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The brain & heartHOLSTEBRO MUNICIPALITYLEISURE CENTRE WAGNERHUSTuitional plans0-2 YEARSFROM TO

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2Table of Contents1. Introduction31.1 Introduction31.2 Daycare Its values51.3 Daycare Its educational principles61.4 Daycare Its understanding of learning72 GENERAL FRAMEWORK FOR WORK ON THE SIX curriculum THEMES92.1 General learning92.2 Objectives for children with special needs102.3 Methods and activities for inclusion of children with special needs102.4 Language Efforts112.5 Working with transitions and consistency112.6 Methods and activities in working with transitions and consistency123 PRIORITY, DOCUMENTATION AND EVALUATION OF WORK ON THE SIXCurriculum THEMES143.1 Facts about the institution143.2 Description143.3 Evaluation153.4 Reflection154 OBJECTIVES OF THE INDIVIDUAL curriculum THEMES174.1 Objectives for versatile personal development174.2 Objectives for social skills184.3 Objectives for language development194.4 Objectives of body and movement204.5 Objectives for nature and natural phenomena214.6 Objectives for cultural expression and values225 WORK WITH A GOOD CHILDREN ENVIRONMENT255.1 Description of work with children environment255.2 Reflection256 CONCLUSION26

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1. Introduction1.1 IntroductionThe municipality set openingYou sit with Holstebro municipality learning plan in hand.The educational curriculum iswhere day care together with the parents' committee describes the objectives and activities of thecoming period.The city council in Holstebro municipality has established the role of the educational curriculum.The curricula mustbe based in Holstebro municipality daycare policy.Day care policy is based on:- Law on Day Care- City Council's vision- Holstebro municipality's Child and Youth PolicyTo continue to develop the educational work in day-care facilities in Holstebro municipality, the City Council electedto focus on four themes in the coming years (2015-2018):- Inclusive play and learning communities- Well-being and health- Unity and contexts- Engaged and competent employeesThe educational curriculum is the foundation for the educational work in day care.An importanttool for teaching staff, which deals with the work of the six curriculum themeseducational practice, child environment, and a description of the methods we will use in practice.Child and Youth Policy and daycare policy includes all children and young people in Holstebroas well as their parents and families.The policies will thus ensure coherence between the generaland prevention and targeted action towards children with special needs.Knowledge-based interventions.3

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Holstebro want to work with interventions of proven benefit, includingevidence-based (research and knowledge-based) methods.Part of Holstebro municipality's day-care centers have been or are in the process of implementing the Incredible Years(IY) - Day-care facilities.An evidence-based program that focuses on the positive behavior and relationships, as well asfocus to include children in the general development and learning communities.In the day care is Holstebromunicipality by developing IY Day Care.Holstebro municipality's overall inclusion effortsHolstebro municipality's overall inclusion efforts constitute a response across the entire kids and teensarea.The purpose of the overall effort is that more children and young people should be included in both socialas professional communities for increased well-being.Day-care facilities have drawn up an action plan forinclusion efforts.There are offered various opportunities for skills of employees andleaders.As mentioned earlier, one of the focus areas in daycare policy 'Inclusive play andlearning communities ".Day-care facilities must when describing "actions" in the educational curriculumincorporate the targets they set in the Blueprint for inclusion efforts so as to create acorrelation between focus, learning and action.Happy reading!Daycare Its openingWe are proud to present Wagnerhus learning plan.This is where we as an institutioncooperation with the parents' committee put our educator professional goals for the period 2015-2018.The curriculum describes how we meet the goals, and how the way to ensure that we are on the rightprice.In Wagnerhus we strive to create a friendly environment that promotes each child's well-being, health,development and learning.We are a diverse house where there is room for all personalities.With us there is greatthe possibility of finding and developing friendships across age and groups, and it is important for us that allour children experience as recognized and active participants in the community.In Wagnerhus we work actively with the appreciative approach based on the principles of the Incredible Years(IY).IY aims to develop tools that can strengthen the staff's positive relationshipschildren and create positive learning communities.The goal is to strengthen the skills of the staff in theprevent and manage behavior problems in kindergarten, as well as to strengthen cooperation betweenday care home.It is important for our children come out in the open.There is space, fresh air and high ceilings.INWagnerhus get the kids out on the playground at least one a day, and we strive tocome out of the "wild" on the other side of the fence as often as possible.In Wagnerhus4

