‘SKH offers all children the space for self-development, in their own tempo, in a safe environment, by playing and discovering’

The four pedagogical goals that we strive for are based on the law and form the basis for our pedagogical vision. Additionally, we have six pillars that are central within SKH’s policy. These pillars are: playful learning, partnership, openness, connection, ideals and a focus on the neighborhood.

Playful learning
Child care is more than child’s play and child’s play is more than just a fun way to pass the time. The playing of and with children is educational! Children practice all sorts of things when they are playing, such as sharing, ordering, waiting and listening. To be able to make their play this ‘rich’, we offer the children time, space and diverse playing equipment. But children really learn when they are immersed completely in the activity. Their natural curiosity, focus and enterprising spirit is brought out when they are highly involved in the play. The arrangement of the room, the materials as well as the role of the child care worker are of great importance to this.

Partnership
Parents are in control over the upbringing of their child. Educators and child care are partners here. Children have to deal with different upbringing environments. There are of course always differences, but we want to synchronize our approaches for the benefit of the child. For SKH, partnership means that there is mutual respect and that we keep continuing the conversation about what every child needs. Together we are responsible for a living environment in which children can grow up safe and healthy and where problems are dealt with collectively.

“It takes a village to raise a child”

Openness
We are aware that parents trust us with the care for their children. This trust requires that we are open about how we do this. This is why we work according to the principle that we say what we do and do what we say. This also applies to the manner in which we treat the children. We discuss possible risks with parents and children and together we determine how we deal with these. We interpret feedback and complaints as signals to improve ourselves and our co-operation with the parents.

Connected
In order to provide an environment where children and parents can be themselves, where children can grow in every aspect, having a connection with each other is a requirement. Our employees are professionals and are involved with every child and every parent in their group. We connect with the world and the experiences of the child, to make all children feel that they are more than welcome. When the children feel safe, secure and heard, they will grow.

Ideals
SKH believes that the term child care is not enough to do it justice. It is about more than taking care. The world is constantly changing and children nowadays live in a world that is already fundamentally different from the one that their parents lived in when they were toddlers. We want to contribute to a society in which the children play a positive role, now as well as later when they are adults. We would like to give them a strong self-image and an enquiring attitude. We also find it important that they have respect for differences and that they develop the social skills to get by in different situations. This also puts high demands on the quality of our employees. We focus on continuous extra schooling and strengthening the independence of individual employees and teams.

We are also progressive in the development of Integral Child Centers (IKC). For more info, see www.kindcentra2020.nl

Neighborhood focused
When growing older, the living environment of a child, the neighborhood, becomes more important. Together we are responsible for creating an environment in which all children can play safely, where they know the way and know what is or isn’t possible. The neighborhood is also the place where a child experiences living together in a community, where we do nice things together but where we also take of each other when necessary. This is why we’re active in the neighborhood, looking for connection with partners in the neighborhood and, if the situation allows for it, we take the children into the neighborhood.

Our partners: