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Concept quality features

Activity-based concepts form the basis for educational work with children.

Activity-based concepts form the basis for educational work with children. The contents and objectives are stipulated in the concepts and give staff guidance on educational activities. Concepts form the basis of this, in which the quality standards and focal points of the responsible body are presented in detail.

Quality standards refer to the services and framework conditions, legal bases, protection mandates concerning endangerment of child welfare, educational partnership, complaints management and updating quality development and quality assurance. Focal points include general educational objectives such as children’s rights, resilience, Education for Sustainable Development and educational guiding principles such as participation and diversity.

The implementation of conceptual quality standards and focal points is mandatory for all staff and set out in the following ideas and concepts:

framework for päd-aktiv daycare facilities, framework for primary school care, päd-aktiv guideline and more.

Concepts and ideas are continuously reviewed and developed in internal quality circles and working groups as part of quality development and quality assurance.


Children’s rights

The UN Convention on the Rights of the Child from 1989 determines what children require in order to lead a successful life. The rights of the child are set out from birth until reaching adulthood. These apply to children all around the world.

The universal general principles involve the right to provision, protection and participation.

In total, 54 articles cover all aspects of a child's life. These include

  • the right to equality
  • the right to live
  • the right to parental care
  • the right to health
  • the right to education
  • the right to play and leisure
  • the right to freedom of expression
  • the right to an upbringing free from violence
  • the right to the freedom of thought, belief and religion
  • the right to protection from war
  • the right to protection from exploitation
  • the right to disability support

Observing children’s rights in everyday care work is mandatory for all educational staff. They regularly inform children of their rights as part of projects, activities and discussion groups.

Since 2009, the UN Convention on the Rights of Persons with Disabilities is applicable in German law. The Convention describes the general human rights for all aspects of life for persons with disabilities. Together with the UN Convention on the Rights of the Child, it increases the participation of children with a disability in the education sector.


Good self-awareness (dealing with own emotions, body perception) is a basic requirement for building resilience. Children who develop good self-awareness have better access to individual resources and manage challenges better.

In childcare facilities, children are also encouraged to build resilience with resource-based educational activities:


  • stable relationship with at least one member of specialist education staff

  • A basic pedagogical approach characterised by respect toward and acceptance of the child

  • Resource-based focus on the child

  • Helping the child build friendships and belonging to a group

  • Participation in support activities (effectively managing own life)

  • Undertaking everyday tasks, such as services and administrative bodies, responsibility for the community, developing confidence in own abilities

  • Displaying courses of action and strategies for managing problems.


Participation describes the various forms of involvement and co-determination. Children have the right to be taken seriously as a conversation partner and to age-appropriate participation in everyday routines. Depending on the situation, participation may involve informing, advising, discussing or reconciling.

Participation in support services takes the following principles into account:

  • ­Supervision
    The educational worker encourages a child's skill development, promotes their interests and ideas and reaches decisions together. They help children to develop a culture of discussion and debate.
  • ­Obligation
    Educational staff are subject to a high degree of obligation and ascertain in advance which decisions children can actually make.
  • ­Target group oriented
    Educational staff take the age, developmental status and various skills of the child into account to derive methods and content regarding participation.
  • ­Orientation to living conditions
    Educational staff value and respect the decisions of the child. The children help make decisions regarding everyday support development. Examples include setting up activities, choosing excursion destinations and projects or creating rules to encourage a respectful approach towards others.

Breaks down into various facets and is the key characteristic of a society. These include individual diversity (temperament, aptitude, physical features, gender) along with cultural and ethnic diversity with their various value systems and social differences such as poverty and wealth.

A key task of educational staff providing support services is to convey values to children that promote respect and tolerance towards diversity in our society. Educational staff work to break down social discrimination and promote equal opportunities and education for all.