Inclusion Concept of Kita Zauberwald e.V.

Status: April 2025

1 Introduction

At our Kita Zauberwald, we understand inclusion as a fundamental attitude that acknowledges diversity as an enrichment and actively lives it. Every child is unique and brings individual abilities, needs, and life worlds. Our goal is to create an open, respectful, and supportive community where being different is normal. We want to give every child the opportunity to develop freely, build self-confidence, and feel like a valuable part of our community. We are aware that inclusion is not a one-time goal, but a continuous process that requires constant reflection, further development, and joint commitment.

2 Explanation of Terms: What do we mean by inclusion?

For us, inclusion means that all children – regardless of their individual prerequisites – learn, play, and grow up together on an equal footing. It is not about "integrating" children with special needs, but about creating an environment from the very beginning that considers all children and excludes no one. Inclusion concerns not only children with disabilities but also children with migration backgrounds, different languages, social challenges, or other individual characteristics.

3 Legal Framework

Our inclusive work is based on central legal requirements that secure the rights and participation opportunities of all children. These include in particular:

• UN Convention on the Rights of the Child: It obliges us to place the child's well-being at the center, consider the child's opinion, and ensure their right to education, health, and participation – for every child.
• UN Convention on the Rights of Persons with Disabilities (UN-CRPD): It calls for the full and effective participation of people with disabilities in society – including in early childhood education. Educational institutions should be designed to be inclusive, accessible, and free from discrimination.
• Basic Law (Grundgesetz - GG), Article 3: "No person shall be disfavoured because of disability." This obliges us to recognize existing barriers and actively dismantle them.
• SGB VIII (Child and Youth Welfare), § 22–26: These paragraphs regulate the support mandate of daycare facilities, which provides for the individual and holistic support of every child – regardless of origin, gender, language, or disability.
• State Child Education Acts (e.g., KiBiz NRW, BayKiBiG): These contain specific regulations on early childhood education, in particular on the support of children with special educational needs and the design of inclusive framework conditions.

These regulations oblige us to offer every child equal opportunities for participation regardless of origin, abilities, or social background and to actively dismantle barriers. Inclusion is thus not only a pedagogical goal but also a legal mandate.

4 Social and Pedagogical Mandate

Inclusion is not just a pedagogical concept, but a social mandate derived from the values of a democratic, just, and diverse society. Our daycare center sees itself as a place where these values are lived daily. We see it as our responsibility to make an active contribution to equal opportunities and social justice by enabling all children to have equal access to education and participation regardless of their prerequisites.

Children come to our facility with very different experiences, competencies, and life realities. We do not conceive of these differences as a challenge, but as a pedagogical richness that enriches and expands our work. We consciously perceive this diversity and design our pedagogical work so that all children feel welcome, respected, and appreciated.

It is important to us to break down prejudices, promote empathy, and make community tangible. In projects, topic-related offers, and everyday life, we address topics such as origin, identity, feelings, justice, inclusion, and being different in an age-appropriate manner.

With us, children learn to perceive their own perspective and at the same time respect the views of others. This creates an inclusive learning environment in which children develop social skills, openness, and solidarity – central skills for successful coexistence in a diverse society.

Furthermore, we see it as our pedagogical task to actively counteract discrimination of any kind – whether based on gender, language, religion, disability, or family circumstances. We create safe spaces where every child is seen and recognized in their individuality. At the same time, we accompany children in dealing with differences confidently and respectfully.

Our goal is to create an atmosphere in which differences are not only accepted but consciously experienced as enrichment. In this way, as a daycare center, we make a significant contribution to inclusive education and to the promotion of a sustainable, solidary society.

5 Pedagogical Mission Statement and Attitude

Our goal is to create an environment in which all children feel safe, accepted, and encouraged. We understand learning and development as individual processes that we support through targeted impulses, loving accompaniment, and a prepared environment. It is important to us to create a balance between independence and assistance – every child receives the support they need.

With us, children have the right to participate and actively shape their everyday life. We promote participation in an age-appropriate manner – e.g., through choices in the daily routine and by taking their opinions and feelings seriously. Thus, children experience self-efficacy and learn to take responsibility.

Diversity is welcome here and is part of everyday life. We promote social skills such as consideration, tolerance, and empathy and actively address topics such as differences, friendship, or feelings. We see ourselves as role models – through a respectful attitude within the team, in working with parents, and in dealing with every single child.

Inclusion is not a special topic, but an integral part of our pedagogical attitude: All children belong – from the very beginning.

6 Training and Evaluation

The successful implementation of inclusion depends on the commitment and competence of all involved. Therefore, great importance is attached to regular, needs-oriented training offers that strengthen and accompany the specialists in their daily work. The goal is to further deepen the understanding of diversity and continuously expand inclusive action competencies.

Equally important is the appreciative evaluation of inclusive processes. Through structured feedback from colleagues, children, and parents, developments can be made visible and thought through together. The insights gained contribute significantly to quality assurance and the further development of the inclusion concept.

7 Accessibility

In our facility, we are aware that complete structural accessibility – such as the presence of an elevator – is currently not available in every area. The building has stairs, which can pose a challenge, especially for people with mobility impairments. Nevertheless, we are committed with great engagement to breaking down barriers as much as possible – on physical as well as communicative, emotional, and social levels.

Inclusion begins with us in thinking and acting. We view accessibility not only as a structural feature but as a holistic principle that enables individual access and participation for all. This includes, among other things:

• Organizational adjustments: Offers can take place in accessible rooms or be relocated if necessary. Individual solutions are agreed upon together in the team and with the families.
• Help from staff or children: Children, parents, or specialists support access if necessary or accompany when overcoming stairs. This mutual support strengthens the sense of community.
• Clear communication: We ensure easy-to-understand instructions and information, also in plain language or via image-supported communication.
• Individual agreements: In close cooperation with parents, therapists, and specialist services, we plan participation in activities so that every child – regardless of physical prerequisites – is included.
• Sensitization to barriers: We regularly reflect together with the team, the children, and the families on where (even invisible) barriers exist and actively look for solutions.

Our goal is to create the most inclusive environment possible where no one is excluded – even if structural conditions are not ideal. We rely on an open attitude, creativity, and flexibility to enable participation for all children.

We understand inclusion as an ongoing process that is not limited to technical aids or blueprints, but is lived in everyday life – through relationships, attitude, and dialogue.

8 Cooperation with Specialist and Support Agencies

We work together with the following specialist and support agencies:

• Early Intervention Center of Lebenshilfe-Wirbelwind GmbH
• Curative Education Child Aid and Multimedia Therapy e.V.
• Vision Early Intervention
• SPZ Bielefeld (Social Pediatric Center)
• Pedagogical-Psychological Counseling Center of Bielefeld University
• Speech Therapy Practice Tesche & Team