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we work with green sprouts activities so we annually can hoist outdoorsy Councilgreen flag to the top.Our values are made in an equal partnership between the council and the totalstaff group and will annually be reconsidered.The core values reflectthe institution and the people who spend their days here.We will strive to values:Professionalism, Community, Life, enthusiasm and creativity will be integrated into daily teaching practices.To learn more: www.holstebro.inst.dk or www.facebook.com/WagnerhusWELCOME TO WAGNERHUS - Enjoy!1.2 Daycare Its valuesThe municipality established valuesThe cornerstone of Holstebro municipality's Child and Youth Policy is an appreciative approach, which is based onpositive communities, citizenship and the resources each possesses.Our common appreciative views of children:In day care, we see children as unique and independent individuals that develop in interaction withother people.Child development understood as a whole, where the intellectual, emotional,social and physical pages in the child's development is seen as closely linked.Therefore, take the educationalpractice based on the children's well-being, interests and potentials.Values in working with children and young people:- Creating opportunities for healthy life in challenging and stimulating environments- That children and young people confirmed to have an impact on other- That children and young people's contribution makes a difference to the community and arouse others' respect and trust- That there are drops of culture in allCredibility and mutual respect, we see as fundamental for us to succeed as educationalpersonnel in contact with the child, in collaboration with parents and the staff group.Engagement We see this as the impetus to ensure that every day we can meet the child, parents andanother with empathy and professional curiosity.We believe that these values will be available as a redthread through this learning plan.5

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Daycare Its valuesThe municipal fixed values supports the fine Wagnerhus own values, which reads:Professionalism, Community, Life, enthusiasm and creativity.Wagnerhus recover annually Outdoor Council's Green Flag, based on established criteria.We work hardwith nightlife and nature of any kind, includingon the playground, in the community and in the woods.Wagnerhus is a IY institution.We are opportunity-oriented, we focus on the positive interaction, andwe are working systematically relationships, recognition, praise and encouragement.In Wagnerhus we gather all our upcoming schoolchildren Spire Group.Here are the educationalactivities targeted social skills as well as the children are school ready.Also Wagnerhus there are drops of the culture in total.We hold an annual music festival where children practicemusic, manufactures props and decoration, is in musical workshops and performs at variousscenes for different audiences.We work with Altamira Studio Theatre about theater project wherechildren participate in theater workshops and finally performing for audiences.Wagnerhus inclusion efforts are characterized by we create communities where all children experience asrecognized and active participants.As often as possible we create educational activities that promotecommunity across age and fixed groups, develop personal and social skills.Weare aware that we are all in.In our floor there is room for enthusiasm.Here we work with the body and movement as well as culture and culturalexpression.We make grow-controlled educational activities, for example.motor cars, singing games,morning exercise, parachute games, etc. Every Friday assembled all children and adults to common song.In Wagnerhus cooperates staff across the house.We seek mutual inspiration and collegialsparring.The individual is outreach to professional and personal development, and all have a responsibility to ensure that theindividual skills come into play.Wagnerhus collaborates with other institutions wherewe exchange personnel a week of time share their knowledge and learning sharing.1.3 Daycare Its educational principles1. Principle (Municipality): Day-care facilities will work to create a clear structure on the one hand,allows security through peace and predictability, and on the other hand offers complexityand changeability1. Principle (Day care): In Wagnerhus we work with the principles of the Incredible Years.IYforms the basis of our educational work.2. Principle (Municipality): Children see themselves as important and co-creators in communities2. Principle (Day care): Using the principles of IY and our inclusion efforts, work withthis is your chance each child's role in inclusive communities.3. Principle (Municipality): The child part in community where empathy, tolerance, respect andrecognition is the foundation3. Principle (Day care): The adult education - and continued use of IY, is the basis of thepedagogical approach to each child, and the binding community that exists in Wagnerghus.4. Principle (Municipality): The child acquires and develops a versatile language4. Principle (Day care): The child's language development is such an important factor that all employees have Wagnerhusfocus on this issue.We have language competent educators in both the nursery as in kindergarten, such as6

