FROM KINDERGARTEN to PRIMARY SCHOOL ADVICE for PARENTS on the TRANSITION from KINDERGARTEN to PRIMARY SCHOOL Drawing: Andrea TABLE of CONTENTS

Home , Ebreichsdorf, Klosterneuburg, Oberwaltersdorf, Primary school, Reisenberg, Teesdorf

ADVICE FOR PARENTS ON THE TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL ADVICE FOR PARENTS ON THE TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL Drawing: Andrea TABLE OF CONTENTS

SHAPING THE TRANSITION TOGETHER 6

THE TRANSITION TALK 9

THE SCHOOL ENTRY PHASE 10

THE CURRICULUM FOR KINDERGARTENS IN LOWER AUSTRIA 12

THE IMPORTANCE OF PLAYING 14

FIELD OF EDUCATION: EMOTIONS AND SOCIAL SKILLS 16

FIELD OF EDUCATION: ETHICS, SOCIETY AND RELIGION 18

FIELD OF EDUCATION: LANGUAGE AND COMMUNICATION 20

FIELD OF EDUCATION: EXERCISE AND HEALTH 24

FIELD OF EDUCATION: AESTHETICS AND DESIGN 26

FIELD OF EDUCATION: NATURE AND TECHNOLOGY 28

QUESTIONS ABOUT KINDERGARTEN 32

QUESTIONS ABOUT SCHOOL 33

REFERENCES 34

READING MATERIAL FOR PARENTS 35 SHAPING THE TRANSITION TOGETHER

When you think back to 3 Dealing with the different expectations associated your first day at school, with being a “schoolchild” perhaps you are remin - 3 Finding one’s way around the new building and ded of the pride you felt learning the daily routine at the school of finally being able to 3 Learning to read, write and count go to school or of the concern you had about Coping with these development tasks is a challenge whether the children for every child and his or her family. Being able to and teachers would be deal with these positively emboldens children and „DISCOVER MANY nice to you. It will be no furthers their development. different for your child THINGS ON THE now, who will be dealing Your child has already gained experience in dealing JOURNEY FROM with a range of thoughts with changing situations, such as when they started KINDERGARTEN TO and feelings associated going to kindergarten or if a new brother or sister was with the upcoming start born. Children grow stronger with every change that SCHOOL“ of school. they successfully master and it becomes easier for them to deal with additional changes. Support your While, for the majority of child and have faith that they will master this transition children, a mixture of joy and curiosity prevails, some as well. children may also experience some degree of anxiety or fear, which is always associated with more significant Be aware of how you speak about school. Statements changes, because the transition from kindergarten to such as: “Now life gets serious!”, “Just you wait until school also means that a number of development you go to school…” cause anxiety and put children tasks need to be addressed: under pressure.

3 Saying goodbye to some children and adults at Your own positive attitude towards school and lear - kindergarten ning rubs off on your child. Treat the start of school 3 Establishing new relationships with children and as something to be greeted with happiness, curiosity adults at school and optimism.

6 HERE ARE SOME WAYS YOU CAN OFFER WHAT KINDERGARTEN CHILDREN SAY: SUPPORT TO YOUR CHILD: At kindergarten, I have learnt: 3 Supporting your child’s development: There are so many different ways to encourage the overall deve-

lopment of your child in the course of daily family life “to draw, build and climb well.” (Kerstin, 6 years old) which help in preparing for school. You can find ideas “that I can do a lot.” (Julia, 6 years old) and suggestions on how to do this in this brochure. “to listen when someone else is speaking.” (Fabian, 6 years old) 3 Preparing for daily school life: Attending kinder- “to be patient.” (Milena, 6 years old) garten regularly; getting dressed and undressed by themselves; doing small, age-appropriate tasks and chores; doing the journey to school; letting them choose their own school bag; preparing the “work At school, I want to learn: area” together; going to bed and getting up at appropriate times. “to do craftwork and count.” (Max, 6 years old) 3 Familiarising the unfamiliar: Support coope - “everything I can’t do yet.” (Kerstin, 6 years old) ration between the kindergar - ten and the school. Talk to you child about the upcoming start of school and answer their questions – When I go to school, I would like: suitable picture books could be of use here. Take advantage of trial days and school open days so that your “to get good grades.” (Jakob, 6 years old) child can get to know the “new “my school to be especially friendly.” (Perdita, 6 years old) world of school”. “to get new friends.” (Julia, 6 years old) a s i L

: g 7 n i w a r D THE FINAL YEAR AT KINDERGARTEN THE FINAL YEAR AT KINDERGARTEN

The learning process at kindergarten starts on the very 3 Specific educational activities for “the older ones” first day of attending kindergarten, and with it the work 3 Pedagogical involvement to assist in the transition to prepare for school. process (e.g. talks with the children on this subject, parent talks, parent evenings, cooperation with the The final year at kindergarten is particularly important school) as children are given specific support and encourage - 3 Transition talks in order to discuss questions ment with regards to the transition from kindergarten regarding the start of school to school.

THE OBLIGATORY FINAL YEAR AT KINDERGARTEN

In order to ensure that every child has access to this education, thereby creating more equal opportunities, it is mandatory for children to attend the final year of kindergarten before starting school.

The obligation to attend kindergarten in the final year before starting school means attending a kindergarten free of charge for at least 16 hours a Kindergarten children visiting a school during a collabora - week on at least four days during tea - tive project ching times.

8 THE TRANSITION TALK

The transition from kindergarten to school is a smooth h a n n a H process for the majority of children. : g n i w a r D If there are any issues to discuss regarding the develop - ment of your child or if there are any specific questions “PLANNING THE concerning schooling opportunities, then a transition talk can be held. START OF SCHOOL TOGETHER” WHO IS PRESENT DURING THE TRANSITION TALK?

The parents and people responsible for the kindergarten and school establishments take part in the transition WHAT DOES A TRANSITION TALK talk. If required, other people who look after your child CONSIST OF? can also attend the talk. 3 Talk about the development level of the child (What HOW IS A TRANSITION TALK ARRANGED? are their strengths? Where do they need support? What do they need to learn well?) If you as parent would like to have a transition talk, then please make this known to the kindergarten 3 Information and decision support regarding school administration. They will then take the appropriate entry steps. 3 In the event that additional support or special If the request for a transition talk comes from the conditions are necessary, these can be discussed kindergarten or the school, then the responsible kinder - and planned together. gartner will contact you as the parent of the child. A date for the talk will be arranged with your consent.

9 THE SCHOOL ENTRY PHASE

STEP 1: ENROLMENT AT SCHOOL

If your child turns six on or before 31 st August, then “A POSITIVE START they are required to attend school as of 1 st September AT SCHOOL FOR of this year. EVERY CHILD” Every child required to attend school is admitted to a school, where their talents and needs are nurtured.

Your child is enrolled for school at the respective school in the judicial district. You can find out from the respective school or the town hall when enrolment begins at your school and which documents you need to take with you.

It is important that you take your child with you when enrolling. Aside from the formal admittance to the school, it is an opportunity to get to know each other and to assess whether a child is able to follow lessons in the first year without being overwhelmed. STARTING SCHOOL

The child should have the time and opportunity to get A positive start to school has a positive effect on the to know the other children and the teachers in the very child’s future attitude to school and their enjoyment of first weeks at school, as well as to become familiar with learning. the school building and the daily routine.

10 Children are very different when it comes to the speed at which they learn, their willingness to learn, their abi - lity to communicate or their level of independence. of the first two academic years (Grundstufe I) depen - They have different interests and have had different life ding on their own speed of learning. experiences. If it becomes apparent that a child finds or will find The teacher concentrates on each child’s individual first-year lessons to be too difficult, they will be assi - learning requirements and accounts for these in the gned to the pre-school level (Vorschulstufe). lessons. The pre-school level is part of Grundstufe I and can be The children are gradually introduced to a new form of held: learning, different to the familiar form of playing. 3 as a stand-alone pre-school class The school-entry phase gives the children three years 3 or together with school years 1 and 2 as a joint class to enable them to work through the learning material Attendance of the pre-school level will be added to the school obligation.

In order to prevent a child either from being over - whelmed or under-challenged, it is also possible to switch academic years during the school year.

