La Crèche de Luxembourg
Our pedagogical approach draws on the principles of informal education and key ideas contained in the pedagogy advanced by Emmi Pikler.
This seeks to support the child in his/her individual learning process, in order to allow them to develop their skills and to support their socialisation.
> Value of one-to-one sessions, mealtimes and communication:
One-to-one time with a child’s key worker and mealtimes offer a privileged opportunity for individual exchanges between teacher and child, and are conducive to learning with a view to promoting greater independence. During these collaborative exchanges, the teacher encourages the child to participate and imbues them with a sense of efficacy and awareness of their worth and identity.
Exchanges are tailored to the pace, skills and emotions of the child. This helps to nurture their self-esteem and trust in others. Self-respect and that of others is an important value in the nursery.
> Value of observation :
By observing the child’s interests and skills, the teacher can adapt their play environment and equip them with tools which will elicit their interest, give them pleasure, and encourage them to experiment. All our children learn both independently and with others.
> Supporting children in learning :
Socialisation through community living, experimentation and discovery of our environment are at the heart of our teaching methods.
We introduce children to art, culture and sport, through artistic and motor activities within the nursery but also outside: visits to Mudam, to the Rotondes or the Philharmonie, swimming trips, walks, physical education etc. Socialisation and community life, experimentation and discovery about the environment are also at the heart of our teaching approach.
Our multilingual teaching programme is aimed at supporting children in their language development and at promoting their awareness of both the French and Luxembourgish languages. It also emphasises the value of their mother tongues as well as linguistic and cultural diversity, by involving parents in this approach.
For a number of years we have welcomed and supported children with special needs into our nursery environment, which is open to diversity. Respect for differences and fostering individual skills serves as a driver to encourage children to learn to live together, as well as an enriching factor for the group as the whole.
Since January 2017, we have held the title, conferred on us by the Ministry of National Education, Childhood and Youth, of Inclusive Nursery.
Parents are closely involved in our work with their child, whom they entrust to us during the day. We place emphasis on dialogue, a welcoming relationship and cooperation to ensure that the child also benefits from the harmony and trust that is gradually built between the adults.
Furthermore, informal meetings, parent-teacher meetings and talks on topics relating to their child’s learning or health are organised to foster this partnership.
All of the resources developed within this concept are aimed at ensuring the child’s well-being and the harmonious development of their skills and learning capacities with a view to promoting their independence.
These factors contribute to making them feel emotionally secure, giving them the confidence to experiment and discover the world.
Parents’ skills are our main resources, and cooperation with our external partners is essential to our work.