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works with special language groups or language pack.All educators sprogvirderer, and all childrenis language assessed.5. Principle (Municipality): Strengthen the child's development of motor skills, endurance and movement5. Principle (Day care): In working with the child's motor skills, we use the tools fromGreen Shoots and From Knowledge To Habits.We use our floor, our playground and the manyexcursion options are nearby.6. Principle (Municipality): There should be the opportunity to participate in activities that strengthen the health, well-beingand quality of life6. Principle (Day care): In connection with activities that strengthen the health, well-being and quality of life usingwe gear from Green Shoots and From Knowledge To Habits.7. Principle (Municipality): The child becomes aware of their own and others' cultural background7. Principle (Day care): We follow the seasons in terms of customs and celebrations.In addition, we are workingmuch with theme weeks where the cultural influence is in the center.8. Principle (Municipality): The child develops respect and understanding and experiencing the joy of being innature8. Principle (Day care): Through our participation in the Open Air Council Green Shoots, we work withnature and outdoor experiences.We recover annually the Green Flag.1.4 Daycare Its understanding of learningThe municipality's prescribed learning understandingIn daycare happening children's learning through an interaction between the planned activities and ownspontaneous experiences and play.The children are part of communities that support the development, learning and wellbeing.Adults are role models for children and adults, and children are role models for each other.The adult usestheir professional knowledge and experience to mlstte, plan and launch targeted activities whilethat they follow and involves children's creativity and learning desire.In this way, there is interplaybetween adult and children's perspective.Daycare Its understanding of learningWe focus on the individual child, and in the current children's group relationships and potentials.We stimulate children's urge to explore the surroundings, so their experience area developed and theiractivity promoted.To create this environment we work from the appreciative approach to children and adults, where weutilizes the principles of IY.We want to prepare the children for life through well-being, presence and care.We see diversity as astrength, and we utilize the various resources and skills we have as a staff.We want to work with parents to create a development and learning environment in which the child candevelop transparency and independence, and the ability to cooperate and to apply knowledge to improveown and others' living conditions.We will, through dialogue and cooperation among themselves in the staff group and the institution Board and7

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with children and parents, implement the above.Illustration 18

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2 GENERAL FRAMEWORK FOR WORK ON THE SIXCurriculum THEMES2.1 General learningThe municipality set overall learning1. Work with inclusive play and learning communities to create well-being, learning and developmenteach child2. Target the educational work so that all children have the opportunity to participate from differentlearning styles, conditions and background.3. Through an appreciative approach, we will provide the best basis for children's development.4. The physical, psychological and aesthetic framework should allow children to play in small and largecommunities.5. Initiate activities that are challenging, varied and give children successful experiences.6. Give children participation, joint responsibility and understanding of democracy, through our activities andeducational practice7. Work to integrate physical activity as part of children's everyday life, and the kids are challengedmotor.8. To parents participate and take responsibility in the development of inclusive play and learning communitiesand supports an appreciative toneDaycare Its overall learning1. We are always based on the individual child.We make educational activities across age andfixed groups.All children are in some context.We gather our upcoming school childrenSpire Group.2. We are always based on the individual child.We have a child environment where each child, fromnursery to nursery, special and sprout group, is met and challenged both analog and digital,and where the educational curriculum is an integral part of daily teaching practices.3. We use the principles from IY in our efforts to provide the best basis for childrendevelopment.4. Our design of the playground and the house offers opportunities for children to play in big and smallcommunities.This applies to both adult-led activities and the children's own play.All children are outin the play area, at least once a day.In our floor, we utilize the good opportunities to workwith body and movement.5. We work with Green Shoots and From Knowledge to habits.We focus on the individual child andeach group of children.We use seasonal changes and incorporate current issues.We value allcurricular themes just loud.6. We use child environmental impact.We hold assemblies where children are allowed to express themselves.We fitat each other and we take care of our things / toys.The children are involved in domestic chores.We have9

