Kita “Käpt’n Sprechdachs” works with remedial educators and fixed groups

Greifswald. This game is no problem for either Jasmin or Lian. In no time at all, the two five-year-olds have stacked their building blocks as shown on the task card. “Whoever does it right gets a coin,” explains Jasmin. She has already collected nine of them, just as many as her fellow player.

“This game is really good for children because they need several skills to play it,” explains educator Marcel Nytz. “They have to concentrate and need motor skills to build the tower. They also learn to count.”

Greifswalder Kita was a speech therapy kindergarten for a long time

And the children also have to talk to each other when they play. For many years, this was the main feature of the “Käpt’n Sprechdachs” daycare center in Greifswald. Founded as a speech therapy kindergarten in 1980, the facility has a long tradition for children with additional support needs.

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Since 1992, the kindergarten has been run by the “Berufsfachschule Greifswald gGmbH”, a company in the “Medigreif” group. Its managing director is Gunther Schrader. “The kindergarten is no longer a special facility. It is an inclusive regular daycare center with a focus on language support,” he explains.

What does that mean? Kindergarten children and those with special needs are in the same group. The special needs are not just limited to difficulties with speaking, but also apply to children with other behavioral problems or those whose development is delayed.

Because of this support profile, each group is supervised by two educators. One of the adults has special training as a special needs educator or special needs nurse. The group size varies between ten and a maximum of 14 children. A total of 45 girls and boys currently attend the “Käpt’n Sprechdachs” kindergarten. 157 boys and girls are currently being looked after in the adjacent day-care center. Many of the children attend the adjacent Ostseegymnasium elementary school after their kindergarten time.

Fixed groups with regular times at “Käpt’n Sprechdachs”

“We work in fixed, age-homogeneous groups. We also have a set daily routine. We share the same large playground and dining room with the school children. That is one reason for the exact time limits,” explains Marion Vogel.

However, parents who send their children to the Sprechdachs kindergarten really appreciate this daily routine, says the daycare center manager. “We also encourage the children to take part in what we offer. Of course, sometimes a child doesn’t feel like it. But they can be persuaded to do something. At the end of the day, everyone drew a picture if that was the task. Some sooner, some later.”

How the children are supported can be observed this morning in Daniel Zunker and Norman Hornke’s group. The program includes a movement game in which the children stand at the ends of a large round cloth and stretch it out by pulling.

Much is learned through play and not through individual support

“Sometimes I call out two names and the children have to swap places under the cloth. Other times I call out ‘up’ – and everyone raises their arms together,” explains Daniel Zunker. The special needs teacher knows the advantages of this game: “Firstly, we say ‘up’ together. There are several children who find it difficult to pronounce the ‘ch’. Secondly, they have to be present because their name can be called at any time.”

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Children with special needs are therefore supported in a playful way in the whole group. Individual support is more of an exception. “Children learn a lot from their peers. Those who are a little further along in their development can practice something together with others. Paint a picture or cut something out, for example. That always works well,” says Daniel Zunker.

OZ