This is how we look at children

Children are born with possibilities. They are their own builders and want to be challenged. We are aware of children’s dependence, but do not want to arrange or fill everything in for them. We emphasize guiding and following children on their own path. We want to respond adequately to what the child needs in a particular phase in order to develop properly. This vision stimulates child-oriented viewing and working.

We see what appeals to children and what does not; what they are predisposed to, or not.

  • Some children are naturally familiar with language, while others are not. Some love to talk, listen, and read books.
  • Who doesn't know a child who is a whiz at building and puzzles?
  • Some children prefer to color and draw and are good at spatial orientation.
  • There are children who go through life rhythmically and singing.
  • Then there are those who are handy tinkerers, who often excel at movement as well.
  • In every group there is a child who is crazy about all kinds of animals and already knows the differences.
  • There are children who fit in very well in a group from a very young age and love company.
  • Finally, there are also the little thinkers, who first think for themselves before they tell you what they think about something.


Thus, each child has a unique combination of predisposed talents. In addition, each child has its own character and temperament. So, the best way to learn something is different for each child. Playing and learning are easy and enjoyable when the natural learning style is not hindered. Learning by playing, learning to play is our vision.


Our basic pedagogical attitude

We primarily talk “with” rather than “to” children:

  • Giving each child positive and personal attention;
  • Recognizing and accepting the child's feelings and responding with understanding;
  • Speaking in a calm, warm tone of voice; looking the child in the eye;
  • Watching and listening to the child, connecting and adding new experiences;
  • Showing respect for the individuality and the child’s input;
  • Setting a good example.


Positive guidance for your child

  • Reinforcing children's positive behavior by saying nice things, praising and rewarding;
  • Giving instructions and explanations, paying attention to what is allowed;
  • Helping children who seem to exhibit negative behavior; preventing the behavior from developing further;
  • Not (always) reacting to negative behavior to tone it down;
  • Sometimes set the child aside.


Every year, all our pedagogical employees receive guidance from our pedagogical coach. This way we ensure that the basic pedagogical attitude remains of a high quality. Curious about the number of hours spent on this at your child's location? Feel free to ask the location manager about this.


This is how we see development

In addition to the development of the children's personal talents, there are also the general stages of development. Each developmental period implies a task for the child, so to speak. Examples include learning to talk or learning to deal with conflict. Learning to master such tasks is important for the child's later stages of development and well-being. Each child develops at his or her own pace. Learning to master developmental tasks and develop personal talents requires a loving and stimulating environment.


This is what we offer your child when it comes to educating

We derive our main tasks from Marianne Riksen's pedagogical goals.

We want to offer children the following:

  • Emotional safety
  • Developing personal competencies
  • Developing social competences
  • Values and norms, culture


Preschool Education (VE)

Preschool Education (VE) is available for children who need an extra helping hand in their development and learning of the Dutch language. We work with a professional team of VE tutors. The tutors are engaged as an ambulatory supervisor in the observation, identification, and guidance of these children.


Toddler Academy: paying attention to the ‘smart cookies’

For toddlers with developmental disabilities, SKH has a special program called smart cookies (‘pientere peuters’), formerly called the Toddler Academy, to challenge toddlers with targeted activities. This method was developed by ‘Grip op Talent’ (Grip on Talent). We found that toddlers need more to be able to develop optimally and to go to the kindergarten or child care center with a smile on their face. With a warm transfer to the elementary school, they can then get a flying start there. On June 26, 2018, the Stichting Kinderopvang Haarlemmermeer Toddler Academy was officially opened by Alderman John Nederstigt in 't Groene Eiland Preschool in Hoofddorp.


Specialized tutors

At SKH, we work with specialized tutors who identify the smart cookies (children with a developmental lead). And a large part of the pedagogical employees is trained in the basic Smart Cookie training. Within our Pyramid method for preschool education, we work at all locations with different levels, also called differentiation. We do this in the large circle and in the small group in which targeted activities within the theme are offered. Children who at that moment are (imminently) behind, children who at that moment are developing on average, and the smart cookies are guided and challenged at their own level. For example, by reading aloud interactively in small groups, looking at the discussion pictures of the theme together, working with developmental materials such as categorizing/sorting games or activities with the big dice. The latter is a favorite with many children.

We keep a close eye on children who do not benefit from this enough and for whom the well-being (feeling comfortable in the group) is at stake. They can be observed by the care coordinator for preschool education or (if it concerns a child with a probable head start) by one of our specialized Smart Cookie tutors. Of course, always after careful consultation with the parents. The tutors or the care coordinator for preschool education, together with the parents and the team, will make a support plan for the group, possibly in combination with placement at the Toddler Academy. So, it’s not always necessary to transfer children to the Toddler Academy, because all our playgroups and child care centers work with Pyramid and have access to extra support.


Would you like to read more about how we work on these pedagogical goals? Ask for the pedagogical work plan at the location your child(ren) goes/go to. Or request the pedagogical policy plan through our Customer Care team.

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