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friendship rules, where it is the children themselves who are helping to define when you are a good friend, andwhat it takes to become a good friend.7. We leverage our physical environment both indoors and outdoors.In our floor we have morning exercise,Grow controlled movement and singing games, motor cars and possibility of ball games.Outside play, runand we cycle.The playground challenges big and small.We visit areas adjacent playgrounds and pearls.8. We involve parents group as much as possible.The parents' association is to determinethe principles.Parents are welcome to come and join in.2.2 Objectives for children with special needsThe municipality set learning goals for children with special needsWe will work to create play and learning communities where all children experience themselves as recognizedand active participants.As a starting point we plan our activities so that partly provided health promotion andpreventive action and an individual effort for the children who have special needs.The staff will focus on the methods and activities etc. that are well suited toinclude children with special needs.Daycare Its learning for children with special needsWe use the tools we have learned in connection IY.We have positive expectations for our children in the playground andlearning communities we create.WeWe provide the early intervention as possible.We includeIn our special group is given special consideration to children with individual needs.We workfocused and structured with each child's skills and development potential2.3 Methods and activities for inclusion of children with special needsDaycare Its methods and activities for inclusion of children with special needsSee. Our inclusion action, the principles of the Incredible Years, and tools from Green Shoots andFrom Knowledge To Habits, we are working to create inclusive communities.In order for us to succeed with our inclusion work, it is essential that personnel receive a joint technicalbasis to work from.A basis starting at the individual work itself - attitudesnorms and roles.Therefore, all permanent employees attended a staff development course in TeoriU focusinginclusion, personal values and thinking.10

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In our inclusion work we want;challenge / explore the concept of normality, to park their own standardsfor "normal" behavior, to shift our thinking from "mangelsyn" to "ressourcesyn", shifting the focus from "theis the individual that is the problem "to" it is the group's resources "to focus on creating a culturewhere the "normal" has a wide range.2.4 Language EffortsThe municipality set language actionThe goal of language stimulation of the 3-6 year-olds is that through play and interaction with others - both childrenand adults - develop a language that works well and corresponds to their age.In addition, kids earlystimulated to experiment with reading and writing.The language stimulating action:- Supports the child's desire and joy in using the language in everyday life.- Provides an intensive and focused support to children with special needs.- Creates context of language development at the transitions between the institutions, for example betweenday care and school.Within 0-3 years the area has Holstebro developed a "Mini Language Pack" as childminders andcreches working with.It employs bilingual tutors in Holstebro, which compiles language assessments and provideguidance for bilingual children.Holstebro municipality has in recent years participated in some different language projects blah.SPELLproject, which is a systematic targeted program that support children's language andread assumptions (3-6 years).In 2015, participating part of the institutions in the project "Language in interaction".Daycare Its language actionWe focus on language and language stimulation in all our educational activities organized.In Wagnerhus language, we all 3 year olds and all to be in school.Via the language test, we plan thelinguistic efforts of the children here have a special need.All educators languages estimates.We establish different language groups when assessing the need for it.This can take place incooperation with the PPR.11

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2.5 Working with transitions and consistencyThe municipality set work with transitions and smmenhng- Transitions organized so that at the receiving offers is a knowledge of the child and itsresources.- The cooperation transverse to ensure good transitions.- Transitions organized so that parents be informed and involved.- Cooperation between parents and professionals is mutually binding.Daycare Its work with transitions and smmenhngWe have established - and will develop on - a collaboration with the schools we provide children, where we deliverchildren to their new teachers.The parents involved in this tradition.All new parents and children in Wagnerhus invited to startup / handover meeting before the start of day care.Internally of providing nursery school to kindergarten, and have previously visit days.2.6 Methods and activities in working with transitions and consistencyDaycare Its methods and activities in working with transitions and consistencyWe are a house where community and know each other and to the house is important.Therefore, the fixed housingAdults and our many physical space not be unknown to the nursery children.In cooperation with parents about providing nursery "child" for kindergarten.Depending on requirements, there is acommissioning stage, the child is allowed to come visit before it comes.Do we get kids outside, invited children and parents after FSAP.When our children to the Spire Group, follows a known adult from the original lounge.The Spire Group gather all future school children in the period September 1 to April 30 each morning inperiod 900 - 1200. Here, work includepersonal, social and school academic skills.In collaboration with local institutions, we have common pre-school days when futureclassmates are together on specific tasks.When we deliver children to the schools, the teachers in cooperation with parents survivors relevantinformation about the children to the individual schoolIllustration 212

