Brochure on the Educational
Curriculum for Saxony

Dear parents,
Child day-care centres and childminding facilities
are places where children should feel comfor-
table, where they can make friends, and experi-
ence a sense of safety and security in a setting
that also gives them enough leeway to play. They
are also lively centres of learning and education.
Child day-care centres and childminding facili-
ties are designed to accompany, support and
supplement the education and raising provided
by parents at home, but not replace it. They
enable children to gain experience outside the
family realm, and encourage children to step
into the diverse world around them.
You will no doubt have deliberately chosen a
day-care centre or childminding facility near
where you live, and familiarised yourself with
their concept. Many such centres have their own
specific educational focuses, but all care servi-
ces are bound by an educational requirement
stipulated in the Saxon curriculum, and which
have been established in the law supporting
children at day-care facilities since 2005. This
curriculum does not seek to restrict the work of
the respective service providers, but serves as a
basis and guide, and mentions important edu-
cational issues. It shows the way in terms of
school requirements, and also lays the founda-
tions for life-long learning.
Education can only be successful if the family
home and day-care centre or childminding facility
pull together. That’s why the aim of this booklet is
to familiarise you with the Saxon curriculum and
provide you with an overview of its objectives and
content. It does not contain a catalogue of targets
or specifications, but rather a series of topics, and
suggestions for teachers and childminders. It starts
with a basic understanding of the child, taking
into account his/her strengths, and respecting the
child as a unique little personality. It should also
enable the child, with the help of adults and in
constant contact with the other children, to form
their own opinion of the world, and test out their
skills based on a positive feeling of self-worth.
It is less about adults “teaching” the child their
perspectives and experience, and more about
the child making their own discoveries with
teachers and other children. In this booklet, we
endeavour to illustrate the above using examples.
The curriculum has set new courses, and sparked
discussions about educational issues and teaching
attitudes. Many parents have made positive
comments about it. You too are of course wel-
come to have a look at the curriculum. The most
important factor here is that you maintain
good contact with the facility or childminder.
Exercise your legal right to help the day-care
centres and childminding facilities complete
their tasks. The full version of the curriculum is
available at
You cannot teach people anything. You can
only help them discover it within themselves.
Galileo Galilei
The impossible is often that
which no one has yet tried.
Johann Wolfgang Goethe
Banality shall not triumph as
long as amazement exists.
Andre Heller
Only he who smells sound can hear colours.
Michael Weisser
Only he who hears butterflies laugh
knows what clouds smell like.
Power cannot be communicated,
just awakened.
Georg Büchner
Imagination is more important
than knowledge.
Albert Einstein

Letters and names
Learning by playing, Celina, age 5
Starting a few days ago Celina now writes her
name on paper every chance she gets. She is
very proud of her ability and very interested in
the letters of the alphabet.
It is Tuesday morning. Celina arrives around 8
a.m. at the kindergarten. Just as on the previ-
ous days, she sits down at the table and writes
her name. However, today she does even more.
She takes a pencil and the paper on which she
was writing her name and leaves the room, an-
nouncing, “I’ll be back soon!” I let her go and
wait for her to return. She is in the room next
door where I hear her talking to the parents
who arrive and letting them write down their
names. “Just like I do it!” she orders. Then she
disappears again. It takes ten minutes before
she is back and presents the paper to me. Celina
has collected eight names. I’m astonished and
read them out loud. Everybody who passes by
is proudly shown her treasure.
When I thought she was finished with this, I was
proven otherwise.
Celina chooses a calm place in the next-door
room where she starts to colour in all of the
identical letters. I sit down quietly next to her
and watch her without saying a word. I grasp
her system and wait with curiosity to see what
will happen next. And indeed, once she has fi-
nished with the names, she presents me the
result. “This letter (e) is there many times and
this one (n) also, but this one (c) I didn’t colour
as often!”
I listen to her attentively and think, “What an
accomplishment!” And then I’m allowed to wri-
te my name down, too.
Katharina B., teacher
Upon which educational
concepts is the Educational
Curriculum in Saxony based?
Using the example of Celina, this can be clearly
Right from the beginning, children attempt to
access and explore their environment through
their own initiative, strategies, and means and
to gather their own experiences. In Celina’s ex-
ample we see how she approached the parents
and asked them to write down their names.
Children learn of their own volition and at the
same time development occurs. Celina was not
assigned to do what she did; she did it because
she was genuinely interested.