The legal provisions may be found in the Federal Law on Compulsory Education (1985 Compulsory Education Act), BGBI No. 76/1985 in its current applicable version.

Further information available (in German) at: http://www.bmukk.gv.at/schulen/service/schulinfo/aufnahme_vs.

Drawing: Sophie

11 12 THE CURRICULUM FOR KINDERGARTENS IN LOWER AUSTRIA

KINDERGARTEN – A PLACE TO PLAY, Field of education: LEARN AND FEEL COMFORTABLE Emotions and social skills p. 16 Important foundations are laid for education and lear - ning during early childhood. Kindergarten represents an important step in the educational journey of children. Field of education: Ethics, religion and

THE CURRICULUM: society 3 highlights how children receive support and encoura- p. 18 gement in their development at kindergarten Field of education: 3 is not a classic school syllabus but rather a basis for Language and the pedagogical work with children communication 3 gives insights into the educational work and pro- p. 20 cesses at kindergarten

3 contains pedagogical suggestions and methodology Field of education: 3 creates a bridge between kindergarten and school Exercise and health p. 24 The following pages contain explanations, proposals and examples of how children are supported and encouraged during their development in the fields of Field of education: education listed in the curriculum. Aesthetics and design p. 26

The curriculum for kindergartens in Lower Austria: http://www.noe.gv.at/Kindergaerten Field of education: Nature and technology p. 28

13 THE IMPORTANCE OF PLAYING

Playing is one of the most important activities for a When playing ball, children learn hand-eye coordinati - child. Experts believe that children (have to) play for on, among other things – this is a key element in the around 15,000 hours by the time they are six years process of learning to read and write. old. That is between 7 and 8 hours every day! Experience the diverse ways of playing with your child: After all, not only is playing fun, but it also the child- slipping into a role, playing with figures, building a dam, appropriate way to: making a pattern with stones, playing card and board games, playing singing, dancing and rhyming games, 3 gain and practice skills and abilities etc. 3 deal with feelings 3 overcome conflicts 3 develop endurance, concentration and a positive attitude to work 3 learn social skills (e.g. listening, keeping agreements) “PLAYING IS 3 deal with impressions 3 improve both motor skills and their body control LEARNING” 3 test ways of behaving 3 making abstract concepts comprehensible

When playing, children acquire fundamental experiences needed to acquire academic skills and abilities.

Here are two examples: When playing with sand and water, children learn about handling measurements and quantity. The experiences acquired there help them to solve mathematical tasks.

14 E G F 3 3 3 3 3 3 3 3 3 3 P r X L A e r t p G C D D B P L G R F A e P R o u i u a a o o o e i a a

KINDERGARTEN n Y s

l E a n T z r n a s l m m c e g c e t z i n g a I r s s R o E y g e

e e d l N t l u d p e v

n r m I r s s N

g a

s e g G u E

a g a a a

o t , g r a c

d y o u n N

m y n p f e m t s o A

d i

i i d

s l C d e a o c w g e

k N h e t s n n m a E t s n i u d a

l d

m D

o l S a r u a n

e f a f p n

e s n

d f o

n L i e d s A

d b

c r s p d , r

o m a

T t b c g u r

e l o m A e u h

s p a g k p K y i m

p o R m l s a o d t m e v I u m e N f i

N e t n

e a a s

p e m I g s g n

l D w N

l s ,

a d g a

e g E i m

G y a n t a g h R m i t m e a n

- s m e g e s : s e s T S 3 3 3 3 H U h i p o h P t t E H L G a c n E P h h h r r e r e e n l i FAMILY e t a v e a a i g

P i t r l c o n l l p y e

c t p F e a d o

e t g O

t t

n A . h t n u y y n s t i

h h c i R T e h o g o r

g s M e e o e a h m e u

u e T r

w y

u g e e o m . r I r i

m t e

x y i s f c c N , t c

s Y

a t h n p h t h s n e o e G n h

i e o i i e s o d l

l r

e e d r d m

e h d i t

e Y k i

h d

c e a n t t e n p , e o u

i O v

e m t f c l a r

e r a t h i t e a U

n i

y e c o e g s o s c o d i R

h s

a q p n t t c , t i i

o h c m u

g h t l h c a d i y

C e i

e o a a p e r n w r

r y e l l H i n e l

d l

n a h

c e

s c n h

a I

y e h k c d e y

L a n

c i n t i

e o s l l v t d

D a l d

o l a u o s e t v

n r

h r

e e

t I

d e

r n N y

y . A f D w T L 3 3 3 3 o h E h T E r e d a e n i l p S A D L ( e : A

n e V r

n n i i e o n o S e

e s

SCHOOL a l n d c R i E a d d r

c k v a g r e g C p o m r i

u i e n d N L e a p l

t l r n H l a l r a i h i s n r s l O o e n n a i I

n y e ) n o

s c O n N p g n g a P i s d g k u e n d i

c , n O p n G

a ,

M g g e r e l

w e d o g l a n e h L

n s

n E c r

a c e d A c a t

t a i o ( d f c n o m

t b N c

u l w N i n u i j d g e o i n n o l e l T s r o n

a n i D o g g y a c t n t r r e

i p i , i

o c s

t k e

n t T o a s c a e y i n u

s i s n t f A o w , r n r c t t

g a y l a e u h i g e i S e t

t t

n e u n r s a i h t K q o u l t h k t d r

p i u r n r l n i S e n e f e l a e i , l i u

g r

s s

n t g b t d e l i )

o g n o a a a e d

e s r n n v a d i s , e d s n

s s l

- o 1 5 FIELD OF EDUCATION: EMOTIONS AND SOCIAL SKILLS

ves, to act independently and, in doing so, experience that their actions can have an effect.

Fetching bread from the bakery, hammering a nail or finding out for themselves why the bicycle bell does not work anymore makes children proud and increases their confidence.

Experiencing the sense that “I can have an effect on something”, “I am worthwhile”, “I am seen as a “WHAT EMBOLDENS person” improves the self-esteem of children. CHILDREN” Children that have such a positive basic attitude view difficulties as challenges and find it easier to deal with changes, such as starting school.

“In fact, children need three things,” explains Prof. The kindergarten gives children the chance to experi - Gerald Hüther. “They need tasks that help them ence a larger community, to develop diverse relations - grow; they need role models around whom they can hips with other children and adults and to make friends. orientate themselves; and they need communities in At kindergarten, there are opportunities every day to which they feel comfortable.” negotiate rules and to deal with conflicts. They learn to become part of a group, to assert themselves, to work The family is the first community in which children together or to persuade others of their idea. experience security, find role models and overcome their first challenges. Each of these experiences, both with regards to the individual and coexisting with others, constitute an In order to able to grow with tasks, children need a important building block for daily life and learning at variety of opportunities to try out things by themsel - school.

16 E G 3 3 3 P X L A p b t a g d t p t p a d t f f a F g D C E R R s A P i i o o R h i e e n s n i e r a i i e r n n o e e o x KINDERGARTEN e c c n Y

i o o s e E l v i d d d T a d d c n n t t o v p t t v l g u u u l h h e y o ,

u u c I i i g s p R e e i E

c b n n m n p p l

N e e d h g a

r r l

e r o a e s t r g g I o N t e g e

e i

i n r o i i a p o c G l o g E n e s

n p

e a s i t s g b b t n c i e g r t n g s g i N g i n

b h t i o h o o e g n o o d n i v e

c A

i i n g r e l a e u m t r o n C n o o g

i t s u e a t s i g

h e g h r N p e n g i r k k

a i

t t E o f n s

s e a e r

b e i

t p . D o o e c o e p t g t s r s a

S , r h e r h

h p l i .