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3 PRIORITY, DOCUMENTATION AND EVALUATIONWORK WITH THE SIX curriculum THEMES3.1 Facts about the institutionWagnerhus is a playground in the lives of children aged 0-6 years.We are rated for 24 nursery children spread across fireflies and Krudtuglerne, 60 kindergarten children distributed onElmer, Spiloppen and cuttlefish, and 6 children in special group tree frogs.From September throughApril we gather each morning all our upcoming schoolchildren Spire Group.The staff is composed of: 13 teachers, two teaching assistants, two child care workers andone of the institution, an administrative officer and a technical service representative.In addition,we receive pedagogy in practice.In Wagnerhus we strive to create a friendly environment that promotes each child's well-being, health,development and learning.We are a diverse house where there is room for all personalities.With us there is greatthe possibility of finding and developing friendships across age and groups, and it is important for us that allour children experience as recognized and active participants in the community.In Wagnerhus we work actively with the appreciative approach based on the principles of the Incredible Years(IY).IY aims to develop tools that can strengthen the staff's positive relationshipschildren and create positive learning communities.The goal is to strengthen the skills of the staff in theprevent and manage behavior problems in kindergarten, as well as to strengthen cooperation betweenday care home.It is important for our children come out in the open.There is space, fresh air and high ceilings.INWagnerhus get the kids out on the playground at least one a day, and we strive tocome out of the "wild" on the other side of the fence as often as possible.In Wagnerhuswe work with green sprouts activities so we annually can hoist outdoorsy Councilgreen flag to the topIn Wagnerhus we prioritize with the professional and personal development.All our permanent employeesundergone IY training, and all participate in our annual educational weekend.Ouremployees come to appropriate (for) programs and courses.3.2 Description3.2.1 Period3.2.2 PrioritiesThe six curricular themes are prioritized as follows:16.7% - Versatile personal development16.7% - Social skills16.7% - Language development16.7% - of body movement16.7% - The nature and natural phenomena16.7% - Cultural expressions and valuesTotal = 100%We are not always able to draw the line when we work with one curriculum theme and not14

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another.One Friday session, a picnic, one week for music contains such.elements of allcurricular themes.IY is integrated as a natural part of our educational practices, and childrenlanguage development is challenged in all contexts.So we say that we weigh all curriculum themesjust loud.3.3 Evaluation3.3.1 Primary tools for documenting the work on the curriculumPhoto, observations / observations Practice Stories3.3.2 Primary methods for evaluating the work of curriculumsSecond, SMTTEIY development3.4 ReflectionWagnerhus learning plan is a great tool to make sure we are working with all the 6curriculum themes, and we see great opportunities to use dialogue module as an evaluation of oureducational practice.Illustration 315

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4 OBJECTIVES OF THE INDIVIDUAL curriculum THEMES4.1 Objectives for versatile personal development4.1.1 CoherenceWagnerhus values;Professionalism, Community, Life, enthusiasm and creativity, and Incredible Yearsforms the basis for our work with the children's all-round personal development.In practice, translates it in Green Shoots activities From Knowledge To Habits activities, large and smallTheme weeks across the house and the daily structure.4.1.2 Objectives and signsChild 9-14 monthsTo have empathy for others repeat sounds, movements and facial expressions for other smiling and saying sounds to own reflection moving towards or reach for othersTaking the initiative make eye contact responsive to contact reaches out with his handsBeing mentally robust look, reaches out, pushes away by new stimuli attempts forward repeatedly crawling or 'rumper themselves' into the new environmentChild up to 3 yearsTo have empathy for others smiles when others smile comfort those who are sad and smiles when others are happy call on others that they can see, hear or be withTo act independently unsolicited asking for others unsolicited expresses what it will and can unsolicited help and support othersBeing mentally robust moving from something known to something unknown show with body language and what it can be comforted and calm4.1.3 Initiatives1. Measure: We practice facial expressions;sour, happy and sad.We look at each other, watching imagesdifferent expressions.We read books with "sour, happy and sad".2. Measure: We practice mental resilience.We go in the room and we go to another room.We open the door so theycan go out.We take a trip to the tall grass.We use nature.We play hide and seek.17

