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When you dance, you can experience a sense of freedom that goes beyond activities based on results, winning, and rules.
We (mother and son Anja and Till von Karstedt) believe that dancing, just like other creative activities, is a language—a means of expression that shouldn’t be about prescriptive pedagogy, but rather about encouraging people to try new things.

Who needs space to dance?
Children who start moving at the first beats of music, or rather those who have not yet experienced feeling comfortable with their own movements?

Designing a space that invites all children to dance requires setting priorities so that a safe environment is created for them to explore.
A multi-purpose room that’s supposed to do it all—and where ball games also take place—is just as unsuitable as a room crisscrossed by many pathways.

We present the spatial requirements for a dance space—from the layout and furnishings with mirrors and room-dividing elements, to lighting, materials, and, last but not least, space for the audience.

And what if there’s not much space?
There are many educational areas that lend themselves to dancing. Dancing and media, dancing and music, dancing and dressing up, dancing and relaxation. In this way, the dance space becomes a place that offers exciting, complementary activities throughout the day.

You can read the full article here

TPS 04-2026 MAKING ROOM FOR DANCING

The goal is for children to experience themselves as part of a community, but also to perceive themselves as individuals, to recognize their own needs, and to withdraw when necessary. Daycare spaces should give children the opportunity to see themselves as the architects of their own lives within the facility.

How does this work?
Decisions and majorities that are fought over and reached solely on the basis of words are not fair.
Children have different languages that become audible and visible in well-designed spaces. To ensure that all needs are recognized, children need the opportunity to engage in creative activities. This happens through movement, building and constructing, in role-play and in the art studio, but also in everyday situations such as eating or getting dressed in the dressing room.
In the following article, we explain how spatial design and participation are connected.

TPS 12/25 Spaces for Dreams

Time and space are closely linked. Anyone who wants to effectively address questions of spatial design should start by examining the daily routines at the daycare center. What times are set aside for what, and what rhythm does the daily routine dictate? Is this set in stone? Does this daily routine align with the values of the educational concept?

Do the children in the daycare center have the following four freedoms: the choice of where to play, what materials to use, when and for how long, and who to play with? Children need engaging spaces of possibility that they can explore. To do this, they need time—often more than adults realize. We therefore disagree with the view that a space is and remains interesting only if the materials there are regularly changed. Often, this deprives children of the opportunity to explore what is already there in all its facets.

Adults want daycare centers to have spaces that are as flexible and adaptable as possible. Ideally, they should be able to do everything. Yet this very approach often results in spaces that end up being bland and boring. They lack a welcoming atmosphere and incentives for exploration and discovery.
This article explains qualities that, from a child’s perspective, foster flexibility because they offer scope for decision-making and allow objects such as furniture and fixed fixtures to be imbued with a wide variety of ideas—such as a place to retreat, hiding places, use as building materials, opportunities for role-play, or movement construction sites.

You can read the original TPS Issue 09/2025 here

Less Stress in Daycare: How Smart Interior Design Supports Educators
Stressful everyday situations are often part of daily life in daycare centers—whether during mealtime, cleanup, or in the coatroom before going outside. But according to daycare space consultant Anja von Karstedt, this doesn’t have to be inevitable. In her article, she shows how targeted interior design can help defuse these bottleneck moments.

During mealtime, for example, well-designed seating nooks, ergonomic furniture, and noise-reducing materials like felt glides or acoustic panels can create a calmer, more focused atmosphere. Instead of large, cluttered tables, she recommends smaller table groups separated by partitions—similar to a cozy restaurant.
Tidying up also goes more smoothly when materials are provided in a clear and minimal way. Children need understandable organizational principles and the freedom to continue projects over several days. Fewer toys and more open-ended materials help create clarity and encourage creative play.

In coatroom areas, waiting times can be meaningfully bridged with small play options or movement niches. More floor space and structured routines reduce feelings of confinement and restlessness.

You can read more about this in the article linked here, published in KiTa aktuell BW 05/25.

