Uçan Balon Anaokulu
Ucan Balon EU Projects
2010 Yılında Proje partnerimiz Hamburg'taki bir Pedagoji Yüksek Okuluydu. Kathrin Knoop ve Iris Blasi proje kapsamında Çamlıca şubemizde staj yaptılar.
çayyolu, 100.yıl, izmit, acıbadem, beylikdüzü, bahçeşehir, kemerburgaz, anaokulları, çocukevi
İlk aylarını çocukevimizde tamamlayan Kathrin ve Iris ilk raporlarını hazırlayıp Hamburg'taki okullarına ( Staatliche Fachschule für Sozialpädagogik) gönderdi. Raporda onların gözüyle ve yorumlarıyla Uçan Balon Çocukevi'ne ilişkin bazı bilgiler yer alıyor. Sizlerle bu bilgileri paylaşmak istedik. Aşağıda 7 konu başlığı ve açıklamalar yer almaktadır. Rapor Almanca ve İngilizce olarak hazırlandı. Daha sonra raporu Türkçe'ye çevireceğiz.

1. Short description of Uçan Balon
Uçan Balon is a private kindergarden in Bulgurlu Üsküdar, Istanbul, Turkey. In the institution children from 1 ½ to 6 years are educated. It is open from 7 am to 7 pm and there are about 90 children in six different agehomogeneous groups. The children spend their day in the room for their group or in functional rooms such as plastic arts room, sportsroom, scienceroom or in the small open air playground.
We are working in the kindergarden 5 days a week, for 7 hours a day. Kathrin Knoop and Iris Blasi stay in two different groups of the 1 to 3 years old children.

2. The concept of Uçan Balon
The concept of the institution is based on the following principles, values and aims:
1. offering an environement where children do feel at home
2. respecting the emotional and physical integrity of the child
3. supporting the children in becoming a member of society and being able to act in a socially responsible way
4. transfer of cultural values and respect for heterogeneity
5. supporting children in their development and strengthening their autonomy

3. Role of the educators
The duty of the educators is to accompany the individual, autonomous development of the child. She is responsible for providing a stimulative environment where children can educate themselves in a self-determined way.
In order to understand the interests of children she has to observe them. She integrates the results into her pedagogical planning. She is responsible for the security without constraining the child’s development. In situations that expose the child to a moderate danger (for example climbing on a chair) she has to take pedagogical reasons into account and find a balanced decision.
It belongs to the duties of the educator to give the children the possibility to establish social relations among each other.
She shall support children in conflicts without presenting them immediately a solution.
The educator should be able to put her own interpretation of incidents into question. She shall see herself as a learner. This includes the pedagogical reflection of her own behaviour.

4. The idea of “the child”
All children are curious, active and want to develop and become autonomous. Every development finds it’s beginning in the child itself. Every child has it’s own individual personality, behaviour and feelings, which have to be respected.
For their development children need a stable bonding to at least one adult. On the basis of this perception of security the child can start to exlore it’s environement to develop itself. Children learn by being active. The behaviour of a child is always sensible, even if an adult can not understand it immediately. Children try to understand the world by developing assumptions that are checked again and again. By this they enlarge their knowledge about the world autonomously.

5. Aims of the internship
Until the end of my internship in December 2009 I want to develop the following competences and make the following experiences which shall be the basis for my thesis.

General aims:
I want to improve my Turkish skills and to be able to communicate with children successfully.
Another aim is to understand the functionality of a Turkish kindergarden (social and legal circumstances and so on).
For my work in Germany I want to develop a understanding of the living environment of different Turkish families. This might help me to understand people better and to prevent me from prejudices in my work with migrants in Germany.

Aims concerning the children
I want to study the specific needs of childen from 0 to 3 years of age und I want to learn to interpret their signals. I want to try out workingmethods appropriate for that age.
I want to observe children in order to develop adequate activity offers for them.
For the older children (4-6) I want to try to combine language learning with active games.
During the internship I want to test pedagogical theses that I learned during my formation, primarily assumptions concerning bonding theory and theories about the effects of different kinds of behaviour of the educators on children.
I want to plan, realize and reflect a project.

Aims concerning the team
I want to compare the effects of different pedagogical views of the child.
I want to initiate an exchange about pedagogical ideas with my colleagues.
I want to get feedback about my work which I would like to include constructively.

6. Practical implementation

- In the kindergarden I normally speak Turkish, only on occasion I speak German or English.
- I ask questions concerning the functioning of the kindergarden. I receive background information from colleagues and management, which I can compare to the German situation. The result is an exchange about the field of work.
- I ask for the texts of songs, games and so on and note them.
- Beyond the pedagogical work I try to communicate about different themes and to establish many contacts in order to get to know many different living conditions, circumstances and interpretations.
- Most of my daily work time I spend with the children in the age of 0-3 years. I try to establish a bond with them and to understand their signals, sometimes with the help of my colleagues. I observe the working methods of my colleagues and of the external experts for English, music and rhythm, modern dance, theatre and plastic arts. I realize my own ideas in the daily work and especially during my project.
- For the observation of children I have a space of time of twenty minutes (two times ten minutes) per week. During this time I am free from other duties. The results of my observation will be integrated into the planning of our project.
- During our German lessons each Friday it is important for us that children learn words as part of games we play. For this, each week we plan new games that always include activities and movement. We do not only hope this may improve the result of learning, enjoying movement is an end in itself.
- I note my assumptions about bonding and about the results of the behaviour of educators (among others) in my pedagogical diary. I observe situations related to these questions, check my hypotheses and note the results. I talk about these observations and ideas with my colleagues.
- I will realize my project together with Kathrin Knoop. Our project is based on the interests of the children. Our observations are included into the planning process. For the project we have a space of time of two hours per week before lunch (one hour on two days of the week). The centre of our project forms the self-activity of the child. We document our lessons so that the kindergarden may present it on the homepage or give informations to the parents.
- I observe the behaviour of educators and ask questions about it in order to understand the background. I try to observe the results of it together with my collegues. During this I try to explain and discuss my own, sometimes divergent, ideas in order to establish a constructive dialogue on pedagogics.
- For questions, feedback, reflection and exchange there is a space of time of 30 – 60 minutes per week. Due to the language situation this meetings will be held with the psychologist Zeynep Durmuş, as needed the direct colleagues may join the meetings.

7. What is most important for me:
- Dialogue partner for the exchange of pedagogical ideas
- Having the possivility for my own actions and ideas
- Support in questions of language
- Binding agreements partners can rely on