Friday, June 26, 2015

The project "toy Free Kindergarten"

The project "toy Free Kindergarten"
The project is progressing "toy Free Kindergarten". In the minds of many parents is one of a happy childhood exciting, instructive and colorful toy. That it can be done differently, shows the project "toy Free Kindergarten". The action seeks to protect children from the dangers of addiction while promoting their life skills.

Free kindergarten
Emergence of the "toy Free Kindergarten"
The project was developed as part of the addiction working group of the district Weilheim. Elke Schubert by the health department and Rainer knitting from social services set up a working group specifically focused on drug prevention activities for preschoolers. Hence the project "toy Free Kindergarten" developed that was carried out in 1992 in the municipal nursery Penzberg.

Objectives of the project "toy Free Kindergarten"
Whoever acquires life skills, can better deal with the dangers of addiction. Who, for example, knows his strengths and weaknesses, better keeps defeats but also successes from. With life skills people are also able to analyze situations and develop alternative courses of action.

A sheltered environment, perfect toy or assigned by adult game ideas are not conducive to develop in children basic skills like language and physical skills, build self-confidence or social relationships or even perceive their own needs. In the project "toy Free Kindergarten" children receive an experiential space that you can make without interference from teachers themselves.

Creativity without toys
The project is not about to completely ban toys from the children's lives. But many parents know the phenomenon that children easily lose interest in their toys with an oversupply of game options. The project sets out to do without for a certain period to toys. Thus, the children have the chance to find their own ways to play. They draw on their creativity and imagination and experience positive self-affirmation.

Also arise in this way completely different group processes. The children have to act much more together and are forced to settle quarrels and even to compromise.

However, the renunciation of toys will only work if the teachers change their position and they fade into the background. They give the children no game ideas and engage where possible not arbitrate in disputes a. It's not so easy to take a defensive role and to accept the planned children daily routine. At the same time, the project calls for greater parental involvement. They are involved and informed of the processes, so that they can exchange their experiences.

End of the project "toy Free Kindergarten"
Optimal is a time frame of around three months for the implementation of the "toy Free Kindergarten". In the preparatory phase of the first weeks, the teachers start with the children to make the appropriate framework. For example, the toys are gradually packaged and sent on a journey. Even materials such as pen and paper away from the room until only the furniture remains. However, the teachers make the children realize that the toy returns from the trip back.

In carrying out the project are the wishes of the children in the foreground. So there are no structures prescribed by the adults. When children such as desire elements from previous weeks the chair circle, this is carried out. Some fixed dates as lunch but not to change for organizational reasons. The teachers left the children the planning of everyday life and are confined to the role of observer. They also document the development and maintain the course of the project in a diary. After the agreed time the toy versa gradually back to kindergarten.

Practical experience
Meanwhile, the project has been tried mainly in Bavarian region in many nursery schools. The period varied from a few weeks up to over half a year. In addition, V., a study was in 1996 by the Special Youth Protection of the job Bayern e. Carried out on the subject. As might be expected, the project brings dynamic processes in motion. According to statements of the interviewed teachers, the project had a positive impact on relationship skills, self-confidence, language skills, creative problem solving, frustration tolerance and ability to play the child.

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