Beskrivning av organisationen

We are a kindergarten that gives children a chance to become what they want. In didactic-educational and caring work, we are always guided by the well-being of children, creating an atmosphere of warmth, kindness and understanding, treating them individually and subjectively.
We create conditions for children to various activities, activities, creativity and self-fulfillment in a spirit of respect for the rights of every human being and environmental protection.
We prepare them to take on schooling in all aspects of school-leaving, experiencing successes and dealing with failures.
The kindergarten covers over 200 children, gathered in nine pre-school groups, including one in the afternoon.

The objectives of the kindergarten work are reflected in the didactic and educational work plans. These are:
I. Shaping of hygiene habits and pro-health behaviors.
1. Creation of conditions for shaping mobility and prevention of postural defects in 3-6 year old children.
2. Conducting activities aimed at raising health awareness of children, parents and employees.

II. Conducting a pro-ecological kindergarten activity.
1. Enrichment of children's experiences in direct contact with nature.
2. Running an ecological archive.
3. Expanding ecological awareness of children, parents and employees through participation in contests, ecological events, trips to natural environments, green nursery and selective collection of waste.
4. Undertaking cooperation with forest inspectorates and centers.

III. Using and creating opportunities to learn about reality socio-cultural and technical.
1. Inclusion and activation of parents in the life of the kindergarten through joint organization of meetings, events, trips, retrofitting of the facility.
2. Unification of educational impacts of the family home and kindergarten.
3. Cultivating pre-school, family and regional traditions.
4. Promoting the facility in the local environment (participation in outdoor pre-school competitions, cooperation with the media, promotion on the BIP website, participation in the Educational Forum, promotional materials).
5. Collaboration with schools in the immediate area (basic, musical, special).
6. Establishing contact with institutions supporting the implementation of the statutory assumptions of the kindergarten: MOPR, psychological and pedagogical counseling, Family Court, police, leading body, other organizations working for education in the implementation of statutory tasks of the kindergarten.
7. Expanding and enriching children's technical experiences through participation in trips to various workplaces, in meetings with representatives of various professions and creating conditions for research and exploration of reality.
8. Supporting charity events (shelters, PCK).

IV. Creating conditions for developing artistic activity and cultural.
1. Conducting artistic and artistic activities (music, art, dance, theater).
2. Organizing various forms of artistic and cultural activity: theatrical performances, music concerts, exhibitions of works, additional classes (rhythmics, fine arts, ceramics, theater, English, religion, chess, corrective gymnastics, swimming pool, speech therapy classes).
3. Participation of children and parents in the campaign "All of Poland reads to children".
4. Presenting the achievements of children in various competitions.
5. Organizing workshops for parents and teachers.

V. Arousing multi-faceted creative and cognitive activity.
1. Organizing educational situations conducive to undertaking various creative activities.
2. Creation of conditions enabling students to achieve school maturity by using functional methods, unconventional methods of preparation for learning to read, supporting development (Sherborne, Dennison), therapeutic (music therapy, fairy therapy, drama, art) and various forms of work (team, group, individual).
3. Expanding the program offer with teachers' own programs and general schooling.

VI. Creation of conditions for the development of children with specific and special educational needs, social integration.
1. Organizing educational situations supporting the development of children by enabling equalization of developmental deficits.
2. Expanding the theoretical and practical knowledge of teachers in working with children with special educational needs.
3. Organizing conditions for developing children's talents and interests.
4. Integrating didactic and educational interactions of the kindergarten nd family home to support the child's development.
5. Diagnosing children, conducting observations, undertaking activities stimulating development.
6. Creating situations conducive to social integration (celebrations, events and meetings with disabled children).
7. Supporting inefficient families with a difficult material situation.