The curriculum in the Nido

Development of movement

Every child wants to move - in its own time, in its own way. Therefore, the adult should never try to accelerate processes. For example, a child who cannot yet sit on its own should not be put in the sitting position; a child who cannot yet walk should not be led by the hands. Thus, an infant is never placed in a position or posture that it has not worked out for itself and can assume or leave on its own. This promotes its autonomy and prevents dependence on the adult. The experience of being able to accomplish something on its own gives the child self-confidence and strengthens its self-esteem.
Instead, each child is given ample opportunity to move. The prepared environment is set up so that the child can move completely freely within limits.
This process is supported by also paying attention to the appropriate clothing, which must not restrict his movements in any way.

Language development

From the very beginning, the infant absorbs language holistically. It is important that adults speak to it normally, because speech rhythm and intonation are absorbed by the small child together with the sounds and the meaning like a sponge. One does not help the child by offering him "child language"; rather, one supports the child in its linguistic development by making the language live in its environment and be used naturally. All things that the child encounters and that affect it are named, e.g., care activities, setting the table, etc.

Relational care

Not only for language development, but also for the development of self-efficacy, the care situations are of particular importance. Here, the child receives the undivided attention of the caregiver and is nurtured from the very beginning, according to the principles of Emmi Pikler [1]. During diapering or dressing, the child is prepared for each step by the caregiver explaining exactly what she is going to do next and giving it enough time or waiting for its reaction so that it can participate in the activity. Communication therefore plays a very special role, especially in this situation.

Development of autonomy and independence

As early as possible, the child is actively involved in all activities. According to Maria Montessori's guiding principle, "Help me to do it myself," the adult will not do any work, even with the young child, that the child can do itself. This is sometimes difficult for adults to endure because they could do certain things themselves much more quickly and effectively, but it is extremely important for the child to learn, "I can do it myself." We should never take this chance away from it!

Contact with nature: time outdoors

Even for children of infant and crawling age, spending time outdoors is important for healthy development. The fresh air has a stimulating and invigorating effect on the one hand (the rustling of leaves, the chirping of birds, the butterfly fluttering by) and a calming effect on the other. Part of the prepared environment is therefore the outdoor area. Daily walks - either in the stroler, or as soon as the child can walk, also on foot - are an integral part of the daily routine.

[1] Cf. Pikler, Emmi and Tardos, Anna (32001): Laßt mir Zeit: Die selbständige Bewegungsentwicklung des Kindes bis zum freien Gehen. Munich: Pflaum Verlag.