Since the very beginning in 1993, here at Vittra we have always believed in the drive of happy and inquisitive children. This drive lays the foundation for lifelong learning, where knowledge is placed in a context and is able to grow. At our preschools we adopt a holistic approach to the child, viewing the child’s development from three different perspectives: knowledge, learning and personal development. With us, your child enjoys secure care, fun-filled learning and good preparation for continued learning in school and in life.
This is what you can expect when you choose one of our preschools.
When the preschool curriculum (Lpfö 98) was introduced in 1998, it sought to clarify the educational content of the operations and so nurseries became preschools. Learning should be fun, which is why our children learn things by playing, creating and exploring on their own, in groups and together with us adults. The curriculum contains various areas that preschools must specifically focus on. The teachers are to encourage children’s teamwork, responsibility and respect, ensuring that every child’s voice is equally valued. Through play, the children are given opportunities to process emotions, incidents and experiences. Play has a key role for every child’s development and learning. At preschool, language and communication is all about the teacher engaging the conversational and storytelling skills of the child. Testing, exploring and solving problems that arise in everyday life enables children to increase their understanding of mathematical concepts. Discovering and finding out about connections in nature and investigating how technology works creates an interest in science and technology right from preschool age.
Children who feel secure learn more. All the staff at our preschools work actively to be comforting and clear role models who can set boundaries and offer a warm hug when needed. For children to feel safe and secure, life at their preschool should be familiar and ordered.
Context-led education in themes and projects
The teachers at our preschools are extremely well versed in both the subject areas and educational tools and methods. They teach based on an exploratory and theme-focused approach that takes account of the children’s differences, experiences and interests – something that features in everything we do. The thematic work may be abstract, but it creates a thread that runs through the teaching and might well turn into concrete projects at a later date. The projects refer back to the overall theme, which could be something such as “Nearby”. One group of children may focus on a material that they find around them, for example leaves, while another may be absorbed by a local phenomenon such as sound, light or a slope. The project may also be based on a single question such as “What is art?” or a recent incident that has captured the children’s interest.
Accessible, safe and creative learning environment outside and in
The learning environment at our preschools is safe, secure and based on the children’s needs. This is true of the environment indoors and outdoors. Whether your child begins at one of our preschools as a 1 year-old, 3 year-old or 5 year-old, as their parent/guardian you can be sure that the learning environment is planned both to stimulate learning and creativity and to provide peace and quiet. The learning environment is adapted to ensure the children have opportunities to make choices concerning play, materials and who they want to play with, as well as places for rest and quiet time. The learning environment is supported by the fact that the preschools have clear routines for the staff and the children.
Close contact with the teacher about your child’s development
Each child has a personal mentor. The personal mentor monitors and supports the children’s learning and development together with the other teachers in the team and documents this in the Vittra book. The Vittra book then forms the basis for the development reviews that take place. Drop-off and collection also provides important moments for exchanges between home and preschool.
Organisation based on the needs of the child and the group of children
We realise that the child to teacher ratio is important. However, of greater importance is the way the preschool’s teachers organise themselves according to the individual child or group of children’s needs. A flexible organisation that can adapt, and reallocate teachers based on temporary or perhaps more prolonged needs, is necessary in order to ensure that every child gets what every child is entitled to. Ask the preschool you are interested in how they are organised.
Nutritious and delicious food
Children need nutritious food to give them the energy to play and learn, and for the children to eat this, it has to be delicious. We therefore have a meal coordinator who works centrally to quality assure mealtimes and ensure that the produce we use is of high quality. We have preschools that have their own kitchens, where lunch is prepared by an in-house cook. There are also preschools that have a partnership with catering companies. In both cases, they follow the recommendations of the Swedish National Food Agency.
Systematic quality work
Functional quality is a tool that teachers and managers use to self-assess the results of their teaching and their fulfilment of the goals set out in the preschool curriculum. Assessment of goal fulfilment takes place twice each school year. The tool describes what defines ever-increasing quality and is used as the basis for reflection throughout the school year during planning and assessment. Functional quality is used as a tool for assessing the teachers’ attitude and how good the teaching is at the preschool. The assessment is performed by external assessors from other preschools. Over a couple of days each year, they visit the preschool and make their assessment. The results are presented to the assessed preschool in a feedback meeting that is led by a moderator and attended by the preschool manager. The tool is also used as the basis for reflection throughout the school year during planning and assessment.
Preschool inspection is a tool that is used to determine whether the preschools meet the basic statutory requirements. External inspectors work with the preschool manager to establish whether the individual preschool is in compliance with the requirements in the Education Act and the guidelines in the preschool curriculum. The tool also serves as an ongoing support for self-assessment.
Almost a fifth of preschool children use more than one language in their everyday lives. Multilingualism is an asset both for the individual and for society. Key factors in working with multilingualism in preschool are the attitude of the staff and their knowledge of how to give children who speak several languages an opportunity to develop both their Swedish and their mother tongue(s). Children’s capacity to develop all their languages is affected to a high degree by the attitudes they encounter and the linguistic stimulation they receive. An attitude that expresses curiosity, openness and a desire to find out more about the child’s language boosts that child’s opportunities to develop their languages. It is important that the adults around the child in various ways encourage, support and facilitate the child’s use of both Swedish and their mother tongue(s). All our preschools have a mother tongue plan that is drawn up based on each preschool’s particular composition and circumstances, with working practices, procedures and goals linked to the way the preschool works on interculturality.