For deeper study:
| Principle | Explanation | |-----------|-------------| | | All children – regardless of ability, background, or development – play and learn together. Differences are seen as enrichment, not deficits. | | Self-directed learning | Children choose their own activities from a prepared environment. The educator is a learning companion , not an instructor. | | Play as central medium | Structured play (not free play only) is the primary vehicle for learning. Play has specific developmental goals built in. | | Holistic development | Cognitive, language, motor, social, and emotional domains are interwoven, not taught separately. | | Prepared environment | The room is divided into clearly defined learning zones (see below), each equipped with specific FIS materials. | | Observation & documentation | Educators systematically observe children’s play to assess developmental progress and plan next steps. | | Co-construction | Learning happens through dialogue between child and educator, and among children. Knowledge is built together. | fis pädagogik
Materials are not changed randomly. They are rotated based on systematic observation of children’s developmental needs. For deeper study: | Principle | Explanation |
Thus, = Freiburg Integrative Play and Learning System . The educator is a learning companion , not an instructor
| Zone | Focus | Typical Materials (FIS-specific) | |------|-------|----------------------------------| | | Fine motor skills, spatial thinking, problem-solving | FIS wooden blocks (specific shapes/sizes), connectors, construction plans | | Role-play zone | Social skills, language, emotional regulation | Themed play corners (market, doctor, kitchen), flexible props | | Movement zone | Gross motor, body awareness, coordination | Climbing elements, balance boards, movement courses | | Rule game zone | Cognitive flexibility, rule understanding, patience | Board games, card games, dice games (increasing complexity) | | Exploration/Experiment zone | Scientific thinking, causality, observation | Magnets, magnifying glasses, simple physics/math materials | | Quiet/Retreat zone | Emotional regulation, reflection, rest | Books, soft cushions, sensory materials (calming bottles) | | Creative zone | Expression, fine motor, aesthetics | Open-ended art materials (no pre-made templates) | | Language/Story zone | Narrative skills, vocabulary, listening | Story stones, picture cards, puppet theatre |