n n e f e

: n d a g a i

t e e

t a

e i e n n s m s a p n L h o d c i c l . i . A

m s s

g , r

g s b l d s e o g

t g a t E e a

c e T c . e c

i o l o u i

w e

s g a b e u n n p s

r i A r o

e t n r t m r o e p i o

t a t c o n K h l e i e I l

s i R a f s i n o n l l

r v n t

t e f

a e e e

c i t t I t h

n y o e

b l a o N g s y r o

s i h i t i N

, e , n s n f f p e s c , h , n

o t

m e

I d a

g l r g l t i p D m e t s f … g a a N o

c e

e s l

e h g a

f a y

t r a o n s E n a v g l g G

r e r

o y s o o

a n g s e k g r o t R r m , u i w m o i c i i

i l o t n u t e n n o p - h r u u e - u g p e s g g o - , s p

a r p

, - a ,

T S 3 3 3 3 3 H U b m t p t f d t T w t D G S T G c s P R A A f E P o e e o h h e h r a e r e e l e c r i i e FAMIi LY a a e e

y g e e o v v n s i

g P k d n a c w t a l k n l l i . e m m F d m e e g e u e

c i i c

n l O i e n n b S

t A

e p i g f a s , i h f l t w

n h t g g o h

s i R

m t r h e n

t x h c M e i

g s s u e

t o i e v n r p l e e d y T l t h e r ,

v s u e n w e

e , a

s a h I h m o d

s i

t e I a e s d t d L n e

t p t …

a u h

t N a s a t i r n t

t c i a o Y a r g e p s t r e

m h

i k n e s o t a r m o a m t G n

s r m e e u h c t i d i n o n g

e c n e o s

m o h e s r e

g r p

f e d

g s e Y

a a t s u e i l m t t b

r l

o i

s y

a o d e h t t l c O i t t e t e

, h s n

h o

o s t d

“ l t w t U t a u d e l

s g i

o t n N e e e a e s p t s

i r i e R

d l n s a c t n n

o t e a l y t t y h a t o

e r g h t d ”

h n h i o

a n y s

n n n ,

C i

f a e c

t n u r w

e i s e g w a l h n r e e H v g

i l d , x e

l n

e d i e t o s t a t : g p t a I

h d m

h h . e v d L a o r c c k

i e

n e e h l n o o t

i n t D l n i a c s h

o e g m n r e y g s l

r - s f s k

I e -

t - N d o A D L 3 3 3 3 3 E T E d c s c g r n e w d r R A D S D s o s L p e S A

V o u t i k h h s a u r i t e e o t v e o S e e o SCHn OOL c a h o l r i l t R i i E c a r o r n c v e c v l e r g e l n e e n C l e u s i d h r o e k i - s s i s e n N L s

n e g d d v a o r n p r a

H s ,

l , l , g m o

g O o i o i e o

l n o i I s

n d n n n o c h n

a t O t f N p n r , p a l l d e

P r g g

i l h h

e g e e s

a s i e p

t e i l o v O

h e

e l s

n a i M h i o n t n a a p a p w e t n r g s r e n o r g L e f

d r n t g y t i r l g o E f

n i l n w i

o A t i

t p f d a n e w n

s n t n d i g u h p N r a a n i

n r g e h N g s e a e n e s

i i n r i x

a g n a e

T n o y v r t q z g d t D a d e n h

g g h e a l u

a w c

v s c d e

d l

t e e T

i n a h o

i s o h s a i r

n e x i o A o s d n f r p i i

t i r a . t g l b r l n u

h g e c

d i d d e s S o m g n

e a p i n e .

c r e s r a

m r a g h K l p e e d r e o i

n o

l n f c

s a

f n o n s i

n S u o s u s s r c

e i v s , r ’ n e f a u n r c p e s

i t l a

g o m u f i b d p

i c t o c o n w d

e u s j e t h t f p e e r g d i s a o r s

r - c s a i

r -

- r e o g e i t e l k n s j

l s u , f

a 1 - - 7 FIELD OF EDUCATION: ETHICS, SOCIETY AND RELIGION

“Was this decision fair?” – “Who is God and has anybody and every child is a fully fledged part of the group in seen Him before?” Children deal with fundamental que - their differences and various talents. A setting in which stions about life – they need role models in their search differences are appreciated can ensure the develop - for answers and support from the knowledge and expe - ment of feelings of belonging and security. rience of adults. Diversity as an asset My opinion counts As a mirror of society, kindergartens offer many oppor - It is important for children to know that they can con - tunities to deal with cultural and religious diversity. tribute their opinion and ideas at home, kindergarten Intercultural and interreligious work means encoura - or school. In doing so, they learn to build their own opi - ging learning process that familiarize children with dif - nion, to accept the opinions of others and to stand up ferent cultures and religions, that allows them to disco - for their own rights and the rights of others. ver differences and things in common, and that enables them to meet each other with sincerity and interest. What is important to me In every family, there are certain values, opinions and rules that are considered important. It is possible that children experience a values system at kindergarten that differs from that of their family. Thereby, they “CHILDREN become familiar with different behavioural norms. If children feel accepted with their family’s value system, CONTEMPLATE it becomes much easier for them to deal critically with THE WORLD” the values and norms of others. In this way, they can develop a fundamental grasp of ethics.

Everyone is equal Children are keen observers. They see how people who are “different” are treated at home or at kindergarten. In keeping with the principles of inclusive education at kindergarten, the emphasis is on ensuring that each

18 E G 3 3 3 3 3 P X L A c e f n m l o i r d d a a o e D F E T B s A e n P o R e t a a l x s t q w e e p i x e e o

KINDERGa ARTEN a n

e Y t r l s c a k E p c c u d T e i a v i n t

r n g n n e i t i m e t i i i n a h e t I n n R n s s

E u f d

t h g t e r o N l l a

i f i g i i s g

p d , o i n i m e

n I o o e N d (

p n e b , i

l G E p p e

p g

n g n r n d

a e n i a g o g i s n e s e i i n , t

s s i N n

c c c n

u t r a f

r b n i r t e

d A o i a

t o f c o o g ( b t c b n h C y a t e u t

m e r n

u n e d

y N ( c g o a

t c r r i a l E p p t d p

i e h u

e t t a u v a h

v o D r t i )

s S e n c f n

k c t e v b i i e n o e f b u , n n e

i t t

e l

v e r d

t c n i b o o n

u g g L d k u g A e i

e c h u

g n e o t p d r

i i a E l u r n a d r h s t d T o e i

g i a k a y g g o e j n l t v d i A e e u

o s , t r m

v o

b s i e

g i u e a r p , t s o K i c d o e p

m R o s n

r r s s o e u e i c s r u c , o I e g o t n

n u

N s s r n e s u m e

… r N a n s a k

s a , t i b

t l l j

t n

I s a s e s o ( r t ) o o

r f g D j w y g N a u t e , i t d o l b i n i c

b r

o b n r n n i E r c s

o a u r e

r G t i o l u r e e a i o t t

l a e h s d n e s R i i -

u s t t r e n t

t a

, - d i i ) s a y

p a i - o n s g r

c e ) n

- n g s

- , I S 3 3 3 3 N U

I a s i y t m f d i r o W c t c T A P G ( n m

P a W o h i T o a h h o

w e p e n i s

FAMILY v d u h m y v e l c P o i u c p p r k H h g e k l i a s e c a

i f d t i r

o o i a s a

a O s

o y h e p y t

l E e t p

a y e r y r t l i

r ? ( o

o r

l s

o c R l t t

w c o

a ?

o n d n m a d

u d u o n F l D y y u r

u o s T a o n e i n r W e n u e s i d o e

A t r

y e n r t

a a t I c

i I i l

u s m t h …

c a n

d t g r N c o

y i M w t h i , o s k r i i n i f

o o ) f n d s c

w f i i o s G e a g

I d s l o c i e

h g i r d m l y r t L n a e n e

d n

e e

t h

Y t n t l

g p Y f i o f a

s r s d o e i d h

e l r a o k d o

l d p t

i s

O i a o w m e l ( g e m o n r i e

e o

W n e v t

r a c

g h n U r d t . e n / a e v

o b - h

… e d i

A s i s o k a a t c l R n n f n o e u a r s

a i e ) f a t p l s

a b o e f u v

i e

t e ? d s

t r i p s w

t C t e t a d r s k s

l e

a t h

r h

i W e o

a , s o e l w t v H o n

t a p i e n y p

y p k n

h e h p d a l a h g i t ,

I i e l u c r l e

n i a r n

l r a L o o w ? n

h I y e t i m e t i o

d t a p

D ?