Just like every child, Celina has many possibili-
ties for exploring her environment which help
her to orient herself, to discover and utilise
what she finds. Thus, Celina recognises that the
parents can be useful to her because they can
write. In the course of her occupation with the
letters of the alphabet, Celina felt a need to
classify all the sensory impressions which ini-
tially appeared to be unorganised and chaotic.
In view of that need, Celina was not satisfied
with simply letting the parents write down their
names. She found a quiet place and started to
form her own system for ordering the letters.
As you can see, children have their own way of
doing excellent work while undergoing devel-
opment. They use already acquired abilities, in
this case writing letters, ordering objects and
communicating. Celina can now bundle these
abilities to pursue her goal, and as a result she
realises that letters appear in different quanti-
ties in words and she develops her own system
to find out which ones are frequent and which
ones less so in the names she collected.
Like Celina, children should have the opportuni-
ty to touch and look at objects as long as they
need to in order to understand them.
A diverse range of opportunities is necessary
for this kind of investigation and comprehen-
sion of one’s surroundings. To do this, children
need a learning environment full of stimulation.
How deeply a child delves into exploring an ob-
ject depends, among other things, on the time
allowed for making discoveries and on the
adults who decide what knowledge children are
able to assimilate.
Celina’s teacher trusted her and gave her the
possibility to move freely in the centre. Celina
had enough time and materials to pursue her
interest. Plus, she received the support and
understanding from the teacher who was per-
ceptive enough to recognise Celina’s individual
learning process. It depends to the greatest
extent on the adults as to whether each child
discovers his or her potential and can develop
accordingly, and whether the child can learn to
understand the world, other people and himself
or herself with the “hundred languages”.
In the course of making her discoveries, Celina
experienced joy, well-being, and satisfaction.
Everybody who passed by got to see her work.
She found reason and meaning in everything
she did and in the things surrounding her.
Based on this, activities and objects gain a sub-
jective, or individual, meaning for her and can
as a result be more easily incorporated into her
own existing body of knowledge.
All children develop their identity by coming
into contact with and responding to other
children, adults, and the objects around them
and supplement their own abilities with those
of others in a mutual exchange. For all aspects
Excerpt from the
Educational Curriculum:
The educational concept underlying this
curriculum is oriented toward the idea of
self-education. Education is considered to
be a holistic, comprehensive process which
relates to the overall development of the
person with his or her different ways of per-
ceiving, thinking, and responding. According
to this, education is more than learning.”

In this daily situation Luis sees that his idea to
cool his food using the ventilator is taken up by
others. He not only receives acknowledgment
from the other children, but also experiences
his integration into the group and his accep-
tance there (social education). These kinds of
shared experiences and activities among the
children give reasons for oral communication
(“Should get cold”) and action (Paul does the
same) – (communicative education).
When Luis stands up to go cool his food, it is not
his aim to bother anybody or show a disregard for
basic table manners. He wants to eat and choo-
ses an effective way of cooling his food. He takes
responsibility for satisfying his basic needs (so-
matic education). By allowing for this behaviour,
the teacher gives Luis the possibility to discover a
clever use for the ventilator. He has the chance to
scrutinise physical processes and is encouraged
to analyse and apply what he notices (scientific
education). Luis explores and discovers his
surroundings with all his senses: audio, visual,
tactile, etc. (aesthetic learning).
Cooling food with the ventilator
Learning at lunchtime, Luis, age two
It is a hot day in July. The children are seated at
the table for lunch. Semolina pudding steams in
the bowls. Luis serves himself. Very carefully
with outstretched arm and serious expression,
he balances the ladle and brings it to his plate.
Some children start blowing on their plates.
Luis tries some food and then puts the spoon
down with the words, “Food is warm!” His
friend Paul does the same.
Luis sits at the table calmly. He looks at the
ventilator positioned on the floor and which is
supposed to cool the room down on hot days.
Fascinated, he observes the rotating device.
All of a sudden, he stands up with the plate in
his hands and goes to the ventilator. He stands
in front of it and looks down at it.
The teacher now curious, asks, “What are you
doing?” Luis answers: “should get cold” and
squats down. He remains alone in this position
for a bit. Then Lisa and Paul join him. They also
want to cool down their food.
Even if the areas are differentiated in the de-
scriptions contained in the curriculum, they
cannot be considered separately in terms of
practical teaching methods since childhood
development occurs in a complex fashion.