For more information about the services offered by KiTa Aktuell BW, please click this link.

Plastics have taken over our daily lives since the 1950s—including in preschools. Yet the ubiquitous use of plastic toys, tableware, and furniture is more problematic than previously thought and significantly hinders children’s development.

Educational Drawbacks of Plastic
Plastic objects offer children significantly fewer valuable learning experiences than natural materials. While a wooden building block provides authentic sensory experiences—its specific weight, natural texture, and characteristic appearance—plastic surfaces are unpredictable: sometimes hard, sometimes soft, sometimes heavy, sometimes light as a feather. They often pretend to be something else, which confuses children.
Particularly problematic is the sensory overload caused by garish plastic colors, which overwhelm children visually. Furthermore, plastic toys are often designed down to the last detail and promote stereotypical thinking—a plastic figure is not simply a person, but rather predefined roles such as a princess or a knight. This significantly restricts children’s imagination.

Learning with All the Senses
Natural materials, on the other hand, tell stories about the world. Children who work with wood, metal, ceramics, or glass develop a better understanding of materials and their properties. In the building corner, wooden blocks promote an understanding of statics, since poorly balanced towers fall over—with plastic building blocks, everything simply clicks into place mechanically.

Environment and Health
In addition to the educational drawbacks, plastics place a massive burden on the environment. Only nine percent of all plastic ever produced has been recycled. From a health perspective, harmful substances like bisphenol A and phthalates are problematic; they have been detected in over 95 percent of children.

The Way Forward
Daycare centers can improve the quality of education through conscious material selection: From wooden building blocks and real tableware to nature-oriented gardens, there are better alternatives for every area that provide children with authentic, development-promoting experiences

You can learn more about this in the scholarly article by our colleagues Anja von Karstedt and Melanie Vielgut, published in the “Educational Practice” series at www.WALHALLA.de, which you can read in its original form here.

Plastic-Free Daycare Center

Designing dining areas in daycare centers requires a careful balance between functionality and comfort. In this article published by TPS, expert Anja von Karstedt highlights the key factors that help children feel comfortable while eating.

Flexible space solutions offer the right approach:
While children’s restaurants relieve pressure on the group room and create more play space, flexible table solutions in the group room provide practical alternatives. Combination tables in various heights and sizes support ergonomic requirements and can be combined to save space.

Five key elements create atmosphere:
A cozy dining space is created through the interplay of a healthy indoor climate, optimal acoustics, well-thought-out lighting, harmonious color schemes, and functional furnishings. Calm, natural shades such as sage or cinnamon are particularly important, as is real porcelain and ceramic tableware instead of plastic.

Participation expands the educational space:
Hands-on kitchens and involving children in meal preparation transform dining areas into independent learning spaces. Practical examples from Berlin, Verden, and Regensburg demonstrate how individual solutions emerge when educational considerations and children’s needs take center stage.

You can read the article below or order the entire journal from Klett Kita on the topic of “Eating”

TPS 05/2025 COZY DINING ROOMS

Building is one of the languages of children. By creating their own works, they make sense of the world and shape their environment according to their own ideas. In this issue of “Welt des Kindes Spezial – Issue 02/2024,” our daycare space consultant Anja von Karstedt explains which materials and environments inspire children to build and construct.

Children go through various developmental stages when building: from simple rows and surfaces to complex tall structures. It is important to give them time for this natural development and not to skip these stages by building things for them in advance.

Stimulating building materials should be open-ended so that children can bring their own ideas to life. Uncolored, authentic-to-material toys stimulate the imagination and provide genuine hands-on experiences with materials. Classic wooden building blocks in mathematically calibrated dimensions form the foundation. In addition, small-scale materials are suitable for developing fine motor skills, and large elements are ideal for walk-in structures. Natural and everyday materials also enrich the building experience.

Plastic building blocks are not recommended, as their bright colors are distracting, their shape limits creativity, and they make unnecessary noise during play. Since many children’s rooms already contain plenty of plastic toys, children can gain new experiences with different materials at daycare.