a f n

y i w

a s t i

i o n n ) w t n e s t i o

h n e n n r g ,

u a d

r l

l A D L 3 3 3 3 3 3 E T E w f o m c t d d a p e t C B H F F F a A

V o u h a u u a c b i e e l t o e S e i

SCHOOL n a u

l h e t R r c r r E c i r m i

n d l y l h d C n n r c t t a

p e e h i t i b N L y h h t

i o o g i t s p i r r

a H n r i t n a i e e e o

O t e - c i

y e t n I n v g b a e a s g , r r a t O s r N

a g i d P

i u x w

h n a …

n e s a d d s t

a O

i G t t e c M o w

a c o s w o ) n e e i i n o e r n e c t r u L

n d v v , p o d f e s E

, g A t e e

t s

o s h r

p i

a a h

N a l l s o k o w i N t a c o o a d s n e t t o

f c p e T o p p

t e t r h t

m D i

w o i m t e s e r n t i i e t

n n i g k h

s e

u t c T i r a a t n g g y

e e e l i i d h t A n l n p n g

l t

o e a t k e v s a d n a h g , S o g s n

e n

c s

t e e

b g

l a e t s h i o K d

e w r r o e o r t t t

o w s

r h o f S t h n i h

o a

n r o r i e u l ( e

t f i o e

n u g i h c l u

p n r

m p d a c l h

c e d e ,

c e

e b g o

a l

e s o p f

a i e m

a s l n i o i c , n

r t

n s - e f y m g d i

- -

9 FIELD OF EDUCATION: LANGUAGE AND COMMUNICATION

Acquiring language skills and learning to speak is a For children that grow up in a bi- or multilingual envi - complex process that children go through at an ama - ronment, it is important for you, the parent, to speak to zing speed. In their first six years, children build up a your child in the language with which you feel most range of vocabulary comprising up to 24,000 words, comfortable and over which you have most command. 5,000 of which they actively use. In doing so, you create an important basis for learning any other additional language, just as for learning How do children learn a language? German. Your child needs to speak German well to In the first few years of your child, you as a parent, receive a good education, to make friends and to feel together with brothers and sisters, are the most impor - comfortable here in Austria. tant language role models. Through playing with and speaking to each other on a daily basis, your child’s Kindergartners and intercultural specialists provide brain develops structures and networks that are crucial specific help to children in acquiring primary and for language development and future learning at school. secondary languages. At kindergarten, your child learns German when playing and talking to other children and Language support assumes a central role at through targeted support from the kindergartners. kindergarten The kindergartners specifically help children to expand Learning foreign their range of vocabulary and expressions. There are a languages playfully whole host of opportunities to do this at kindergarten: The opportunity to be “LANGUAGE IS talking to other children and adults; through tales, sto - exposed playfully to THE KEY TO ries, songs and rhymes; when discussing rules or English, as well as dealing with conflict; when playing and doing sporting Czech, Slovakian and COMMUNICATION activities. Hungarian in the border AND EDUCATION” regions, forms a valuab - Multilingualism – a valuable asset le basis for children to The foundations for learning another language are laid learn foreign languages as soon as children recognise that the same item can in the future. have very different names. Children benefit from being in a multilingual environment from an early age.

20 E f E G D 3 3 3 3 3 3 3 P o d a X L A c u y a s a o h e w d s t l d p l E O P C D R P c u A a a P R h e t h x c f n - e u i p a n h r r e i p i s n KIn NDERGARTEN o c t Y s e t d n o e p E a i s v d T p r v a i e p

t l g g c r o l

i e a c v c d e t i o i

u o o d I t R i n r o u E n r u u - i e r e i i

t r e r N n

n r s r i o d o d g r r s g i i t a a e n i I s

N e x t b o n a v

e t n h o s i n a

G E

g g

u n l g n t

u a i i p g d n n m i a m e f y b a , n t e e n o , g N c

h , i g

c i n

o g l

g s s

n s a n i A t r

e i

l p e i e l t g c l C t o

i i t t o e a

c e d g s i a n v v i s y r a

o h N u e u n a k a p n a

o e

e E ) n i t i

c i r q e s s n s t a l

d t r n

p g f

s D g

y t a i d S

s o u

r u

n g g d e i e o

t i u ( c u t

n i o e s

p o e r i

i e o s

p l n e r h a l n s f a a m g L o s n e s

t n o l l t c g i b g s ( g i n a l ) u t s a l u i E g n i a s o T u d p n i e y

n e y g , s r o n , ( n

a l d A s r e

f n

i g d l

u p n t c l i e n e s e m s u

a K

e t

h , i r a f R r u s a i n r

d g s f l k i o o o a e l e i g

e I c n p o

m N , d g v r n r a b

t i N

e r s u d p o n c g

t n o i u r e s t o s t I a

d s h

o h o k t D

i h w

r i ) d N o n i s n e i p n w g e i r i u i t n o n r l i n E k g i r n e t r

g n d n G p a i t g p u e

g o s g t

m e

R r g h s w

h , s r g

e r

e a t s

- h i n a

n t - o n , i t

n g t d

e e

T S 3 3 3 3 3 3 3 H U t c “ t w l m t i r l D G L C I T T y e n i n E P o h h e O a e i n o i o o o h n FAMILY v s s c e g p e e k l

P g u h m

e t l t a g o s e m m e F e n t

e s e r , O y l , t o

t a e

o , A g a n

y p o

t c w f h

t t

c p r R t d i i a a

o h o d h u

M e m n e

t h o i t

c u T o i o r c e r r g g l ( h l e n o a i e e I

y w b e u e I c e w n d f t L t

r .

N l g r h f r s h l e n

t a r o

a i Y i a o a s

s c h

e . t e i

b r n g G

i e r l s p r r h t t n e c “ e d m o l ’ a o s y

o n e

y t I

t i t d

, y u

m r

s n t

o s

Y a

l o y l i y a

e o p ( i t a t i s g

o k k o e k b r o

O o n d n l u c y e i s e w

a e s u e u n r d a u c b r i , x U

d r n

r g e i n

s o o t e c p c l

l s g

t h

R s y

e o c o r s o c e h b , c i t i

m h , t t h o u k o r

o i t k

a o

l t r i i h s C i

t n n d t n r c o l e e ? l e t h t d h d o r t

s t e h

n k H ” o a a e e i ’ i s a , u

s e n s e v c

r d w n c t m t I b g

e m g i o

” e t L d b t i u t h

s l

r i y o y

o r f e – D t h , t i l e i

h e

e s u s n f

s y

e t n i … I )

s - e - N h - A D L 3 3 3 3 3 E T E s t s t s c c l c U A D S A A

a V o h a i i o u r p S e c d s t t

SCHOOL n e o i y R m s E u u i e t v n h g n C a l s i i a a e a s g n v N e L m u t g i H t t

l k o a s i r g O o a i

i i v I i n i u

n l o o t

n O n g N p a i e s i P

n n , n n n g g e c n i

o O n G i

u w s : g M o

c g a

r a t a

g s p

L a a r n

u o a i c E b

p y i A y t n v n a c a

n c , i i l s N e

g l n k

d a g o N d g i i j r t

m y g o

e r T

i u a s i t D d v d f e y

r a c p p a i u

i e i s

y n

n q t n T

o n l l v

o i e

g u g o o f d a m A e

n r u

t l r i t

l S p a o u e n s e t i s o s l n p

l l f p K d a

e d l t o t n i i e e

y n n s i h S r l e f a n a f

g m g f e o u r

k e n i

n f l s a i r ( g

n g e t e a t d u o g i . n n i o g a s r

t d . n i - g

) e s 2

, 1 The first experience in learning to write is the experience of leaving a trace behind – the child discovers that they can “make a mark”.

Writing is a way for us to retain language in a writ - When acquiring this skill, ten form and therefore keeping it visible for longer factors such as patience periods of time. Children are fascinated by this – and concentration, liste - they want to understand “signs from the adult ning carefully, feeling world” and leave “messages” themselves. and looking, as well as a good control of their Learning to write in a language is a key part of language body, play an important development and is a process which begins long before role. the child starts school. Before children identify letters as being a recurring part of writing, they become aware For instance, when children explore a sloping of signs and symbols (e.g. stop signs, corporate logos) surface, they learn a lot about how to move and their meaning. They recognise that reading and on such a surface, which can then be helpful writing fulfil important functions in our society: We can for them when learning to write. When wri - compose messages, write shopping lists, read books, ting the letter “A”, they can draw on “internal newspapers and instruction manuals or write postcards pictures” of how a “slanted line” appears. – and children want to be able to do this too. If children demonstrate an interest in signs, symbols Children need a range of skills and abilities to learn and letters, be sure to provide them support in their to read and write: exploratory efforts. 3 Using drawing and writing instruments The important thing to remember here is that this is 3 Recognising and distinguishing between forms, sizes done in a light-hearted, playful way and that children and directions can choose their own speed for this “journey” into 3 Recognising letters as being symbols the world of letters and words.

