Child protection
Mission statement on the physical development of children
In our daycare center "Die Wichtel" we represent the goal of "protecting and accompanying physical development" in our everyday pedagogical work.
An important aspect here is the welfare of the child according to §8a SGB VIII. Every child has a right to a non-violent upbringing and to the protection of their physical and psychological boundaries. According to §8a Para.4 SGB VIII, the protection of these rights is the responsibility of every child day care facility. For this reason, children's rights are actively practiced in our facility. The participation of children plays an important role in this. The children should be perceived as subjects who have participation rights, as this is the only way to create open-ended dialogs and a preventative effect. In addition, the professionals are sensitized to recognize indications that a child in their care is at risk and to discuss these with the management team.
It is important to us to protect and preserve the children's privacy, especially in changing and toileting situations. The children should be given sufficient time to do this in a friendly and protected atmosphere, taking into account the educational and children's needs. It is also important to us to strengthen the children's self-confidence in terms of knowing and expressing their physical needs, for example by saying "no-stop-stop", as well as recognizing the physical needs of others.
Our aim is for every child to gain positive access to their body and their sexuality. As educators, we want to offer children the space to explore their own bodies. This should take place in a protected environment and the educational staff ensure that there is no power imbalance between the children, that they participate voluntarily in play and that they are treated with respect and that the boundaries of each child are recognized.
It is also important to us to name all body parts correctly in order to ensure the development of gender identity.
Binding protection agreements within the team form an important part of our professional conduct. Close contact with parents and regular communication within the team are also part of our educational work. If necessary, we refer parents to specialist institutions or turn to them in order to offer the best possible support.
We attach great importance to continuous further training in order to stay up to date and maintain our pedagogical approach. Regular team training sessions, which take place every four to five years with Mr. Schuld from the Heidelberg Child Protection Centre, are included in our planning.
The management team acts on suspicion of a risk to the child's welfare in accordance with a special guideline.
An important aspect here is the welfare of the child according to §8a SGB VIII. Every child has a right to a non-violent upbringing and to the protection of their physical and psychological boundaries. According to §8a Para.4 SGB VIII, the protection of these rights is the responsibility of every child day care facility. For this reason, children's rights are actively practiced in our facility. The participation of children plays an important role in this. The children should be perceived as subjects who have participation rights, as this is the only way to create open-ended dialogs and a preventative effect. In addition, the professionals are sensitized to recognize indications that a child in their care is at risk and to discuss these with the management team.
It is important to us to protect and preserve the children's privacy, especially in changing and toileting situations. The children should be given sufficient time to do this in a friendly and protected atmosphere, taking into account the educational and children's needs. It is also important to us to strengthen the children's self-confidence in terms of knowing and expressing their physical needs, for example by saying "no-stop-stop", as well as recognizing the physical needs of others.
Our aim is for every child to gain positive access to their body and their sexuality. As educators, we want to offer children the space to explore their own bodies. This should take place in a protected environment and the educational staff ensure that there is no power imbalance between the children, that they participate voluntarily in play and that they are treated with respect and that the boundaries of each child are recognized.
It is also important to us to name all body parts correctly in order to ensure the development of gender identity.
Binding protection agreements within the team form an important part of our professional conduct. Close contact with parents and regular communication within the team are also part of our educational work. If necessary, we refer parents to specialist institutions or turn to them in order to offer the best possible support.
We attach great importance to continuous further training in order to stay up to date and maintain our pedagogical approach. Regular team training sessions, which take place every four to five years with Mr. Schuld from the Heidelberg Child Protection Centre, are included in our planning.
The management team acts on suspicion of a risk to the child's welfare in accordance with a special guideline.
Guidelines on closeness and distance in educational work - Our attitude and approach
A professional attitude in dealing with closeness and distance is of central importance in our educational work. We regularly reflect on our behavior and our interactions with the children to ensure that the children's individual needs are always the focus. Our professionals pay particular attention to the children's verbal and non-verbal signals in order to respond to them sensitively and appropriately.
Attachment
A secure attachment is a fundamental prerequisite for successful educational work. It forms the basis for children's exploratory behavior and enables them to explore their environment with curiosity and trust. Reliable, sustainable and continuous relationships with their caregivers give the children security and orientation.
We accept and reflect professionally when children prefer individual professionals, especially in sensitive moments such as comforting, cuddling or changing nappies. We respect these attachments as long as they come from the child itself. At the same time, it is important not to encourage dependency on individual professionals. We regularly question our own behavior and reflect on whether personal emotions or needs are influencing our professional actions. The desire to be liked or needed by the child is human, but must not lead to children being instrumentalized or favored.
When children move away from a professional, for example by changing groups, we accompany this process sensitively and accept it as an important developmental step. When dealing with former attachment figures, we make sure that interactions continue to come from the children themselves and are not initiated by the professionals.