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3. Action: The children help with the daily chores.Loading bibs, cups and mugs.They go evenon the bathroom.they help themselves with to get clothes on and in connection with we're going out.4.2 Objectives for social skills4.2.1 CoherenceWagnerhus values;Professionalism, Community, Life, enthusiasm and creativity, and Incredible Yearsforms the basis for our work on the development of children's social skills.In practice, translates it in Green Shoots activities From Knowledge To Habits activities, large and smallTheme weeks across the house and the daily structure.Our children learn to cope in different situations and they learn to respect each other's differences.4.2.2 Objectives and signsChild 9-14 monthsAttachment and separation waving, smiling or crying when the parents come and go will sit on your lap, comforted or snuggle into leaving and returning to the familiar adults regularlyForming communities looking at what others are looking at and what they do mimics the actions of others initiates contact with otherTo communicate with emotions responds with various facial expressions responds with different body positions and movements responds to sounds, laughing or crying to othersChild up to 3 yearsTo establish friendships smile at the sight of certain children ask specific children, whether they want to participate help, seek, roses, mimics, comfort and talk about certain children repeatedlyBeing part of the community's social rules expresses its wish to be involved in the community despite disagreements comply with agreements and rules of behavior, play and games telling others what they can and can notTo communicate with emotions explains, amused and expresses its regret-of-it-ness, anger or anxiety with voice and body language responds to anxiety and joy displays insistent, what does it feel like4.2.3 Initiatives18

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1. Measure: We use tools from IY2. Measure: Uses verbal / nonverbal communication3. Action: We are aware of the importance of the adults' commitment and ability to find, inspire,motivating and encouraging.4. Actions: Adults are role models5. Action: The children involved and to participate in public events.6. Action: The children are involved and participate in the daily structure.7. Action: The children are divided into small groups and are involved in various activities8. Action: We utilize the institution's many central outlet for expression9. Action: The children are involved in domestic chores10. Action: We work with transitions to kindergarten4.3 Objectives for language development4.3.1 Coherence- Adults are obvious role models, and they employ a nuanced language.- The adults prioritize time for language and conversations with the children.- We language evaluate all 3 and 5 year olds.- We advise parents in general language development and language stimulation.- We provide a focused effort where it is needed- We are part of an interdisciplinary collaboration with PPRChild and learning environment should:- Reflect the "good tone" child / children, children / adult, adult / adult- Have materials available to explore the written language- Incorporate written for children- Garden freely accessible books, and we will use read-aloud and dialogic reading- Incorporate inspiring decor and it should be possible4.3.2 Objectives and signsChild 9-14 monthsTo establish linguistic contact pointing, reaches out and pushes to clay, clap, make sounds and individual words give and take objectsTo communicate with other known is in dialogue with others with sounds and words moving the head by a 'yes' or 'no' responds to body language and vocal accentuationTo handle language form say short, one, cohesive sound and a few words mimic language melody in it, the child hears responsive to the typical words and expressions from everyday routinesChild up to 3 yearsTo establish linguistic contact make eye contact and say something19

