MIS Mannheim

Language Immersion

We are a trilingual nursery - German, English and Spanish. We follow the internationally successful Immersion Method, and our preschool program meets the requirements of the Cambridge International Education Curriculum as well as the Baden-Württemberg education plan.  We have highly motivated and academically trained native speaking teachers who implement our MIS concept. This provides children with a sense of security and builds confidence.

Music

To support our language immersion program, we also expose children at every age to a variety of music, and feel this is a necessity for their quickly developing brain. Our little learners have the opportunity to sing and play with instruments with specialized teachers and musicians to help them learn the sounds and meanings of words, as well as to have great fun while learning!  We provide multiple opportunities for music engagement,  as research supports that music ignites all areas of child development and skills for school readiness such as intellectual, social and emotional skill, motor skills, language development and overall literacy.

For internationally mobile families, the settling in at Krippe/Kindergarten often hits parents differently: between the ages of 10 months and 5 years old, a child’s ability to easily integrate can vary hugely and separation anxiety can creep in, where it previously never was.

For all involved (parents, children, teachers and classmates), this is a big and very exciting step. Along with all the excitement, parents and teachers work together to anticipate potential challenges for each child and how to support them.

Settling in is a gentle process whereby children get to know new caregivers and the parents build trust and learn to let go. At MIS Mannheim, we understand you and your concerns and therefore accompany you every step of the way as you and your child enter this great new stage of life.

We also understand the pressures of returning to work or beginning a new job, and after years of experience, we know that every settling in period is far more successful when parents are involved.

What exactly is settling in (also known in German as Eingewöhnung)?

The term describes the first weeks that the child is allowed to spend in the nursery. This initial period is usually quite overwhelming: so many new impressions, new smells, new faces, new rules, new routines and so many unknowns factor to process. This can be quite a lot for a little person at first and usually the child needs time to get used to it all. Changes that happen too abruptly often make a child helpless and lead to frustration. Even very confident children, are known to experience some bumps along the way and many times this occurs further into the process rather than in the first days.

Of course, the new situation also offers many exciting things, such as other children or new toys to discover. Nevertheless, these unfamiliar things are very appealing and should be introduced to new children slowly and steadily, increasing a little each day and leaving stabilisation time, so as not to overtax him or her. The unknown feeling of separation is also something the child is confronted with for the first time during the settling-in phase and should be supported carefully. This occurs also with children who have successfully been in childcare but are now in a new country or city.

The settling-in period has a considerable influence on how carefree the child will experience his or her time in the daycare centre. Each child finds its place in the group, learns to trust its new environment, and feels secure and strengthened. According to research on the settling-in period, a positive experience when entering a new nursery also supports the child’s later coping with new beginnings in life, such as the transition to school.

The settling-in period makes the temporary separation easier for both the children and the parents.

There are different familiarisation models, but the Berlin Model is most frequently practised in Germany. At MIS Mannheim, we believe that the parent-assisted, gentle acclimatisation of the Berlin Model, works best and so we use it as our framework.

Positive feedback from our mothers and fathers encourages us in this.

The Berlin Model is above all very needs-oriented and child-centered. The decision about the time of separation and the procedure is individually adapted to each child. The goal is a careful and gradual acclimatisation to the new environment so that the separation from the parents is easier. We at MIS Mannheim share the opinion of the founders of the Berlin Model that a slow familiarisation with the class, in which the parents are involved, works best.

The Berlin Model is divided into 4 phases.

At MIS Mannheim, each family is assigned a permanent reference teacher with whom you can communicate and who will work on making a smooth integration for your child.

The exact process will be presented to you via email, before your child’s first day with us. Thereafter, the process will be adjusted to your child and teachers will explain face to face, the following steps.

The first three days are used to get to know each other and to gain trust. The parents explore the group room together with the child for about 1-2 hours and then begin to become more passive from the second day onwards, so that the reference teacher can make contact with the child. This works best through play – because play can build trust.

At the earliest from the fourth day, an attempt at separation takes place, which is clearly discussed with the parents in advance and asks for their own willingness to do so.

In this attempt, the parent leaves the room after some time for a short moment. If the child can be calmed down by the educator or if the child even reacts calmly to the situation, this first attempt at separation should last about 30 minutes. It is important that the parents consciously say goodbye to the child and do not simply leave the room.

Initially, the settling-in process takes place exclusively in the group room, as this represents a constant for the child. Our pedagogy works in a closed concept, which means that the children always start the day in their familiar environment, i.e. within their group in their group room.

Gradually, the separation phases are extended and the bond with the teacher is strengthened. The parent can now withdraw more and more. In this phase, it is especially important to us that parents and children get the time they need. If the first attempt at separation does not work so well, we take a little more time with a second attempt and extend the phase of getting to know each other.

As soon as the teacher has been accepted as the new caregiver, the parents no longer need to stay at the school.

At this point, the settling in process is complete. Usually this is the case after about 3-4 weeks.

Advantages:

• Clear Structure & Guidance: Parents receive a well-defined plan outlining the entire settling-in process, helping them understand each phase and reducing uncertainty.
• Slow, Gentle, and Child-Centered Approach: The model allows for a gradual and carefully managed transition, ensuring that children feel safe and secure as they build trust with new caregivers.
• Flexible & Individualized: The settling-in period can be adjusted based on each child's needs, ensuring that no child is rushed into adaptation before they are ready.
• Parental Involvement: Parents play an active role in the process, easing both their own concerns and their child’s transition by fostering a sense of trust and security.

Possible Disadvantages:

• Time-Intensive Process: The gradual nature of the model means that settling in can take several weeks, which may be challenging for parents with work commitments or limited time.
• Emotional Ups & Downs: While the process is designed to reduce separation anxiety, it can still be an emotionally intense period for both parents and children, requiring patience and consistency.
• Requires Commitment from Parents & Caregivers: Since parents are actively involved in the early days, it requires flexibility in their schedules and strong coordination between families and educators.