22 E G 3 3 3 3 3 P X L A w s r s b A R B U U s t L l o m t l A e i P R a i e y i n t o o u n e n e i n n b

KINDERGAt RTEN e Y l c r l t E g T o o t t k g a l c g i d d h u o a a e

i k k I

o R d s

E i e e n a

g n c b r p t N t s i t o m i s r r h n n g t n i I l h y l N n

u e s s n a a u G e E g d

i e

i g a z s t t y n g n n t i r

m N r

a a i b a r f o d e : d g e n

A e u n n t o o

s D C

r e o l s d d a , p u N p l e r

E y n t f w i i c o r i t a i o

c n n n D

c a h

l y S l w w a e a o r i a g g t c y o m

i x u r p

u i i n

e t m n L n t e A p s t r i p n s g h e n g , e e

y E e e

T t u o n

g n i x a

r m s s n

s b A f a t

g i s n t y , v

t e :

o K g s b t t

o d m

R j e n t u o o h

e o r

o I n a c N d m b k r : i e l N

t e e n s i s e o r

p i e I p s n s p , : h d D a l N i

s , s , i c g r h y

n E n

: r i e t e k

G t o n a g e s h t a x h i R n n g n t e

t e p d m t o e d

e r g - o i r i r a l r n t

s e -

c i e , g s c

- s -

T S 3 3 3 3 3 H U “ y “ w p p g t r r B U D K P E P o a o E p o a e i e a r r s FAMILY i n n

a t o r a

M P u p g e e l n h g l o g F d v w r e s

p a O ”

, g t d e

i A ,

r t

m ) d s c h

s a o u y

h R p i h o e e p M m g o r c e e u T i f

t n u l

y p n z

h I e d s l t p I s r o e z L h t h a s

N e

o o l t t u Y o , n c e a e t h

n p f r G h p n e m n g s

a c

s w i i e r

d c

c l i t , u

d l t h

( Y r “ k s p o p y i e ’ i i c M - , s t l l O o .

t a a d

g i

b d h n v u ” a - s

U . r r s e a

w g

t t a u – M t v t r i l R ”

i w i c u e s a

n c t A

s i h n

e a h l i k n o y u n X C e

t n

, e t m o e a

i g s

l o H , b f

e w

s b

w t

n c a e a

s l I h i o l a e

n t g i L h p o t e d l h t n d o i o s f t D t s n e

d r h

w e o

e r

g I s s N

A D L 3 3 3 3 3 3 E T E c l c r i t a m V C E l T U D A

a n e V e e o i r

x o S i e n o t SCHOOL n t l e x a e a R m E i p t e r v d u m g t a C i w d e r e n e r

N e L s p u n e a r e H

i r l i r l s t a o O o a n i c n y i I s s n e e , r O f t g N p . g t

d t P

g d

n i n

a G e i

l s s

i O n G f

a f c u d n M n o

p r u a i t g n i n m a e

L d

n e n i h l u E

g n

e a n A i l s a g a r b s n l u i

l g N

i o

n i c i m N e n a g l n w a n e u a t g r T n g

g g g i o

D r g s t s

v o d : e

i i t t

h n t i w l

f a p

o T i t : a e i

o n

s y n n r r w i d d n A

b t g i a

m g d g i e h g s o s

s c S

h v d k

u e r e a c s t t e d i K t e i a o a i r s h l c s g l l s v s

g n v s S o e e

a n i a i e : e i r

s t c p e r w

i t i c g o y n r

o o r t o o ,

n g n

i o n t p t

f i e s e n

a n - r g

l t 2

y 3 FIELD OF EDUCATION: EXERCISE AND HEALTH

Children love to move and, in doing so, they learn Physical and sensory experiences have an effect on to control their body better and strengthen their development. The more these are incorporated into muscles and joints. Not only does this keep them learning activities, the better knowledge is stored. healthy, but it also lays the foundation for learning Perception, feeling, thinking and acting are involved in in a closer sense. the learning process.

Every day brings new challenges: climbing stairs, jum - Through physical activity, children learn to use their ping over puddles, running, clamouring and playing body, to handle materials and to use them accordingly. help children to explore the world. They also gain important social experiences when play - ing with, against and for each other during physical activities.

“EXERCISING IS LEARNING FOR LIFE”

During their development, children try to develop and perfect all of these different kinds of physical activities. This makes them more skilful and agile.

Children need space to discover and act out their physi - cal creativity in a playful manner.

24 E G 3 3 3 P X L A m p d r s a t i i P A D p A n n P R i o k l a r r h e e

KINDERGARTEN l d d o Y a e l d i E

r T s y d l p t o o v i c n t i

s h n I i R v p E

h i o o t c

N i o n e g e t i i c e a r r I c n N h f g i r , a s s G E l t r e

g s p e s d

e l

a a

e , N s

a a d a

i o c n n A

e g d n i

c r C h p l n d d p a a i y t d N n i p E s

h m i n l

o o v d g e a o d D y g S i u u e r , s c r t s e

e e

s t t i t

s t i v e

L d d c u n i

A k o e v o s a o o n

i E f T i l

t d f l o o t o

i a o

A t p d i a s

r r p r e y

h i K k s s c e l R

s n

e : n i y t t

l g I g a a o

i N l r s e v b N , i

r u

w v … i c c t o s n I t n D e r e a w N y

y n w

u h n l

E c i

G a i n s

a a t o n h R r r i g y c u g n i e a l s t i - - t , g a l n i

, v

s g i

f , -

T S 3 3 3 3 H U s p k l n d s p m m c s P B G M p a E P w t p l i a e h h e l a i e n r FAMILY a a a o a v e

P r s n y y g l i s d k i t y v a e m F k , n r s s , e

e O e e

i n

s a , a i i A r d n a

m c c

, e c b i r R r t

d t g o n g a a e M w t e h m s o

i u

l l i a n T t

e i

m x t a i h b n r I c r a a r g e d h e

I l i L

t e h i m d c c e k s

n e N e c s k e p Y

t t , a i o

a , h g e

n n o o

i i o G c h i o v v c l i

s l r

g s

u o l o t a a o … i i , r o s d

t h t t

t u l s y m , v Y t t

b y y

e o : o t r g n a e c

j o h O i

m e f h

n r t l r c d

t i o e o r c s o m o d y U h a o y r

t u p c

p e o e y c s s s b i R n l p n p t

: :

p k i e i

t d b c d i n

o s i c p s o n t n , e a , C , g l

o h

g i e

, a k a e t t m

t H r e

n u r r e a n t n h b t a o

b c r n t d u I f c e t a m

p y o o L i i h o

n t

l n t b

e g u r l h e u i D i p o s g e e t i s a r e

c , r o r y

s , a

r a

y l

t I

t g - i t g t - o - N o e o e

A D L 3 3 3 3 3 3 3 3 E T E s p p d m b E I E P D T I D p A

V m n p e h h u e h n x r S SCHOOL e e c o R o s o E p h y y y p r c v v l v C t i m u r s s s o r a r e e n N L