Learn ing processes always refer to multiple
areas simultaneously, which however does not
mean that in each everyday situation every
area is equally recognisable. The variety of lear-
ning sit uations cancels this apparent imbalance
out. The following examples demonstrate this.
of this development, every child needs the ap-
preciation and respect of adults, who like
Celina’s teacher, should be in a position to ex-
press astonishment, listen attentively, and prai-
se the children’s achievements. It is necessary
that the adults be open to and delighted with
the doings of children. The educational ap-
proach based on this principle supports the
children in their process of self-education and
makes it possible for them to realise their own
ideas and plans, just as Celina did.
How is the Educational Curriculum
for Saxony organised?
The following diagram presents chapters on ba-
sic principles, areas of education, and contexts
for the Educational Curriculum.
The curriculum describes six different areas
of learning: (somatic, social, communicative,
aesthetic, scientific, and mathematical).
Following a subject-oriented introduction, each
area is described using guiding terms, whereby
these terms are classified under concrete,
practical topics.
Excerpt from the
Educational Curriculum:
“Adults are not released from their responsi-
bility when learning is considered to be auto-
didactive and an active individual activity
on the part of the child. On the contrary: the
world in which girls and boys live and the
experiences they gather in it shape each
child’s sense of self.”
1. Basic principles
3. Areas
of learning
2. Contexts

Freedom to work with the material is the reason
why the children can explore and discover. To
independently examine the objects and dis-
cover how they can be manipulated, children
must have the freedom to experiment and also
then be shown the practical uses. By exploring
the possibilities offered by the transparent co-
loured sheets, the children were also interested
in the coloured shapes reflected on the floor.
Several days later, the coloured spots still excite
the children’s interest. The coloured spots on
the floor are filled-in with toy blocks and the
children recognise that the changing angle of
the sun’s light also changes the shapes of the
spots (mathematical and aesthetic education).
The resulting conversation among the children
also has its use because it allows them to make
connections between new and already acquired
Here, it is not important whether the children
have a “right” or “wrong” understanding of
their environment, but rather that they describe
what they observe using their own experiences.
Out of the reflected shapes and the toy blocks
an “illuminated Autobahn” can be created. The
I observe Luca, wondering what he is doing, but
with enthusiasm and attempt to understand his
It is already a quarter past three. Children from
other groups are coming over. Nobody inter-
rupts Luca, but some watch him expectantly.
After fifteen minutes, Luca and his friend Nora
are surprised to see that the coloured spots
have moved. They try to find an explanation for
this and Nora thinks the already visible moon is
responsible, “because it is pushing the sun
away”. But this doesn’t bother them at all, be-
cause the coloured spots can still serve as an
“illuminated Autobahn”!
So many colours! What effect do the sheets’
colours have? With Ms. N.’s donation the chil-
dren have materials which do not just make
them curious, but also encourage them to
explore the possibilities. “I see everything red”;
“For me everything is blue!” The children imme-
diately find a way to engage with the material
at hand and as a result get ideas which neither
the teacher nor Ms. N. could have expected in
Transparent coloured sheets
Experimenting with materials –
invented by Luca, age three
Last summer we received coloured plastic
sheets from Ms. N., the mother of Lisa. We were
happy to give these to the children so they
could work with them.
With interest, the children investigated the ma-
terial. First, its characteristics: how flexible is
it? Can you cut it? What is the surface like? Can
you look through it? – So many questions and
the children were eagerly looking for answers.
After a while we could still hear the children
talking and discussing with enthusiasm: “Look!
Everything I see is red!” “And for me everything
is blue!”
On the same afternoon, the children taped the
transparent sheets to the window and with
each new sheet we all admired the coloured re-
flections appearing on the floor.
A couple days later…
It is a quarter to three; the low winter sun is
shining through our coloured window. Some
children are still sitting at the snack table. Luca
is already finished eating and stands up. He
gets himself a chair and puts it on the carpet in
front of the window and sits down. But why is
he sitting with his back to the window? The col-
oured sheets aren’t really of interest to him
anymore. Instead, he is intently watching the
coloured spots on the floor. After a short while,
Luca gets some wooden blocks out and fills in
the coloured forms on the floor with them.
What is he up to? He then goes back to the
chair and sits down and inspects the result of
his work. He does this several times.
Two year-old Luis is already able to fill his plate
and work with amounts and weights. When
carrying his plate, he must keep his balance and
estimate how much strength is necessary (so-
matic and mathematical education combined
also with scientific education).
This detailed illustration shows the multi-face-
ted learning experience Luis has had and how
the educational areas are complexly connected
to each other – learning at lunchtime!
