Juul, Your Competent Child, Farrar, Strauss & Giroux, N.Y. 2001 and fra Lydighet til ansvarlighet ( From Obedience to Accountabillity), Pedagogisk forum ( pamphlet), 2003
Loris Malaguzzi, The Hundered Languages of Childhood ( Ablex Publishing, 1998), The Reggio Emilia approach
Ann Åberg, Lyttende Pedagogikk ( The Listening Educator/Receptive Education), Universitetsforlaget, 2006
In addition we make use of the framework plan and booklets outlining the laws on barnehager ( kindergartens).
The barnehage ( kindergarten) is a place Where :
* We show respect for, and belive in, the individual
* Differences are seen as strengths
* Everyone is accepted for who they are
* We can acknowledge ourselvs and our own learning styles
* Everyone is seen as valuable to our community
* Everyone is equally invested and has the opportunity to create friendssssships
* We have respect for the child`s age, abilities, gender, social abilities, ethnicity and culture background
* All children are given the opportunity to recognize their value
* We have the responsibility to be proactive in each child`s individual development
* We deal with exclusion, bullying, and violence in a positive manner.
We focus primarily on:
* Cooperation
* Pedagogical documentation ( educational documentation)
* The three pedagogies
* The development of positive relationships
* IKT ( informatoin technology)
How we do that/The concepts that we in the barnehage (kindergarten) have discussed and reflected on the most are :
* Self-respect - self-confidence
* Cooperation
* Directed and tolerant approaches ( Respect for others and their feelings)
* Clear communication
* Affirmation and the development of self-efficacy
* The three pedagogies
* Child-centered, individualized and group learing experiences designnedplan to develop cooperation
These concepts are a part of our mission policy. We use these in our daily plan and as part of ongoing discussions, staff retreats, and evening update meetings. As we gain new insights, we incorporate them into our daily planning and follow-through.
As pedagogical studies and findings are published, we will incorporate them into the way we operate as they are seemed appropiate.
Tools:
* Stories of practical life
* Conversations/dialogue
* Investigative research - creative questioning to inspire creative answers
* A work model that is play-oriented
* Pedagogical documentation ( educational documentation)
* Reflection
* Morning meetings, staff meetings, educational supervisor meetings, pedagogical staff meetings, personnel meetings, parent gatherings, school board meetings (SAU), planning days, continuing education
Cooperative partners:
* SAU ( School board meetings)
* Network with other barnehager (kindergartens) in Inderøy kommune ( county)
* Headmasters meetings
* Prosjects with the school: Words into action
* PPT(pedagogisk psykologisk tjeneste) - Educational and psychological counseling
* Child welfare
* Commenius: international cooperation with Croatia, the Chech Republic, Lituania, Slovenia and England
* Mopeda: opportunity-based work in the Barnehage ( kindergarten): Regi Fylkesmannen ( State management administrative officer in Nord-Trøndelag)
THE BARNEHAGENS (KINDERGARTEN`S) CULTURE/FUNDAMENTALS
Family caregivers know it takes a lot of effort, to agree on the standard methods for bringing up children. Consensus is best achieved and disagreements clarified through repeated discussions and dialogue, as well as an atmosphere of love and respect, and a common understanding of the objectives.
The personell in Inderøy have spent years working on our philosophy of child rearing, engaging in discussions and courses to come to a common understanding. This is the basis for our pedagogic.
Our permanent staff agrees that results are not merely statistics, but must be constantly reassessed.This approach is the heartbeat of the the barnehage (kindergarten) group; the consistent heartbeat of a child growing through the everyday oxygen intake of experience. In others words, children mature both throug learning experiences and the experiences of learning.
Is this a vigorous, varied and healthy heart ? Yes, and it results in strengthening the entire being, benefitting within our community.