e t e o i i i s d H v u l l c c c g i o m O o o s o v I n e i r a a a

o t O s N p p i a c p g

P e e l l l n

u i

i g h

o n O n G

a a m a e a g M a r a i y n d t w

c d l n

c L

p o c s e i t E b d u g t A a v a o i v i s i c e i v c

r N i v e v s o e h N d a e a i h i s e t m r l e t u T l n t a y f i D d

r i i o a

a a e e v e o s

t i l n

n l c s s e T i h n n t

t s i h a

r t

A n f i r u

c s o t o c v o a t i r l

S o u i r e o a i n f a t n

g r i K n s g l p t e

h s s h d p e l S s s c a e

e a a

p t i y s o

s i t h b l i f t

y n u

y e i o n

g s s r a d

n i n o y a c s a d n

l 2

5 FIELD OF EDUCATION: AESTHETICS AND DESIGN

Creativity means questioning established ways of thin - need time and, sometimes, “disorderliness” for some - king and behaving to discover new solutions. This ability thing to emerge. is very useful for future daily life, at school and at work, particularly when looking to solve problems. Just be there The fine art of being an adult is to be there for the HOW CAN CREATIVITY BE CULTIVATED? child without disrupting their creative process. Offer only as much help as is necessary and keep your own Identify creative moments ideas of what is “nice” and “correct” to yourself. This is Every child is creative – in their own special way. the only way your child can go their own way. Discover the “creative side” of your child. Avoid correcting Offer opportunities By making off-hand judgements, children lose their own If children are given materials and encouragement, feeling for assessing their own ability and, consequently, then their interest is awoken. They start trying things lose any desire to continue with their creative activities. out, experimenting and creating new things. It is often enough for them to have a few boxes and glue or cans, Appreciate the result which can be turned into a musical instrument, for Leaving a construction in place, finding a nice place to instance. put up a drawing and keeping things made by children give them the feeling of having created something valu - “CHILDREN ARE Step back able and of which they can be proud. “You can’t make an ome - THE ARCHITECTS OF lette without breaking Experience art THE FUTURE” eggs”, literally. Children Getting to grips with art and artists can sharpen chil - dren’s senses, stimulate their imagination and inspire them to create their own works.

26 E G 3 3 3 3 3 3 P X L A o n t s t p p a t i s R D L U R D A n P R h h i o a r w a l e a n o h o a KINDERGAs RTEN a s Y e e t n u E i a t T i g y l n i t n i y n n e u a n i d s n r r I t r

c R

t g

t s t r n g u h , s N

a d i p i

r s a o t n

n I t N

i m c m r s e l l o , n a o l G w E a e g a g

a )

, c r r g e m r

n a y , , r n N

a g i t u

n d e s s c e g w A s

a a n l l C a t , s , b o r

t s u b

t o d s a N e , u n t d … v o e a

E o , r

h n a r r

d e r a m r g D k ) e u h a S e e d t i

r i e a x i p t o y l a s u n

d v

p l u s m t a L t w s g , s A c e r h

r e i r p i

r f

E n

a e o c e T … e t w r a p e p f g e

s r i A r b h a ( t ) p m

e i k )

s t s K r t y u a c l t s R h i a

i e i s s n u p c v (

c I

y n , o d N i c g t e , l s

N c s

t a s f t r l , s i l a u I a

i a n y

c D n w a ( h N f l r y w r

g t

r r g a e ( a , E o o i o , G

t i n i s

c w n n o l , w m R u e g

o t v g l o s

i ,

i w -

e v

t , o i o

n h n i

u d t g

- y t ,

T S 3 3 3 3 H U b s p m s s w p d t t r c ( G A P C E P u a i o c t a a a e e a r o r o p FAMILY o o o n b l i o u e n

P s n i n n e s

p r n n v d l F t a t v l

d s c c e s s r O t o l e e g e e i t A o e e i e ,

d l , ,

e s

s c a o r R t

s r

f t c a e , t g M b l s

a n s h r ,

a i a y b t

T e

h c a l e

, b d b e h m y u

o r l I l a h o t i b e e I r

r s e L n e e n t p t e i N w a s u u

a c i i Y , h g

t f r ) r s

o t i s c t s s s o o s G o

e l e

t h n h r d a

, c t

n r a d

r w e g e

i s e r i b s

i c u n t u w a Y e a ,

e t h s l r

k f t e g r c t a l o , t e o e l O s y s

i i o t

t p n v r , … r r t d

i o

U ( e t o e k l m v g

n i o a ) a r ( r a

i , R , e e n l y s t b i

t p u

t d d c y y s . t w o g e e e s g

a e i )

p u b c

i r

, C r

. t c a

a “ a

s i i u r o p a o a n a l H s t o c

o n x a l

l c r , l e e o m s t

e u

I i i h s a , h g n f ,

g L

s d

t o e r i n e i t u l , o e n ” D d

r l , d

, e - a

s -

l I

N A D L 3 3 3 3 3 3 E T E t m p t a a C S D A G S A

V e i n t h o i n r S e a SCHOOL c n u r t R e E y d q l v g i e m C v g s n a s

e u

N n L i e t i

w i t c s H n l i e o c t

i O o r , a I v i c o g a x

o e v O N p s l e r P r p , l

e t

e s c d b

O G c e a a o l M u a r

y a r r

c r g e L s

t c , e s i i t E

i e e A a a e r m a i i v c v e

n m t N s e t o N i

i o a ) c i v t s

f n e T t v t e y D i k

a g s i t l i

v i a y n , u s l

e l m n g r k s s

A h g s

a u n ( t y

u d S p o i s g m n a e p i

c m d g x m r e , i o S e t

s v u l e a v

i , i

s ( s

t r d e c n i e t i c u t

r e a r t y e

a n i o m a , a a

l i

n l e l n - e y s d t g s

c 2

)

7 FIELD OF EDUCATION: NATURE AND TECHNOLOGY

“How does an aeroplane fly? Why do rainbows exist Dealing with the principles of how simple technical and why do I ask so many questions?” asks five-year- devices work helps children to develop an interest in old Nina of her mother. technical matters and to feel comfortable in a world increasingly under the influence of technology and Children are curious. They are keen observers and want electronics. to understand why something is like it is. From this point of view, they are born researchers.

By watching and experimenting, children learn the laws of the environment and technology. They develop hypo - theses, discover connections and plan new things. When children reach their boundaries, they direct their questions to us adults, which can often challenge us considerably.

While it is important for children to get an answer to their question, it is even more important to give them the opportunity to discover the answer themselves. An answer discovered themselves often stays with them for the rest of their lives – the spirit of research for “CHILDREN other questions is kindled. EXPLORE THEIR

By experiencing and dealing with processes in the envi - ENVIRONMENT” ronment and nature, children gain scientific insights and develop a sense of responsibility towards the envi - ronment. The child sees that the environment is worth protecting and that everyone can make a contribution to conserving it.

28 E G 3 3 3 3 3 P X L A c w a p n s p u m l f ( E C T T A A a P a R u u o e r n r r i s a a b i

KINDERGARTn EN n n e e Y n o o t c E n i l d r T r i n o h g g n i a e l c c p h l , m

I i R y

g E u u

t p t e t t f e n m N w s

i u y i

r a a h s I n i N r r o i p t s n

l a c G s o E e g t l y h

g t n e ,

o a i s e t

o s o s e w e e

N s

e s c i l b s p n i

n : g

m s A , o c i o r

e ,

s d a o C a ,

, h u s u

r x e

o f e N l t n a s h

t l o s E i p n r u f d ( v s s k i s e o v

r D t r r d S r t i

, b i i , h m s a c w

e i b n e

s p n

i t l

e r t s o

l , g i a

e L u i l o t

y A a g s s d o a m l o

n r l u o E

n : h q e a n T n m

d g l g a d t u t v h t

A t e

a h i s h y g s

i e d e a n a K c t n , e , , R

n s a m

n h

r g e e d d c

w t I e n n d N e l s

x i

h N e s a f t o e i p g

p i e n s s e w w e I s n a n e D e e

c N l g h m n s v t . o d r s r r r . E

a h v c

s . e , G i r i a i i )

a n m e b d i s e

k s l R r b w e n t p g i e r

o n e o r , … i a d - t s h ,

n n y

n g i u r

o ) e

- t

t a n n s

I S 3 3 3 3 3 N U

s w f c g e t v i d t w n t O H T B S s P y r h h T m h e a l i a i p e e b

h h FAMILY e a s p p i e t g P a r t e

H n l s c e e a e s h : e o u

p t n e

n e o g e z s O t n l h T e

E b r

l t g

r d , o e v n s y , a

w e

a t

R v i e

b e

f o v h s k t

e b ( w t l o e F

( d

r a e i o T u t e e w i e r l r r r

m y u A a ? e g e w y

r v a p o v m I e c

m t ?