Excerpt from the
Educational Curriculum:
“People who explore new things tended to
take on small tasks which were restricted in
terms of the questions raised; however, in
the course of making discoveries, new ques-
tions arose. It is similar with children be-
cause they are curious and need to gather
their own experiences regarding the sur-
rounding elements and natural phenomena,
culture, and religion.”

beads) or in the assumption of different roles
(knight, princess). Through this mutual ex-
change, the children not only share experi-
ences, but also knowledge already gained and
are able to expand upon these through play.
Karl took sand, coloured chalk, and an old kit-
chen strainer. He made “pictures” based on his
personal experience: from experiences at home,
at his grandparents’, and also from the activi-
ties with the children and teachers at the day-
care centre. On this basis, he can develop the
idea of a castle in his own individual way.
He classified the coloured chalk according to
colour (aesthetic education). He counted the
same number of buckets as there were colours
(mathematical education), and he tired himself
out by rubbing the chalk into coloured dust
(somatic and social learning). With the words,
“a castle”, he shows how proud and satisfied he
is with his accomplishment.
Karl astonishes us. A new, different kind of
castle was created.
strong, he hardly notices when I sit down next
to him. He rubs, blows, and frowns when his
little hands slip. I watch for awhile. The buckets
fill. “Do you want to make colours?” I ask. He
shakes his head; he doesn’t have time for chat-
ting with me.
After a while, Karl takes the buckets to a large
pile of sand in the sand box and sprinkles the
dust over it. Pink circles, green and blue stripes,
violet and yellow shapes and orange dots are
visible. “A castle” he says to me.
The many new impressions the children had of
the castle led to very different ideas, fantasies,
and activities. This makes it possible for us to
see how children assimilate experiences into
play differently. Each child processes the expe-
riences he or she gathers with their own imagi-
nation. In doing this, they combine a known
topic and already acquired knowledge with new
topics and new information gleaned from ex-
periencing the castle in diverse ways. These
different ways of assimilating are reflected in
the differentiated and creative expressive forms
of the children; for example, in decorating with
different materials and things (coloured glass
Discovering worlds
The castle – created by Karl, age four
Hustle and bustle in the children’s group:
Elsa is decorating the furniture in the room
with colourful glass beads; Laura, Paula and
Caroline are busily painting paper laid out on
the floor. Colourful princesses, flowers and
suns take shape. In the front room some chil-
dren under Felix’s command have erected a
castle out of chairs, foam blocks and all sorts of
other things which they now occupy and
defend against imaginary enemies. Visits to this
big castle at the edge of the city appear to leave
lasting impressions on the children.
Karl wanders around the groups without appar-
rent aim and seems happy when the focus later
shifts to the garden.
Outside, I see him again: he is sitting in the
sand box and in front of him are several buckets
and a large container with coloured chalk. He is
busy rubbing the chalk through a kitchen
strain er so that it comes out in a fine dust and
falls into the buckets – blue, green, yellow, violet,
pink, and orange. His concentration is so
explanation for the movement of the coloured
spots on the floor is the already visible moon
(social, communicative, scientific, and somatic
When the children find their own explanations,
it is important that adults show support for
their ideas, encourage them, and are willing to
allow the children enough time for their experi-
ments. The children can then break new ground,
much like scientific explorers. In this manner,
they develop hypotheses and assumptions
(“because the moon pushes the sun away”)
which they test for accuracy and can expand
into new theories.
In that the teacher and Ms. N. are willing to go
along with the children’s evolving ideas, they
make it possible for the children to find expla-
nations with them through new experiments.
For example, exploring the different angles of
light and how they shine through the transpa-
rent sheets, painting the sheets, hanging them
up to divide the room, etc.
Excerpt from the
Educational Curriculum:
The term ‘aesthetic’ is often used in con-
nection with the concept of ideal beauty,
although it also stands for the capacity to
feel and its functions. In a larger sense, it
implies harmony between nature and art
and harmony among the human senses. In
terms of boys and girls, for example, this is
demonstrated in that they think in images
and wish to give aesthetic expression to
what they imagine.”

In the previous pages, everyday situations in-
volving children were presented as illustrations
of the educational concepts and the areas of
learning underlying the Educational Curriculum
for Saxony. It is possible that in the course of
reading this, the idea is implied that childhood
learning happens on its own, is only instigated
by the children, and adults are relatively inacti-
ve in the process. Is this indeed the case?