Ideal building spaces offer enough room for several groups. Fixed fixtures like platforms provide orientation and structure the space. It’s important to have undisturbed play areas, attractively presented materials, and places where structures can stay overnight. Quiet corners, inviting floors, subdued colors, and good lighting create an inspiring environment.

Children become enthusiastic about building when the environment imposes few restrictions, they find large quantities of open-ended materials, and can use them to bring their own ideas to life. Adults should give them time to discover the many possibilities.

THE WORLD OF THE CHILD 02/2024

The Importance of Clothing Areas in Childcare Centers

The article “Space for Clothing” by Anja von Karstedt (published in TPS, Issue 3/2025) describes how coat racks and other clothing areas in childcare centers serve as a “calling card for the educational philosophy.” These spaces are not merely functional areas; they reflect the educational approach of the facility.

Well-designed coat closets take various aspects into account: They are ergonomically and child-friendly in design, allowing children to act independently. Conventional coat closet furniture is often suboptimal, as hooks are mounted too high or benches restrict freedom of movement.

These clothing areas also offer educational opportunities: They promote learning integrated into daily life, create opportunities for conversation, and support independence. Instead of superficial comments (“That looks pretty”), more nuanced conversations about colors or fasteners can emerge.
The quality of the clothing areas is evident in clear organization, ease of understanding, appealing aesthetics, opportunities for children to engage with the space, and sufficient time and space for independent action.

YOU CAN READ THE FULL ARTICLE HERE

You can download the entire issue of TPS 3-2025 here.

Building and constructing are an essential part of everyday life at daycare. Author Margit Franz explains why natural beechwood blocks offer significant advantages over plastic building blocks.

While plastic building blocks are very popular with children and can be found in most daycare centers, wooden blocks promote child development in a unique way. The key difference: beech wood blocks can be used in a variety of ways without restrictions—on their ends, on their sides, or flat. This versatility challenges children to explore the laws of physics.

When building with wooden blocks, children encounter real challenges: an overhanging block tips over due to its weight—a learning moment that plastic building blocks do not offer. Thanks to their interlocking design, plastic blocks stay in place regardless of the laws of physics. The “tipping moment” becomes a “kicking moment” as children test the limits of structural stability.

The quantity of material is particularly important. The concept of “the same material in large quantities” allows children to leave their structures standing and continue building in a process-oriented way. The message “There’s enough for everyone” significantly reduces conflicts.

As children play with wooden building blocks, their construction projects become more challenging over time. They develop two key learning dispositions, according to Margaret Carr: “engagement” and “perseverance in the face of challenges.”

Despite the educational benefits of wooden building blocks, many children opt for interlocking blocks when given the choice. The reason is obvious: bright colors are appealing, and most children are familiar with these blocks from home. Therefore, educational teams should consider which material best promotes focused building processes and children’s play development.

The bottom line, however, remains: when children are given blocks, hopefully they will build something wonderful with them.

You can read the full original article published by TPS here.

The article describes the innovative interior design of a preschool group at Stuttgart’s Wichtelpark. The “Rennraupen” group was given a newly designed space that actively supports the children’s development as a “third educator.”

At its heart is a multi-level platform landscape that extends up to 2.66 meters in height. The structure offers various climbing options, such as a wave-shaped climb covered with natural-fiber carpet, bridges, and a hanging basket with net tunnels. These elements promote motor development and encourage the children to test their limits.

The room is divided into different areas: a role-play corner with a counter, a cave for retreating, a bright building corner by the window, and zones for swinging and cuddling. The design focuses on natural materials such as wood, cork, and natural-fiber carpets, which enable diverse sensory experiences.

The TÜV-certified structure in light wood tones creates a calm atmosphere. Center director Felix Jung reports significant developmental progress: The children demonstrate improved body control and responsiveness. The space allows them to expand their skills through play.