s a

i N r o e n e M e c W e a o n h

, ) o s n r

t p

m h r b r t n s a G w

c o c y h I t

p c i l ? t v c a …

L l e e e g

a i

o e a t d o ) s a e t n s Y n r o Y e t r m i h

e r l

s s n

s t t

l t g d t c

a O , e o o

) : h e e u y

e i i a s m d n f P

s e r o

n U t u n f o t c ? s

l h r e u i a o n n a

n , o

t R

w e r t r g W

i a n d m

v s o e t

r a

n e t c t e e h

h C e n u

d (

i h c r r e ) f f h y W l d r i s e o l H i y t

f o e l

e t s

d f l d i d h e a i l w

n I a e u c e

a o a v L n ( r i r g r e e c n n , W

t e e d f

, r t

r n h

h y c

a a o e

s t

A D L 3 3 3 3 3 E T E e w o e a e t m m c G T D U E m A

V o o a x n n n f n S e a n SCHOOL i o e e w

t R p l v E v v d c v c i d k h n n C r n e e a i i o

o e

N e e L r r

t t p

a r r r H u m l n o o b i

r O o i r d i n b o I f n s r e n n s a o a O N p a s a g f o t t P g n m m s d c

a t

r g u O d t , i G c a e t u M u n

c h e e e t s e o e

r c L

c d

r n n e

s i i x i E i c t A e a t n a n m ,

t t

i r e s b a N l s o e d g N s e l p p n i s o o x n e

g a T t r s o v a D p u r s , h h e t o

i i n n

i l t i l n r s i g

t a v i c T

n s d o v s s n g i n i i i A g

n t a i i b a

t n i

o y a s n

t b m o l t S a g n

e e

n u t y o a t n , e s o d

K d r

h n l a

d t d n s

a r S e t d w t e e

o t h n c c a

x i a

i e u e o t t d h n p l u h n g

i n

n d e n a d

j h s o o t

r r g e t t

h i e l y d h -

r o

e a - u i e g s

s e 2

y -

9 Two steps back, three steps forwards. Children need clear experiences in order to be able to understand mathematical processes such as adding and subtracting.

CHILDREN LEARN MATHEMATICS

Children are confronted with a variety of mathemati - cal questions and situations in daily life: “How can we share fairly?” – “Who’s built the tallest tower” – “Only five more times to sleep until my birth - day” – “I am being picked up in one hour.” At kindergarten , teachers seize situations from daily life and playing to familiarise children with mathematics. In such situations, children look for consistencies, order They give children information, motivation and support, and connections, thereby discovering mathematical laws. providing them with targeted mathematical activities.

Thinking mathematically helps children to organise At home , you will also encounter situations that invite the world and to find their place: children to measure, weigh, compare, sort and count. The clock shows when an hour has passed. We can count the number of marbles everyone has been given to make Take the time to be present during such “mathematical” sure it’s the same. investigations to answer any questions and provide help if needed. Children learn about mathematics through clear Perhaps your child is thinking a lot about whether milli - experiences, observations and questions that they pedes actually have a thousand feet or if two 5 euro encounter during their daily lives. notes are worth the same as one 10 euro note. They can use these experiences to develop the ability to deal with abstract concepts such as numbers and geome - tric forms.

UNDERSTANDING numbers and quantities: Four snail shells discovered Four snail shells kept Four snail shells held in the hand

30 E G 3 3 3 3 3 3 P X L A e m t w z b r n g h g D “ p r t A P N S S T S Q R a h i i l o n a o r a u o n i a a KINDERGARTEN h a o Y p i s a e r h u u E o t m x c T u m m l g n e e c r r t , e m q a m a e l

r I R

k e d n o o t a E a e d b

u w e g p s N n i e … s r s b v d

s n n s r e I , N : e l e c t n

i t

c u a e a , e i G E i

g t f r m n i M o

s n m s a o h s w r r t w s r

N o c

e i p s s i a , a e r

a … n a i

e e A e a k

n e n f t a C

n c a l g d s i e s i

c a s s g g d N s n r h n d

a : E e

” l u p u h

g g a a a d

i D t c D l , i l S s a r l i

i n

r r o n i y

e l n n c i n o i e f a p t m

g g n

r o g i g t r s i L r a s a g A g

g n e

a e s s p c a

c u a E f i

r t T s c u i n x n u i t o e a l n t n f r g t o i A r e t g

y d r e

m s t

s r d e t u i c e t r K i

t n s

: h R

a n h a c r m k i e

e : m e c n M e e m

I t i g e n , N

r “ s

t i N e

s w e

: p d n n o i n H e s a

s , a o I S a

g u i s D v s a p a o N c m t s p n s o : e

: p h t s m t u

p E o

u u G A r m o e e m

r p u a t r e r R a - r i l i i i e e n r l n a

- n n n s

- i , n g t

n u g

g g e t

g -

”

T S 3 3 3 3 3 3 3 3 3 H U D P C T R w B L R L p a ( s ( i p b D c n w E P h w o t l r o o e i l u r e i i I a a

FAMILY d a d s

o Y i e e u

P t t t o a i i t c y t c y y n l e

h t u F a i h

n d e e k d y

g o O o t i i g

l e s t e A n n t i a s

i o i b i h v m n i n e n t d n i

, n g g s n u i s a e

i c M g

g g o k e n t k . g

e n g r g T a ” r o e t

w s

s g

i c f u w I t

o s l c n y

s c i I

o … e h , L o n … c

m ( y

h o N s i g … n r m c a e e t Y n

s , i l

(

o b d n l

, G ) t d n 1 b d e e

t g , h

0 u e a d c

i u b i a c

a m s d i r r r n l h ,

n m u Y t , e s

t m s t r

9 t e i a e h u g b i a a c o i O l b , l n e r

d o d r s w r i

p n t r e t 8 i s i g : U i o a o

n n t s i

e n r , i n , “

h y t

g n

g s g r e R g c e T 7 g

g o c

, f a r t h t

a b t r w a g s h a u … n u C h e o y l , n s p e o n

d i t

) e

m t H c ) g d

l e c c t

h r

e k l f i , l a o , l k i

n I

i e i r m t l g t r l s a r L y g o h e e s c d

, u

D v o e

h , a r … i r

i e

s k a e i n e w

l i i n s I g ) h n l a - N

g y

3 3 3 3 3 3 3 A D L E T E o a s p m p l m D P D T R A I A

o V d u r n l r p r e S e e b

SCHOOL a p e e a a o R o r E a e c v v l y n

t n C i r e b v l o r r n e e h N L o i y t t

a e l i n H g l l

i t e d

e u s O o o c f t g u I g o n m m i e y i n O r N p p s u s , o

P i i

o d s

i t - f l e a t n O G l i n a M s a i e i r h o m x t c s n g d o t c

L i

e g p a e c c g E a

e l t A

i l v f l o s d s s p c o g r

i N i t

g n N

a r r n i a h s a n a u i n T l g t n b D

o n a c r e t r

o g u d e h t t u a

c T i i

g s i t c v c t a u n A t , t i h t a e

n o i n

k u s t t t l

S d n i d

u a i

h r n u z a

s e K e b d e r e g s n

s e r i e

a e s S

l d s e s a i

t t

n e a

o n i a p d e a v n f d n r

s i r d d o

r d c

o e b b

t v n y l i h e n e -

m e - g 3

1 QUESTIONS ABOUT KINDERGARTEN

Your child’s kindergarten is the first point of call for you to get information and discuss matters. The teacher in charge of the group and the kindergarten administration are happy to discuss any matter with you.

