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Do you want to become a heyday child?

A wide variety of adventure and exploration workshops let your child discover and learn
Startseite - Du willst Blütezeit Kind w

In our workshops we follow the principle of open work in our facility. We offer a variety of open programs geared to children's interests and needs. With this we strengthen the self-determination of your children.

Your children can discover and experience the following content:

  • We move every day (sport - psychomotor - dance)

  • We design (art)

  • We research (nature - environment - technology)

  • Music as a daily companion in everyday life

  • pleasure in reading

  • Cuddling & Resting

  • Early childhood media education

The pillars of our methodical work

We plan the pedagogical work in 3 age groups

This division allows us to take the children's age-specific needs into account and offer a more manageable environment for children, while preserving the added value of open work.

Our pedagogical concept in 3 age groups


1-2.5 years (U3)

Basically, the spatial manageability for children and professionals in this age group is of great importance, as this meets the basic need for close ties and security. Therefore we offer a group structure in this age category.



2.5 - 4.5 years (Ü3) and 4.5 - 6.5 years (preschool)

In these age groups, we work according to our concept based on the situational approach in the open workshop work (see pedagogical concept). In addition, we use other pedagogical elements from Reggio and forest pedagogy.


Children can move freely on the floor and find all the relevant workshop offers there.  Our premises support self-determined experience with a wide range of offers with different levels of difficulty.  Create at the same time we safety through a  age-specific orientation and structure along the daily routine.  For example, children can use the pinboards with the location of the ped. Specialists orient themselves and are sure to always be able to find their reference educator.

What is important to us in the everyday life of your children in our "Bloomtime" daycare center?
1. Our basic principles of open workshop work along the educational areas of the Berlin educational program  

The basis of the pedagogical work in the workshops is our pedagogical concept of open work. Accordingly, we offer different adventure and exploration workshops.


The basic principles for daily work in the workshops include:

  • We see our workshops as places where children can plan, design and implement according to their ideas. This means that self-determined learning can take place there according to the principle of free choice.

  • Workshops have a prepared environment and a themed facility.

  • In our workshops, we take into account multiple areas of education and thus stimulate interdisciplinary development.

  • We offer different levels of difficulty so that children can choose their own pace of development.

  • In the workshops, we offer a variety and variety of materials to choose from.

  • The call to action arises from the context in which a material is offered, e.g. A bowl of glass nuggets can be used in the kitchen as an ingredient for cooking and sizzling in a pot on the stove, or in the math workshop as material for numbers and structural exploration .

  • In all workshop areas, materials are openly presented, freely accessible and stimulating for children.

  • There are real materials and tools in the workshops. Children are introduced to materials and tools that require special skills and after they have gained confidence, for example in the form of a "construction workshop driver's license", they can also work with them freely.

  • In the interests of the child's well-being, there are clear access conditions and rules in every workshop and educational support and supervision is ensured at all times.

  • As part of the daily routine, there is both free time that children can organize independently in the workshops, as well as time in which they can take advantage of offers in a small group


Our facility has the following workshops:

  • workshop studio

  • Nature and Researcher Workshop   

  • construction workshop

  • role play workshop

  • music workshop

  • Mathematics & ABC & Digital Workshop

  • World and culture workshop

  • range of motion

  • Our outdoor playtime

    • in the forest

    • in the garden

    • on the playground

  • Our restaurant workshop

  • rest and reading rooms



2. Child-friendly food in our day-care centers

In the Blooming Daycare Centers, we focus on the evolutionary and scientific evidence that clearly shows how important childhood eating experiences are for the rest of life. Our goal is to find a healthy relationship to nutrition through a child-friendly approach.

Details from the pedagogical and room use concept (via a more button)


3. Sleep and rest situations in our day-care centers

We consider rest and sleep breaks to be an important part of the day, which enables children to process what they have experienced and create the necessary energy balance for a successful day. our ped. The specialist is aware that falling asleep is not easy for many children and that it is also a sign of trust. Anyone who falls asleep says: I feel safe here. I am safe here. Because falling asleep means letting go and this is only possible if I feel safe.


The most important prerequisite for problem-free sleeping in the day-care center is good, gradual acclimatization. Only when a child stays to eat without their parents and copes well with it should they sleep in the facility.


We understand falling asleep as an individual need and not a pragmatic group task. We recognize the rest or sleep pause as a micro-transition that deserves special attention to the ped. specialist required. Therefore, we consciously design sleeping situations. In order for children to be able to master these successfully, we pay attention to two essential things: On the one hand, our ped. Specialists the awareness that this situation is challenging for the child, on the other hand the awareness of the importance of always the same processes during a transition.