The answer to this question is addressed in the
third chapter of the Educational Curriculum for
Saxony in which particular focus is given to the
responsibilities of teachers in daycare facilities
and to providing daily childcare. According to
this, the main task of teachers is to allow for
active auto-didactive processes on the part of
children in that they observe and document
learning processes, create appropriate settings,
make decisions regarding teaching methods, as
well as cooperate with all those involved in the
educational process.
The pedagogical basis is formed by the
observation of children’s learning pro-
cesses. In making these observations,
the emphasis is not on whether the
children possess concrete skills and
whether these correspond with their
particular ages. It is more important
that observations are made which re-
cognise and appreciate the resources,
strengths, and developmental proces-
ses of each individual child.
Even if a number of observational me-
thods exist, these always follow the
same objective: to recognise and docu-
ment the subjects and interests of the
children. The documented results do
not contain any test values dependent
on the situation, but rather very diffe-
rent histories of learning for each child
within the context of everyday situa-
tions. In this way, the teachers are able
to recognise and encourage the indivi-
dual developmental processes of each
In order to ascertain the developmental
steps taken by children and better un-
derstand the learning processes of the
child, it is important that the teachers
use methods of documentation. The
documented observations form the
basis for constant exchange among
teachers and with the children and
their parents. Different forms of docu-
mentation are suitable for recording
childhood development. For instance,
these can be comments made and
actions taken by the children that are
written down as anecdotal evidence, as
well as sketches, photographs, and
creations produced by the children. The
mutual exchange concerning these of-
fers the opportunity for all those in-
volved to experience how the children
discover the world and give the chil-
dren the possibility to talk about their
own activities and forms of expression.
This kind of exchange is the basis for
supporting the development of a child.
Based on this, the conditions for chil-
dhood learning processes are created
the intentional creation of spaces
which stimulate the children to
the organisation of a daily routine in
which the children are given suffi-
cient time, freedom, and indepen-
dence, and
a methodically diverse pedagogical
approach on the part of the teachers
who challenges the children to draw
upon their own creativity, guides
the learning process, and moderates
the dynamics within a group of
The short sequence involving Celina,
observed and recorded in writing by
her teachers, shows us what is impor-
tant to the child. How can Celina be
encouraged further in terms of learn-
ing? How does Celina spend her time at
home? These and similar questions in a
dialogue with the parents help the
teachers find new ways of challenging
Celina, for example with materials like
the type writer in the neighbouring
room, a box of stamps, newspapers and
books. Other possibilities for expanding
Celina’s experience are offered by the
public library, playing “I spy” around
town with the letters of the alphabet
(such as finding the letter “A” in the
word “Apothecary”). With these materi-
als and settings, the teachers has assu-
med that Celina is interested in letters,
but it is also possible that she is inte-
rested in shapes and colours. The offe-
ring of activities could then be supple-
mented. Which materials are actually
put to use is decided by the child inde-
In early childhood, learning takes place
primarily through play. It has its own
priority in the life of a child and is not
yet viewed in terms of “relaxation” or
“free time” as opposed to work or edu-
cational activities. Playing as a means
of learning is the most complex form of
childhood learning. It offers the possi-
bility to discover independently and in
a self-determined manner, to conquer
and to experiment. For children, playing
means actively examining and acquir-
ing knowledge about the social, mate-
rial and natural environment. In doing
this, children display a high level of mo-
tivation regarding their interests, expe-
riment with roles and materials, learn
to plan and organise processes, realise
their intentions, and talk about what
they witnessed. As a result, they ac-
quire key competencies (for example,
teamwork, problem solving, communi-
cation skills), which they will need in
school and later in life. Through play-
Observation and documentation
General conditions for learning
Methodological didactic approach

The is not simply viewed as a working basis for
educators in daycare centres and home dayca-
res, but also as an orientation aid for parents in
assuming the shared responsibility regarding
childhood education and participating in a co-
operative partnership to this end.
What is entailed in implementing
the Educational Curriculum for
Children are allowed to take on increasing
responsibility for fulfilling their basic needs.
Children have the freedom, time, and ample
opportunity to play.
The educational objectives are formulated
based on observations of the individual child
and of the group of children as a whole.
Based on the documentation, regular confe-
rences are held with the parents to inform
them of the child’s interests, needs, and de-
The children’s surroundings are such that
each child is able to pursue his or her own
learning and be challenged.
Children participate in the daily routine and
assume partial responsibility for it.
Preparation for school is viewed as learning
which starts at birth.
A willingness to cooperate with all those in-
volved in the educational process must exist.