We accept and reflect professionally when children prefer individual professionals, especially in sensitive moments such as comforting, cuddling or changing nappies. We respect these attachments as long as they come from the child itself. At the same time, it is important not to encourage dependency on individual professionals. We regularly question our own behavior and reflect on whether personal emotions or needs are influencing our professional actions. The desire to be liked or needed by the child is human, but must not lead to children being instrumentalized or favored.
When children move away from a professional, for example by changing groups, we accompany this process sensitively and accept it as an important developmental step. When dealing with former attachment figures, we make sure that interactions continue to come from the children themselves and are not initiated by the professionals.
Physical closeness
Physical closeness and a feeling of security are fundamental for healthy development. Our professionals are sensitive to the individual needs of each child. Some children clearly show their need for closeness and actively seek physical contact, while others express it more indirectly. We react sensitively to this and accompany this process with language in order to help the children to increasingly articulate their own needs themselves.
An increased need for closeness can be observed, particularly in emotional moments or after sleep. In these situations, we provide the children with safety and security. At the same time, we notice when children "cling" to certain professionals for an unusually long time or intensively and try to find out what other needs might be behind this.
Maintaining personal boundaries is very important to us - both for the children and for the professionals. We explain to the children in an age-appropriate way that everyone has their own boundaries and that these must be respected. Just as we maintain our own boundaries, we encourage the children to set their own boundaries and express their needs clearly. We teach them to say "no" or "stop" if someone gets too close to them and to protect their own physical integrity.
Our professionals set a conscious example here: we make sure that our proximity to the children always remains professional. For example, we never kiss children and do not overstep any physical boundaries. If children want to show affection in the form of a kiss on their own initiative, we make them aware that certain parts of the body (e.g. cheek or hand) are okay, while other areas, such as the mouth, are intended for the family.
Furthermore, it is important to us that no child is touched without prior interaction or notice - unless it is a dangerous situation. This also applies to seemingly casual touches, such as stroking the head or touching the face. Similarly, we do not approach a changing table unannounced if another child is being cared for by a professional. Physical restraints, for example in conflict situations, are only used if they are necessary to help the child to regulate themselves or to protect themselves and other children.
An increased need for closeness can be observed, particularly in emotional moments or after sleep. In these situations, we provide the children with safety and security. At the same time, we notice when children "cling" to certain professionals for an unusually long time or intensively and try to find out what other needs might be behind this.
Maintaining personal boundaries is very important to us - both for the children and for the professionals. We explain to the children in an age-appropriate way that everyone has their own boundaries and that these must be respected. Just as we maintain our own boundaries, we encourage the children to set their own boundaries and express their needs clearly. We teach them to say "no" or "stop" if someone gets too close to them and to protect their own physical integrity.
Our professionals set a conscious example here: we make sure that our proximity to the children always remains professional. For example, we never kiss children and do not overstep any physical boundaries. If children want to show affection in the form of a kiss on their own initiative, we make them aware that certain parts of the body (e.g. cheek or hand) are okay, while other areas, such as the mouth, are intended for the family.
Furthermore, it is important to us that no child is touched without prior interaction or notice - unless it is a dangerous situation. This also applies to seemingly casual touches, such as stroking the head or touching the face. Similarly, we do not approach a changing table unannounced if another child is being cared for by a professional. Physical restraints, for example in conflict situations, are only used if they are necessary to help the child to regulate themselves or to protect themselves and other children.
Dealing with nicknames and pet names
At our facility, we attach great importance to addressing the children by their real names. Nicknames or pet names can unconsciously influence the relationship with the children, emphasize them or ascribe a certain role to them. Furthermore, in some cases, belittling can lead to the child being unconsciously "kept down", which can affect their self-esteem and self-efficacy.
We avoid making distinctions between children by giving some nicknames and not others. It is important to us that our professionals professionally reflect sympathies and antipathies in order to prevent individual children from being favored.
However, there are some exceptions in which situational nicknames can be seen as part of everyday pedagogical life. For example, at certain moments it may be appropriate to playfully refer to a child as "Quatschnudel" or "Frechdachs". We make sure that these names are not used permanently and always refer to a specific situation, not to the child's personality as a whole.
We avoid making distinctions between children by giving some nicknames and not others. It is important to us that our professionals professionally reflect sympathies and antipathies in order to prevent individual children from being favored.
However, there are some exceptions in which situational nicknames can be seen as part of everyday pedagogical life. For example, at certain moments it may be appropriate to playfully refer to a child as "Quatschnudel" or "Frechdachs". We make sure that these names are not used permanently and always refer to a specific situation, not to the child's personality as a whole.
There are also children who hardly know their own birth name because they were given a different name by their parents from birth. In such cases, we discuss with the parents whether we should adopt this name. We do not, however, adopt family nicknames.
Our aim is to offer children a trusting, safe and professionally supervised environment that supports their individual development in the best possible way. In doing so, we consciously ensure a healthy balance between closeness and distance in order to promote both bonding and independence.
All of our professionals continuously reflect on their own behavior in order to maintain a clear and professional attitude. After all, children learn by example - and we take this responsibility very seriously.
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