Children from the age of two can come and play at our Kindergarten. From 8:00 am to 12:00 pm or 1:00 pm (depending on the location), your child will play with peers and the Nannies organise activities that prepare toddlers for primary school in a playful manner.
Kindergarten is good for your toddler’s development because here her or she comes into contact with peers, which stimulates the social and linguistic development. At Kindergarten, your child can already get used to functioning in a group according to a certain daily rhythm. This ensures that the transition from home to primary school is as easy as possible. Moreover, having fun is of course central at our Kindergarten!
8:00 am - 9:00 am: A gentle start-up. The children are dropped off and we start the day quietly. The Nannies have prepared various play corners so that the children can choose what they want to play with at that moment.
9:00 am - 10:00 am: Eating fruit. Together we eat fruit at the table. This is a fixed ritual, with a song and a chat with each other.
10:00 am - 11:00 am: The circle. In the circle we sit together and tell each other how things are going. During this pleasant moment we also sing songs, talk about different themes (animals, music, going to school, cultures etc.) and about what we are going to do today.
11:00 am - 12:00 pm: Free play. After the circle, we do an activity that fits the theme of that month and your child can play freely. And because playing and outdoor activities are very important to us, we go outside every day in our own garden.
12:00 pm - 01:00 pm: The day’s end. At the locations where the Kindergarten closes at 12:00 noon, this moment is the end of the day. At the locations that close at 1:00 pm, we have lunch with the children between noon and 1:00 pm.
At CompaNanny, each child can develop at their own pace. By being honest and sincere in our communication and communicating with children at eye level, we ensure that they feel emotionally safe in the group. By identifying a child’s behaviour, needs and emotions, children feel seen and heard. We show that we are available for every child by responding to questions or initiatives for contact. We do this for example, by naming to a toddler: “You have fallen, I can see that you are sad”. Furthermore, we talk to you child about interests, take questions seriously and come up with solutions together to come to the answer.