Even if the range of experiences must
be widened as children grow older, pre-
paration for school does not only take
place during the final year at kinder-
garten. Preparing children for school
means, in particular, to actively organi-
se the switch from kindergarten to pri-
mary school. If this transition is to be
successful, child minders, primary
school teachers, and parents must
communicate their expectations and
cooperate equally in realizing the tran-
In terms of the children, cooperation
concerning the transition means, among
other things:
getting acquainted with the new
spaces and ways of learning,
forming new relationships, and
being able to apply acquired know-
ledge and key skills.
For adults, this means:
recognizing the developmental pro-
cesses of children and maintaining a
cooperative exchange of informati-
on regarding them, and
finding topics for the children based
on this communication that lead to
the organisation of joint projects.
Parents are the most important figures
in a child’s life. They are the primary
care giver and the persons with which
the children form the most intense re-
lationship. This bond gives the children
a sense of security and confidence.
Only on this basis can the children learn
from birth on and gather the experi-
ences which they will later bring with
them to the daycare centre and cons-
tantly expand upon. In the course of
this, it is important for the child that he
or she is able to form a relationship
with a new care giver and that the fa-
mily and daycare centre jointly assume
the responsibility for the development
of the child. In order to make a smooth
transition possible for the child, it is
important that those involved in the
educational process strive for and form
an educational partnership. The first
day at the daycare centre or the first
day at school is an occasion that has
great and far-reaching importance in
the life of a child.
ing, they learn about limits and rules, to
negotiate these, to respect them, and
to monitor their observance.
Along with opportunities to play, other
forms of learning are available to the
children in the course of the daily rou-
tine. For example, projects give the
children opportunities to learn in a
playful way, to seek answers to their
own questions, to talk about their inte-
rests, to have a part in planning the
projects, and to be involved in making
decisions. Even in terms of projects, the
teachers do not provide solutions, but
rather offer the children support in the
active learning process where the
children can apply knowledge already
acquired to make their own connec-
tions. Children not only learn methods
for acquiring knowledge in this manner,
but they also practice cooperating with
each other and accepting differing
Methodological didactic approach
Educational partnership
Cooperation between daycare facilities and primary schools

Saxon State Ministry of Education and Culture
Department 42 Child day care
Carolaplatz 1, 01097 Dresden
Community helpline: +49 351 5642526
This brochure was created by the regional working group
for education, with the involvement of:
Ruth Beyer, manager of the day-care centre on
Martinstraße, Chemnitz; Madleine Ehrlich, manager
of the “Sörnewitzer Kinderwelt e. V.” day-care centre,
Coswig; Maria Hackel, expert advisor, Leipzig office for
youth affairs; Bärbel Höhne, manager of the “Knirpsen-
land” day-care centre, Meißen; Brigitte Kittel, expert
advisor for Solidar-Sozialring GmbH, Zwickau;
Dr. Susanne Kleber, research assistant, Faculty of
Educational Science, Dresden Technical University;
Beate Nobis, manager of the “Kinderhaus Leubnitz e. V.”
day-care centre, Dresden; Angelika Scheffler, expert
advisor, state office for youth affairs; Ina Schenker,
research assistant, Ev. Hochschule für Soziale Arbeit
Dresden (FH) (Dresden Evangelical College of Social
Work); Brigitte Wende, Amtsrätin, Saxon State Ministry
for Culture and Sport; Marion Wolf, manager of the
“Mäuseburg” day-care centre, Waldkirchen;
Eike Zwinzscher, manager of the “Pusteblume”
day-care centre, Frankenberg, and with the support
of the following day-care facilities: “Mäuseburg”,
Waldkirchen, “Sörnewitzer Kinderwelt e. V.”, Coswig;
“Pusteblume”, Frankenberg, Lichtenstein
Marie-Luise Spiewok, contributor, Saxon State
Ministry for Social Affairs and Consumer Protection
Rahel von Wroblewsky
Tania Miguez, Jens Klennert
Graphic design:
Denny Winkelmann
Ö GRAFIK, Dresden
Frankenberg, Waldkirchen
and Coswig day-care centres
3 000 copies
Druckerei Thieme Meißen GmbH
Press date:
December 2012, amended Edition 2017
This brochure is available for free from:
Saxon state government brochure dispatch office
(Zentraler Broschürenversand der
Sächsischen Staatsregierung)
Hammerweg 30, 01127 Dresden
Telephone: +49 351 2103671 or +49 351 2103672
Facsimile: +49 351 2103681