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Cooperation between home and kindergarten

The kindergarten and the home have a shared responsibility for the wellbeing and development of the children.

Photo of kindergarten staff helping children get dressed in the cloakroom. Children in colourful clothes are actively moving about, while jackets and drawings hang on the walls.
Key values in encounters with the parents include generosity, mutual respect and recognition.

The educators at the kindergarten facilitate cooperation with the home based on openness and trust. Parents can participate through daily dialogue and reflection on experiences, pedagogical focus and documentation. They can also express their opinions at parent meetings and during everyday activities.

Parents/guardians receive a personal username and password to the student kindergartens’ parent network. The parents/guardians can use this to give feedback, send messages to the department or report absences. The educators can use the system to communicate with the parents and share documentation about the child’s everyday life and the pedagogical work.

All parents/guardians comprise the kindergarten’s parents’ council. They elect parent representatives to sit on the coordinating committee.

Photo of a kindergarten staff member crouching down and talking to a child in the cloakroom. The child is wearing a blue jacket and a patterned hat, while several jackets hang on hooks in the background.
A safe and positive start to the day! At Dragvoll Student Kindergarten, children are met by engaged educators who see and listen to them. Photo: Borgar Sagbakken.

Starting at kindergarten and other transitions

Transitions are a natural part of life. Life is constantly changing, while our society is constantly evolving. An important part of life is learning to master transitions. Mastering transitions involves having good experiences that help us understand and handle changes in a safe manner.

We have made a major effort to create good frameworks for transition situations at our student kindergartens such as starting kindergarten, changing departments and starting school. Our staff have considerable experience with transitions. We have developed fixed elements and routines that function well. We know that all children are different and have different needs. Consequently, we are committed to listening and adapting to find the best solution for each child. However, we also need to relate to some established societal framework conditions.