If the transition from eating to going to bed is always the same, the child feels safe because it knows the sequence of events and can predict what will happen next. "After eating I play, then we change diapers and then we go to bed." We also use this nursing situation, which usually takes place before going to bed, to strengthen the relationship with the child, to give it security and to calm it down .



4. We actively shape transitions

We attach great importance to actively supporting children in our day-care centers to shape the transitions in their lives with them and their parents, thereby giving them the opportunity to understand these transitions as an opportunity for growth and to cope well with them. We know from transition research that successful transitions in early childhood strengthen children's confidence in their own strength and thus their resilience. This means there is a high probability that further transitions in life will be more successful.


We differentiate the following types of transitions:

  1. Transitions from family to day-care center

  2. Transitions when changing day-care center

  3. Transitions from day-care center to school


In all kinds of transitions, we believe that children are confronted with significant changes that affect them on different levels.

At the level of the individual, on the one hand there is the need to deal with new feelings such as fear, sadness, worries, anticipation, etc., and on the other hand the change in self-image, because now the child is one of the "big ones" (to school eg). In addition, the child experiences changes on the level of relationships, because it separates, for example, from its parents or caregivers in the day care center and becomes part of a new group in which it gets to know new people.


At the level of the living environment, everything changes for the child, for example the premises and the time rhythms, or the degree of independence that is required.


With all transitions, it is important to us to shape them in participation and active discussion with the child and parents in order to open up the possibility of dealing with new life situations in a fundamentally open and positive manner. We are aware of our responsibility and devote a great deal of attention to this topic.

These points are important to us in everyday life
1. Educational situations in everyday action

In our educational work within the context of the situational approach, we attach great importance to understanding and using micro-transitions as an educational opportunity. There are many inconspicuous and small moments that have a significant influence on the development of the child. For example, in the cloakroom this occurs when dressing and undressing, in the washrooms, in the sleeping and resting rooms. It is important to us to accompany these micro-transitions according to the child's needs in order to reduce stress for the children and teachers and thus support the child's healthy mental development.


2. The attitude principle of "wondering" to stimulate children's joy of discovery

The basis of the pedagogical work along the educational areas is based on our ambition to maintain and promote the intrinsic motivation of the children. In this context, we want to encourage children to ask themselves questions and to search for answers. We like to use a basic idea of Erich Fromm


"The ability to wonder is the beginning of wisdom".


If we look at what happens when we are amazed, we find that when we are amazed or amazed, we are confronted with something new, something that cannot be classified with previous experiences. A moment of pausing follows, of “being rigid” and of observing. This appeals positively to people's natural curiosity and joy of discovery. It is an emotional moment that activates our willingness to learn.

Next comes the impulse to want to understand this new thing, ie you use your senses to explore the  new thing. I want to touch it, smell it, some children might put it in their mouths, etc.

As a result, within the framework of our cognitive abilities, questions arise that help us to explore this new thing and thus make it our own experience. The questions that then arise with children are not sorted according to areas of education or thematic focus, but according to what interests them, definitely from different areas of education. The aim of our work is to make connections recognizable and usable for children. We see this as the basis of scientific work and use this principle in our daily workshop work.



3. We use the value of free play

Playing is a crucial motor for children's development and a signal for their well-being. When a child is ill, it no longer likes to play. Thus, the desire to play is also an indicator of the child's needs.


As we understand it, play is a pleasurable construction that arises from dealing with oneself and the world in which we live. It is a means of tapping into the materials, the emotional, physical and social world. Play is the core element of child learning while maintaining intrinsic motivation. So we devote a large part of our day with the children to the game or game actions.


We place particular emphasis on FREE play. We understand free play as implicit learning, ie the unconscious and playful acquisition of skills and knowledge through the practice of an activity. We see the game as self-organized, intrinsically controlled learning.


Playing is therefore not in contradiction to learning in our facilities, but




Curiosity, imagination and creativity are like muscles. If you don't train them in the game, they will be lost. Learning always takes place where what has been learned is meaningfully integrated into life. Where experiences are made on the whole body, including all senses, with emotional participation. Where what has been learned is useful in practical life. Applicability is key as it is through it that learners benefit. We learn brain-friendly when we feel that we are right where we are.

Details from the pedagogical concept can be found here. 



4. Democratic participation of children as part of everyday life

Children must grow into the democratic processes through the developmentally appropriate stimulation of the ped. Specialists through their participatory ped. Work. Our ped. Specialists accompany the children in the democratic education processes with tips and suggestions on how the children can take on more responsibility in the process until the children are able to carry out the strategies they have learned independently.


In accordance with the UN Convention on the Rights of the Child, as well as our federal and state legislation, children in our facilities are generally allowed to have a say and help shape all topics of everyday life, depending on their development.

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