Key words for the staff:
* Show compassion
* Respect the child`s intergrity
* Regard children as competent
* Tread carefully
* Give answers that lead to questions of discovery
* Engage in professionalism
* Provide a nurturing climate
* Fresh air is important
* Openness
* Understanding how to deal with confrontation and conflict
* Being clear in your interactions with children,parents, and staff
We work together to build a stronger work plan.
"And everyone benefits"
Key words for children:
From the first day the children should get a clear and overall understanding of:
* A sense of place
* Their own niche
* Routines
* Daily routines
* Working in groups
* Uniform standards
* Our staf
* Nearby environment, etc...
An overall perspective gives the barnehage (kindergarten) a firm and consistent foundation. As a result, the children`s play has a more satisfying quality to it. Play encompasses many things including:
* Searching for adventure and affirmation
* A variety of experiences
* Dealing with conflicts, grief and happiness
* Trips
* Original ideas
Time for reading, sharing stories "in the crook of an arm", and storytelling.
"And everyone benefits."
Key Words for parents:
* The barnehage (kindergarten) is part of team
* The barnehage is a safe place
* The barnehage has staff that is genuienly caring
* Every questions has value
* Parents are welcome anytime - "Be a mouse in the corner - the coffee/tea is always on..."
"And everyone benefits"
Key Words for barnehage owners/politicans:
* Awareness of the new barnehage(kindergarten) laws
* The masterplan (found in the pamplet that focuses on knowledge, information, interaction and wholeness)
* Childhood is imprtant
* Children and youth represent today and the hope for our future
"And everyone benefits"
DIFFERENT WAYS TO OBSERVE AND TEACH CHILDREN
The developmental approach to instruction and learning.
History has proven that we revise our perspective about children at the same pace as other changes occur in society.
These changes, combined with updated research, have great significance in how we assess children`s thoughts and actions.
We are constantly fine-tuning our teaching methodes. We learn by doing.
Therefor we will continue to enhance our theories and practices in order to improve our work in our barnehage (kindergarten).
DIFFERENT WAYS OF LOOKING AT A CHILD
Psychological development :
The theoretical basis for the barnehage (kindergarten) has for many years been built on the psychological development of the child at different stages of life.
A child`s process is our focus, and the adult`s role in the child`s well.being is an intermediary or negotiator.
We "fill" the child with knowledge, making adjustments for the child`s age and maturity.
CURRENT RESEARC
Taken from Berit Bae`s article: To see Children as Center- some consequences for pedagogic work in the barnehage (kindergarten).
"Current research from various disciplines states that what is imprtant is that the child is the center.Research shows that small children, through body language and nonverbal communication,are social beings with a desire to live and work with others."
"Children`s caregivers are in a position to watch and interpret this body language and nonverbal communication, which opens up constructive dialogue and a reevaluation of earlier assumptions. The need for observing children is not something that happens only after they grow up and learn to speak. The challenges come from the moment they enter the world."
"To recognize the child as the heart of their learning process means to meet them one-on-one, to observe that, as individuals, they have the right to their own thoughts and feelings."
"If we compare the newer theory of teaching - that children are active participants in their own learning process - with the stereotypical pedagogic interpretation that a child obtains knowledge through a series of non-open ended questions" (Bae 2004), we recognize that the current vision of teaching has gained acceptance because children are capable of creating a meaningful learning process for themselves.
Administrative Laws Pertaining to Barnehager ( Kindergartens) Cooperation
Sakshaug barnehage ( kindergarten) is dedicated to creating an atmosphere of cooperation and comminty by:
* Including all members of the comminty
* Acknowledging each community member as a part of the whole
* Fostering group decision-making and communication of ideas
* Working together ( synergy)
Cooperation presumes that we make use of democratic methods, empathy and group thinking for the benefit of all and that we take responsibility for our actions.
Being heard is not the same "as doing what you like": to beheard is to reflect on something together, to consider all the possibilities.
It is our intention to be a community based on respect for the daily way of life.