KITA NEWS 052024 WICHTELPARK

The toy and media industries often reinforce gender role stereotypes that can limit children’s development. In a guest article published in *Meine Kita* 04/24, our colleague and designer Anja von Karstedt shows how thoughtful interior design in daycare centers offers all children more opportunities for self-expression.

Instead of ready-made princess or superhero costumes, Anja von Karstedt recommends a dress-up corner with a variety of materials such as faux fur, tulle, and shimmering fabrics. Instead of traditional dollhouses and play kitchens, she advocates for spaces with open-ended materials like pots and pans, blankets, or elements with multiple functions.

Transforming the play area into a “nature room” with materials from the forest also makes the space appealing to all children. When it comes to physical activities, a wide range of opportunities for climbing, swinging, and balancing should be created, rather than relying solely on typical “boys’ activities” like soccer.

A smart spatial layout with platforms, room dividers, and quiet corners allows all children to pursue their interests undisturbed—regardless of gender stereotypes.

Click here to visit the “Meine Kita” website

You can read the article for free via the link below.

ARTICLE: MY DAYCARE CENTER “GIRLS ARE DIFFERENT, BOYS TOO”

The latest special issue, “Interior Design,” from the series “Toddlers in Daycare and Childcare” (Herder Verlag) offers in-depth insights into child-friendly design for nursery spaces. In it, the experts at Kameleon Raumkonzepte share their many years of experience in planning educational facilities.

The issue covers all relevant areas of a nursery—from group rooms and restroom facilities to outdoor spaces. It becomes clear that well-thought-out interior design is far more than just decoration. It creates the foundation for child development and supports early childhood educators in their daily work. The practical checklists and concrete design suggestions are particularly valuable.

The authors explain how spaces can foster both a sense of security and autonomy. Current topics such as sustainability and climate-adapted construction are also addressed.

This richly illustrated publication is aimed at daycare center directors, early childhood educators, and planning managers. It offers excellent guidance for new construction and renovation projects, as well as for optimizing existing spaces in daycare centers.

The special issue is now available in bookstores or can be ordered directly via the link below

HERDER SHOP

Too much noise at daycare? It doesn’t have to be that way, explains KAMAK room acoustics specialist Udo Dünisch in an interview with klein & groß.

He explains why some rooms get so loud and what can be done about it. Often, it’s the room itself.
When the acoustics are poor, everyone has to speak louder to be heard. That leads to even more noise.

Why does noise bother us in the first place? Our ears are actually accustomed to the quiet of nature. In loud rooms, we feel stressed because our bodies think they’re in danger.

What can be done? Udo Dünisch has a few easy-to-implement tips: place tablecloths on hard tables, put covers on chair legs, and play with wooden toys rather than loud Lego bricks. Important to know: Daycare providers are legally required to ensure good acoustics. This protects both children and caregivers from excessive noise.

You can read more about this in the article “Much Ado About Much” from groß & klein. You can download it here

to the article "Much noise about nothing"

Children have a right to rest and relaxation, even in the daily routine of a daycare center. Children’s individual needs vary greatly: some want to sleep, others do not. Parents’ preferences regarding their children’s sleep also vary. Added to this are the views of the staff regarding who must, can, or should not sleep.

An important step toward improving daily life at the daycare center is recognizing that children have different needs at different times. This allows children to have as much say as possible not only about whether they sleep, but also how, for how long, and where. The option to simply rest or take breaks several times a day should also be considered.

Daily life in a daycare center with many people can be enjoyable, but also exhausting, especially given the long hours of care. A process of change should therefore be discussed and prepared with all stakeholders—the team of professionals, the children, and the parents. This requires time and careful planning, as many questions need to be clarified.

To give children the opportunity to consciously recognize their need for rest, spaces are needed where resting and sleeping are possible at any time. Appropriate conditions must be created for this purpose.

In addition to careful observation during the day, feedback from parents can help assess children’s sleep and rest needs. If children show signs of tiredness during the day, this should be addressed to clarify whether the observation is accurate.

