Children are agents of their own development, each child, with his or her interests and needs, is at the centre of our pedagogical efforts.

When children with different cultural and linguistic origins live together, a unique educational opportunity exists which can be used consciously.

This communality of children with different developmental requirements and levels offers various experiential possibilities.

Parents and educators are partners in the supervision, care, and education of the children.

In contrast to a monolingual kindergarten, two languages are used in daily speech.

Two care-givers are there for the children at a time, according to the principle "one language per person".

The care-givers design the daily programm in thier mother tongues, allowing each child to experience daily situations in both languages.

The children acquire English through play, at child and age appropriate levels. There is no formal curriculum.

The contact with both languages is intensified through various speaking and play activities.

... the ability of humans to learn languages is not limited to just the mother tongue.

... young children are able to learn a second language with the same effortlessness it takes to learn the first.

... experience shows that young children are open to foreign languages and encounter them without inhibitions.

... bilinguism in early childhood has a positive influence on other areas of learning.

... our society is being shaped by increasing internationalisation and multiculturalism.

... speaking other languages helps to develop tolerance toward other cultures.

... knowledge of other languages provides opportunities for personal development and is important for the individual's socialisation.

If you're searching for a place in a kindergarten and the conception suits you, just follow the page to the registration form.

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