If you have any other questions or matters of concern, please contact the respective kindergarten inspector for your district:

District Location: District commission Telephone number

AMSTETTEN 3300 Amstetten, Preinsbacherstraße 11 07472/9025 ext. 10530 BADEN 2500 Baden, Schwartzstraße 50 02252/9025 ext. 11610 (without Ebreichsdorf*) BRUCK/LEITHA 2460 Bruck/Leitha, Fischamender Straße 10 02162/9025 ext. 11207 (with Ebreichsdorf*) GÄNSERNDORF 2230 Gänserndorf, Schönkirchner Straße 1 02282/9025 DW 10226 GMÜND 3910 Zwettl, Am Statzenberg 1 02822/9025 DW 11438 HOLLABRUNN 3580 Horn, Frauenhofner Straße 2 02982/9025 DW 11317 HORN 3580 Horn, Frauenhofner Straße 2 02982/9025 DW 11317 KORNEUBURG 2100 Korneuburg, Bankmannring 5 02262/9025 DW 11217 KREMS, KREMS-STADT 3500 Krems, Drinkweldergasse 15 02732/9025 DW 11381 LILIENFELD 3270 Scheibbs, Rathausplatz 5 07482/9025 DW 11246 MELK 3390 Melk, Abt Karl-Straße 23 02752/9025 DW 11405 MISTELBACH 2130 Mistelbach, Hauptplatz 4/5 02572/9025 DW 11245 MÖDLING 2340 Mödling, Bahnstraße 2 02236/9025 DW 11495 NEUNKIRCHEN 2620 Neunkirchen, Peischinger Straße 17 02635/9025 DW 10310 SCHEIBBS 3270 Scheibbs, Rathausplatz 5 07482/9025 DW 11246 ST. PÖLTEN 3109 St. Pölten, Am Bischofteich 1 02742/9025 DW 37840 ST. PÖLTEN-STADT 3270 Scheibbs, Rathausplatz 5 07482/9025 DW 11246 TULLN 3430 Tulln, Hauptplatz 33 02272/9025 DW 11299 WAIDHOFEN/YBBS 3300 Amstetten, Preinsbacherstraße 11 07472/9025 DW 10530 WAIDHOFEN/THAYA 3910 Zwettl, Am Statzenberg 1 02822/9025 DW 11438 WR. NEUSTADT, WR. NEUSTADT-STADT 2700 Wr. Neustadt, Ungargasse 33 02622/9025 DW 11307 WIEN-UMGEBUNG 3400 Klosterneuburg, Leopoldstraße 21 02243/9025 DW 10309 ZWETTL 3910 Zwettl, Am Statzenberg 1 02822/9025 DW 11438

Office of the Provincial Government of Lower Austria; Department for Kindergartens; Wiener Straße 54, Stiege A, Tor zum Landhaus 3109 St. Pölten, Tel: 02742/9005-13238, Fax: 02742/9005-13595, Email: [email protected], http://www.noe.gv.at/Kindergaerten (in German)

*The municipalities of the former district court of Ebreichsdorf are called Ebreichsdorf, Günselsdorf, Oberwaltersdorf, Pottendorf, Reisenberg, Seibersdorf, Teesdorf, Trumau, Blumau-Neurißhof, Mitterndorf an der Fischa and Tattendorf

32 QUESTIONS ABOUT SCHOOL

For questions or concerns with regard to your child starting school, please contact the director of the school in your district.

For further information and support, the following local School Inspector branch offices are available.

Education region 1: Former school districts Waidhofen/Thaya, Gmünd, Horn, Zwettl, Krems/Stadt, Krems/Land School Inspector for Lower Austria: branch office Zwettl Klosterstraße 11, 3910 Zwettl, Tel.: 02742/280-9100, Email: [email protected]

Education region 2: Former school districts Hollabrunn, Korneuburg, Mistelbach, Gänserndorf, including the schools in the Gerasdorf region School Inspector for Lower Austria: branch office Mistelbach Bürogebäude West, Gewerbeschulgasse 2, 2130 Mistelbach, Tel.: 02742/280-9200, E-Mail: [email protected]

Education region 3: Former school districts Amstetten, Melk, Scheibbs, Waidhofen/Ybbs School Inspector for Lower Austria: branch office Waidhofen/Ybbs Kapuzinergasse 6, 3340 Waidhofen/Ybbs, Tel.: 02742/280-9300, E-Mail: [email protected]

Education region 4: Former school districts Lilienfeld, St. Pölten/Stadt, St. Pölten/Land, Tulln, Wien-Umgebung – not including the schools in the Schwechat and the Gerasdorf regions School Inspector for Lower Austria: branch office Tulln Albrechtsgasse 26-28, 3430 Tulln, Tel.: 02742/280-9400, E-Mail: [email protected]

Education region 5: Former school districts Baden, Wr. Neustadt/Stadt, Wr. Neustadt/Land, Neunkirchen, Mödling, Bruck/Leitha, including the schools in the Schwechat region School Inspector for Lower Austria: branch office Baden Wiener Straße 89, Stiege 2, Top 9, 2500 Baden, Tel.: 02742/280-9500, E-Mail: [email protected]

School Inspector for Lower Austria, Rennbahnstraße 29, 3109 St. Pölten, Tel.: 02742/280-0, Fax: 02742/280-1111, Email: [email protected], http://www.lsr-noe.gv.at

33 BIBLIOGRAPHY (IN GERMAN)

Curriculum for kindergartens in Lower Austria www.noe.gv.at/Kindergarten

Primary school syllabus Federal Law Gazette (Bundesgesetzblatt, BGBl.) no. 134/1963 in the version BGBl. II no. 402/2010 dated 9 December 2010 http://www.bmukk.gv.at/schulen, Category: Teaching and schools, syllabi

Education standards www.bifie.at/bildungsstandards

Lower Austria kindergarten act 2006 Regional Law Gazette (Landesgesetzblatt, LGBl,5060 in the current published version www.noe.gv.at/Bildung/Kindergaerten?Schulen/Kindergaerten, Category: Kindergarten law in Lower Austria

Compulsory education act (1985), BGBl. Nr. 76/1985 in the current published version www.noe.gv.at/Bildung/Kindergaerten?Schulen/Pflichtschulen Category: FAQs school laws and statutes

Bründel, Heidrun (2005). Wie werden Kinder schulfähig. Was der Kindergarten leisten muss. Freiburg: Herder.

Fachstelle für Suchtvorbeugung, Koordination und Beratung (2008). Acht Sachen die Erziehung stark machen. St. Pölten

Fthenakis, Wassilios E., Schmitt, Annette, Eitel, Andreas, Gerlach, Franz & Daut, Marike (2009). Natur-Wissen schaffen. Band 2-6. Troisdorf: Bildungsverlag EINS.

Griebel, Wilfried & Niesel, Renate (2004). Transitionen. Fähigkeit von Kindern in Tageseinrichtungen fördern, Veränderungen erfolgreich zu bewältigen. Weinheim: Beltz.

Hartmann, Waltraut, Hajszan, Michaela, Pfohl-Chalaupek, Martina, Stoll, Martina & Hartel, Birgit (2009). Sprache, Kommunikation und Literacy im Kindergarten. Wien: hpt Verlag.

Hoenisch, Nancy (2004). Mathe-Kings. Junge Kinder fassen Mathematik an. Berlin: Verlag das netz.

Hüther, Gerald, Interview in, Kahl, Reinhard (2007). „Kinder!“ Dokumentarfilm. Archiv der Zukunft.

Krenz, Armin (2005). Was Kinder brauchen. Aktive Entwicklungsbegleitung im Kindergarten. (5. Auflage). Weinheim: Beltz.

Wustmann, Corina (2004). Resilienz. Widerstandsfähigkeit von Kindern in Tageseinrichtungen fördern. Weinheim: Beltz.

Zimmer, Renate (2004). Handbuch der Bewegungserziehung (13. Auflage). Freiburg: Herder.

34 REFERENCES FOR PARENTS (IN GERMAN)

Sprich mit mir und hör mir zu! Talk and listen to me! 12 ways we can help how children to learn to speak. A brochure for parents. Project office for Immigration and Integration, Dornbirn (2009) Download: www.okay-line.at

Guidelines for parents in several languages: The school. This DVD provides information about the key aspects of the Austrian school system. Download: www.daz.schule.at, Order: [email protected]

Information about every development phase of your child. Letters from parents, advice for parents on CD-ROM. Federal Ministry of Economy, Family and Youth Order: www.bmwfj.gv.at/publikationen, www.eltern-bildung.at

Picture book for children about the start of school. Jörg, Sabine (1993). Der Ernst des Lebens. Thienemann Verlag ISBN-10: 3522431553

Imprint: Publisher and content owner: The Province of Lower Austria represented by the Office of the Provincial Government of Lower Austria, Department for Kindergartens, Wienerstrasse 54, Tor zum Landhaus, 3109 St. Pölten; Responsible for the content: Office of the Provincial Government of Lower Austria and Lower Austrian Schools Inspector; Photographs: Lower Austrian kindergartens and primary schools, Lois Lammerhuber; Graphic design: Helmut Kindlinger; Printed by: Gradwohl Ges. m. b.H.

35 www.noe.gv.at/kindergarten