For rest periods, accessible rest areas are needed throughout the facility that children can visit on their own. This also applies to children in after-school care. In daycare centers and preschools, these can be sleeping baskets placed in various locations. Pillows, blankets, and books are useful additions to these areas.

Other options for quiet zones can include sofas, armchairs, or nooks with cushions. A darkened sleeping room is also an important option for children seeking a quiet place. Additional quiet rooms should be available in the vicinity—not activity rooms, hallways, or workshops.

It is beneficial for children to be able to choose their favorite spot themselves. This includes deciding who sits nearby and whether they want someone to stay with them while resting or sleeping. A sleeping area with coordinated, earthy tones on the walls and floor can emphasize the purpose of the space.

A stimulating educational environment requires places and opportunities for rest, quiet, and sleep. This is an essential aspect for the well-being and development of children in daycare centers.

REST AND SLEEPING AREAS

The interior design by Rakoon Design and Kameleon Raumkonzepte for the client Lee Garden “Playdot” was recognized as the best interior design concept for clubhouses in Hong Kong. The award was presented by Build4Asia, the largest design magazine in the Greater Bay Area.

The design was carried out by our design department in collaboration with our client Rakoon Design.
The fixtures were manufactured in our workshops, shipped to Hong Kong by sea freight in containers, and assembled there by Rakoon Design (with the support of our colleague Anne).

We congratulate Carsten Rakutt and our team on this award and recognition.

In the role-play area, children have the opportunity to take on different roles, act out special experiences, stories, or everyday situations, or process them. Here, both structured role-play and, above all, free role-play can take place.

Language and social skills, in particular,
are supported in this area. The children
talk to each other to discuss the course of the game and the rules
or to make agreements. Actions
are accompanied by language, or the children
talk with a fictional playmate.

To understand the world and find a way to engage with it, children need materials that can be explored in many ways—things that raise questions and offer the opportunity to contribute their own ideas, experiment, and find answers. “Real objects” from the adult world and natural materials are more exciting than toys that embody a single play idea preconceived by adults.

We’ll tell you more about this in our role-playing data sheet

ROLE-PLAYING GAME DATASHEET

Institute for Occupational Safety and Health Highlights the Benefits of an Acoustically Optimized Learning Environment

Learning is a lifelong process. Daycare centers, schools, and universities are key settings for acquiring knowledge. To ensure that learning and participation are accessible to everyone in these settings, suitable learning environments are essential—including in terms of room acoustics. After all, noise hinders learning. The Institute for Occupational Safety and Health of the German Social Accident Insurance (IFA) emphasizes that good acoustic design in educational institutions benefits everyone, on the occasion of Noise Awareness Day on April 24, 2024.

“Optimal room acoustics are essential for healthy learning and teaching,” says Dr. Florian Schelle, Head of the Noise Division at the IFA: “Speech intelligibility must be optimal, especially in the educational sector. Learners and teachers with hearing impairments, hearing aids, or cochlear implants require particularly good acoustic conditions to be able to follow spoken communication. The great thing is: Good room acoustics benefit everyone, not just people with hearing impairments.”

It generally reduces listening strain, promotes concentration and attention, and helps with language processing difficulties when communication takes place in a language that is not the learner’s native tongue. And as an added bonus, it boosts motivation and performance, while the negative effects of poor acoustics—noise, stress, and exhaustion—are avoided. Educational staff also benefit from this and can work longer and more healthily in their jobs.

And there is much to be done, as reverberant rooms and poor acoustics are not uncommon in the German education system. The basic requirement and by far the most effective improvement measure is an acoustic ceiling. It absorbs sound and thus reduces reverberation time. In addition, there are a variety of complementary measures such as impact sound insulation on the floors, felt or rubber glides under chairs and tables, or carpeting in particularly noisy areas.

Detailed guidelines can be found in state regulations; prevention specialists from the statutory accident insurance providers can advise and support educational institutions on this matter as needed.