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take the initiative to talk with others talk to others to get them to see or hear something specificTo communicate with the outside world using and playing with sounds, words and rhymes in dealing with others responds to what others say and do talks about his experiencesTo understand the language rules said phrases with words at least 3-4 writes his 'name' - play it writes uses language appropriate endings4.3.3 Initiatives1. Action: We work with thematic language work, for example.owls and hands2. Measure: This adults who articulates the action at the right time.3. Measure: We use varied language.We repeat and describes the meaning. IY.Li plays with sounds, rhymes and jingles4. Action: We use mini language pack5. Action: We are supportive and guiding the conversation with the child.6. Action: We use the read play - play stories for reading aloud.7. Measure: We use ipads for reproducing sounds or talking from images8. Action: We sing and play music9. Action: We are aware that body language supports what we say10. Action: We have books available in the living room, and we read aloud every day.4.4 Objectives of body and movement4.4.1 CoherenceWagnerhus values;Professionalism, Community, Life, enthusiasm and creativity, and Incredible Yearsforms the basis for our work with curriculum theme of Body and Movement.In practice, this translates, among other thingsin Green Shoots activities From Knowledge To Habits activities, large and smallTheme weeks across the house and the daily structure.We have great opportunities and physical environment to work with this particular theme.We use ourfloor, we have a large playground, and we have good excursion opportunities nearby.We are aware of the importance of the adults' commitment and ability to find, inspire, motivate andencourage.Adults are role models, and it is important we continue to develop the ability toexcite and to be enthusiastic.4.4.2 Objectives and signsChild 9-14 monthsTo participate in everyday routines moving body in accordance with that which takes place smile or weep at the familiar sounds, scents and body language chuckles at surprises.Expressing protest sounds of rejectionUsing the senses20

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clay when the body moves responds to sight, hearing, smell, touch and taste impression with sounds and facial expressions laughing at bodily contact.Crying by bodily stressTo coordinate body movements stand on both legs and carries its own weight goes with support, pushes away or crawl sit without support and take off with your hands when tilting sidewaysChild up to 3 yearsTo be self-reliant in everyday life manage dressing and undressing wash your hands and help to brush teeth take the initiative to go to the toiletTo be body conscious moving body in accordance with the specific challenges is quiet to concentrate on using the senses mimics the movements of others with bodyBeing experienced with its basic movements walking, running, jumping, climbing, somersaulted, throwing, securely grip balancing on one leg and switch between right and left legs cycle, run or walk over a long distance without giving up4.4.3 Initiatives1. Measure: We focus on the individual child's development / skills, and work towards nextdevelopment2. Action: Presents the child of different sensory impressions and stimuli, motordevelopment opportunities both inside and out3. Action: Provide repetition and familiarity.At the same time, we titillate the curiosity withsurprises, new things and impressions4. Action: We use descriptive comments5. Action: We dance and sing and we unfold ourselves bodily6. Action: We give children the opportunity to reflect in older children and adults7. Measure: We encourage you to help yourself, and using praise and naboros8. Action: We rehearse routines, for example.changing diapers and toilet9. Action: We utilize the many outdoor areas nearby to work with mobility challenges10. Action: We use tools from Green Shoots and From Knowledge To Habits4.5 Objectives for nature and natural phenomena4.5.1 CoherenceWagnerhus values;Professionalism, Community, Life, enthusiasm and creativity, and Incredible Yearsforms the basis for our work with curriculum theme of Nature and Natural Phenomena.It is important for our children come out in the open.There is space, fresh air and high ceilings.INWagnerhus get the kids out on the playground at least one a day, and we strive tocome out of the "wild" on the other side of the fence as often as possible.In Wagnerhuswe work with green sprouts activities so we annually can hoist outdoorsy Council21

