Privatkindergarten Schmetterling

Our pedagogues synchronize the pedagogical focuses, curricula and educational objectives to fit the children’s stage of development. Based on the analysis of various situations, child-centered projects and plans are formed and dynamically adapted, also with the help of a monthly reflection on the main focuses. In order to ensure quality management, the location manager continuously checks the legal bases, the Viennese curriculum and the guidelines of implementing pedagogical concepts. Thanks to the pedagogues and assistants’ frequent training (obligatory further education), new scientific/academic knowledge, current pedagogical trends, regional structures and social changes are always valued and integrated into our daily work with the children.
By attending interface-meetings at schools and kindergartens, the transitions can be reflected upon and constantly improved.

What makes Kindergarten Schmetterling so special

• High-key supervision: In our kindergarten, we have qualified pedagogical employees who exclusively care for your children.
• Self-sufficient upbringing: In the kindergarten, the children should and are allowed to do as much as possible on their own (independently). External orders shift to internal orders. By helping with self-control the children are supported in learning how to orient themselves.
• Individuality: There are no collective “have-to’s” in our kindergarten; depending on the stage of development, children will be supported individually.
• Material: Many things in our kindergarten are made out of wood and/or are made by us. Through the sense of touch the children come to realizations. A prepared environment is very important.
• Presentation: We teach many things in the form of a presentation or performance and the children learn based on the model. Every presentation of a material helps the children to understand the material better and also how to use it. Nevertheless, we do not need a lot of words for the children to understand us.

• Bilingualism: We have a two-language program and our English-speaking assistants present the English language in our daily routine.
• Food: Fresh, self-cooked food and meals (organic, regional and seasonal products) are served at the kindergarten. The Neustift & Dornbach locations are certified by Austria Bio Garantie GmbH. Currently, the organic food share is approx. 52%.
• Modern set-up / highest standards: The large and bright group rooms with great playing-equipment provide an optimal environment for the children. There is a washroom in each group. The toilets are different sizes and are an attractive way to help with hygiene and cleanliness education.
• Few closed days: The Kindergarten Schmettering is closed December 24th through January 1st, the week before Easter, during the last Vienna summer holiday week and all Austrian National Holidays.

As a bilingual kindergarten, it is important to us that English is seen as a fixed part of the group activities. The teachers are supported by the assistants in integrating the English language into their educational programme.

We pay special attention to the children’s individual targets: whether the child should focus on learning English because he/she would like to go to an international primary school or focus on learning German because German is not the child’s native language.

Scientifically speaking, it is no problem for children to switch between numerous languages as long as it involves a natural conversation and is connected to concrete situations. Two languages should never be mixed in a sentence – as a bilingual kindergarten, we make sure to avoid this and establish a fix reference person who communicates with the child in only one language.

A pedagogue teacher (German)
An English-speaking assistant (speaks solely English)
A group-wide German-speaking assistant

Our program as a bilingual kindergarten

A bilingual kindergarten has a lot to offer; but why is it an advantage when a child acquires a second (or third) language?

Science and research have been debating over this for decades. Individual questions or even concerns regarding this topic can be clarified during a personal discussion in our bilingual kindergarten in Vienna.

One found out, “that the thinking process of a bilingual person runs differently. They have a less standardized thinking style; they are more creative, more flexible and more open. The thinking style determines how one tackles a problem and how to solve it. […] Studies […] go by the idea that someone, who has two or more concepts for one and the same object, builds a more original and more flexible thinking style. Due to the fact that bilinguals know more words to apply to one concept, they also have access to a bigger range of associated meanings for that concept.”
(Barbara Abdelilah-Bauer: Zweisprachig aufwachsen. München: C.H. Beck 2008, S. 47f)

• English elements as part of our daily routine, such as English songs in the morning circle or at snack time and many other options
• Toddler group offers in English (creative projects, looking at picture books, educational games, finger games, flashcards and so on)
• English offers corresponding to those of the pedagogue; all educational sectors are covered
• The pedagogue’s proposals call for active cooperation, for example, certain parts are reiterated in English
• Our bilingual kindergarten brings many nationalities and languages together