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green flag to the top.We have great opportunities and physical environment to work with this particular theme.We use ourlarge playground, we have good excursion possibilities nearby and we go on walks in the woods.We are aware of the importance of the adults' commitment and ability to find, inspire, motivate andencourage.Adults are role models, and it is important we continue to develop the ability toexcite and to be enthusiastic.4.5.2 Objectives and signsChild 9-14 monthsReceiving nature experiences inform his eyes and turns his body towards sounds and phenomena in nature smiling and lifting his arms forward.Crying and take hands up to his face look, listen, smell, taste and touchChild up to 3 yearsTo have pleasure in enjoying nature run, jump, clay and talking in and of nature expresses the thrill of seeing animal tracks and shelters for animals build and play with natural materialsTo have knowledge of animals, plants and materials in nature look at books about animals and plants and talk about what it sees show with his behavior respect for animals and plants put names or concepts in some animals, plants and natural phenomenaBeing curious about nature and its phenomena moving things in nature and observe the animals and their behavior ask for rain, snow, fire, sun, moon and stars ask for animal housing and to what they eat4.5.3 Initiatives1. Policy: We are dedicated to Green Shoots activities2. Measure: We use the playground nearby and takes in forest3. Measure: We sprogliggr nature and natural phenomena, for example.by singing about rain songbone song or Marie Evigglad4. Action: We work with the "farm to table" and "from fresh fish for lunch"5. Action: We inspires curiosity by.eg.the skull boiling foxes, deer and hare heads6. Action: We are out in all weathers.We are out at least once daily.7. Measure: We have food days / supplies for a day where we taste, smell and touch many differentingredients8. Action: We use ipads to find info about animals insketer, plants, etc.9. Action: We make bird food for the winter and have a fuglebrdt just outside the window10. Action: We hold snails racing, animal baton and participate in Pumpkin Competition4.6 Objectives for cultural expression and values22

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4.6.1 CoherenceWagnerhus values;Professionalism, Community, Life, enthusiasm and creativity, and Incredible Yearsforms the basis for our work with curriculum theme of Nature and Natural Phenomena.We are aware of the importance of the adults' commitment and ability to find, inspire, motivate andencourage.Adults are role models, and it is important we continue to develop the ability toexcite and to be enthusiastic.4.6.2 Objectives and signsChild 9-14 monthsTo take part in cultural activities reach out, looking and pointing at reading aloud moving the body to music and songs look after and imitates other children's sounds and movementsChild up to 3 yearsTo be creative experimenting with materials find new and different ways to play, dance, sing and draw on examine what is differentTo be aware of their own culture playing with experiences at the close surroundings dressing up and playing to be another look focused on other people's dress, language and behaviorTo take part in cultural communities is active in body and language in the drama play develops and maintains rules along with others in play and games participate in singing games and songs with facial expressions and gestures4.6.3 Initiatives1. Measure: We use tools from Green Shoots and From Knowledge to habits2. Measure: We are in Wagnerhus Jazz Festival.We are part of the theater project.We are with Friday collection3. Measure: We celebrate birthdays, wedding, skt.His.4. Action: We work / play with different materials, for example.painting on stone or modeling abesnot5. Action: We use the hall for motorik- and singing games6. Action: We are playing the role play.We go to the grocery store and shop, and then play grocery home.7. Measure: We participate in Ellebk Church playroom, where we sing and play8. Action: The children can borrow ipads home on weekends, and then tell "their story" outfrom photosIllustration 423

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5 WORK WITH A GOOD CHILDREN ENVIRONMENT5.1 Description of work with children environmentWe are constantly aware of the current children group's needs, and the current environment for children inWagnerhus.We are changing the practice of interior and activity depending on the children's groupcomposition, size, development and needs.We take "responses" from child environmental impact into account and try as much as possiblecomply with any requests or correct any defect.5.2 ReflectionVia kids environmental assessments can we adapt our practices to be in line with the needschildren's group has.Child environmental impact assessment is a supplement to existing academic standards and mustactively used in the overall planning and strategic work in the house.25

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6 CONCLUSIONWagnerhusWagnersvej 1877500 Holstebrotel .: 96116065Wagnerhus@holstebro.dkFurther information is available at:www.holstebro.inst.dkwww.facebook.com/wagnerhus26

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1The brain & heartThe brain and heart is an IT system which Ramboll has developed to support work on the development anddocumentation of quality day care.The system is called "brain and heart" because it unites the logical-rational "brain activity" that is tomeasure and document quality, with the "heart activity", it is to deliver quality time with ourcommon children.The brain & heart gathers information from the educational curricula, information for educational supervision,"Dialogue Profiles" for use in connection with Parents interviews and other information about the pedagogicalmade quality.Information from all these different documentation tasks, complemented by municipal financial ratios makeit is possible through the brain and heart to give everyone a better idea of the quality of the educational workwork.You can read more about the brain and heart on the website:www.hjernenhjertet.dk