Source: Newsletter 04/18/2024 - German Social Accident Insurance (DGUV) e.V. - Umbrella Association of the Professional Associations and Accident Insurance Funds, Glinkastraße 40, 10117 Berlin

Movement is a key to the world
In an article about movement spaces in daycare centers published in the February 2024 issue of TPS magazine, Kameleon Managing Director Gottfried Schilling and Kameleon Product Designer Tobias Richter advocate for designing movement spaces in a way that encourages children to engage in self-directed physical activity.

Movement is not the same as sports, the daycare space experts emphasize. Sports mean: Adults dictate movement sequences. And children often wait until it is their turn to perform them. As a result, they move far less during sports classes than they would otherwise, and they cannot decide how they want to do it. For the most part, such sports activities have a classroom-like character and are accompanied by comparisons and evaluations. Many children get the impression: “I can’t do this. I’m not athletic,” and lose confidence in their abilities.

Moving independently, experiencing one’s own body
Yet movement is a key to the world, especially for young children. This is how they come to understand their surroundings while simultaneously discovering the possibilities their own bodies offer. By overcoming physical challenges through their own efforts, they gain a sense of self-efficacy and boost their self-esteem. They become more agile, and the risk of injury decreases. However, these results only materialize when children move of their own accord and are given the necessary time and a suitable environment to do so.

Creating Challenging Play Spaces
Ideal play spaces or areas in daycare centers are therefore designed to encourage climbing, crawling, scrambling, swinging, and playing. Play platforms meet these requirements. They offer various routes to the top and to every corner of the structure via stairs, ladders, wave-shaped steps, bridges, and nets. As children get older, they reach higher and higher, discovering new places and hiding spots. This keeps the space exciting, and every child can explore it at their own pace.
In their article, the authors also discuss the connection between physical activity and role-playing, as well as how to manage accident risks. They emphasize the importance of quiet corners within the space and offer tips for encouraging physical activity in the outdoor area.

Download tps article

“Education in 3D”: That is the title of a Kameleon company profile published by the carpentry trade journal BM in its February 2024 issue.

The author of the article, Eike Ostendorf-Servissoglou, visited our plant in Fassoldshof, Franconia, and spoke with Plant Manager Jürgen Kolb and Marketing Manager Bernd Weber. She was impressed by the extensive machinery, the way we work, and our unique products. In her article, she shares her impressions of the facility. She also discusses special Kameleon projects, our marketing activities, and the spirit that defines our company.

Here you can read the complete article—courtesy of the BM editorial team and Konradin Verlag.

To the BM article

Especially during the first three years of life, children gain experiences by using their entire bodies. Their need to move forward, to feel themselves, and to perceive the world around them through these movements is immense. Whether it involves crawling, creeping, standing up, walking, sliding, or climbing—toddlers need an environment that allows them to develop their skills through constant repetition. This requires both ample space and protected areas. Aids and challenges such as handholds, railings, stairs, an inclined plane, and platforms challenge and encourage these developmental steps.

It is important to us to design this variety of opportunities for movement to support children in their motor development. With an interdisciplinary approach drawing on the fields of education, interior architecture, design, acoustics, and carpentry, we design challenging movement landscapes that comply with the standards of DIN EN 1176 and the requirements of accident insurance funds.

For one of these projects, we collaborated with the University of Bayreuth to develop and build a movement-focused nursery that offers diverse, challenging, and age-appropriate opportunities for movement. The experiences and insights gained from this collaboration and professional exchange inform our work, with the goal of creating quality spaces for children.

With support from the University of Bayreuth and funding from the Federal Ministry of Education and Research, the Queb e.V. project was developed with the goal of promoting more physical activity in daycare centers. In this journey toward a movement-friendly daycare center, Kameleon is involved in training as well as through the participation of its own employees in the continuing education of so-called Queb coaches. In this way, we can work together to support daycare centers in analyzing their current situation, formulating specific goals, and jointly determining measures.

Physical activity promotes children’s health in the long term and serves as their gateway to the world.

QUEB FLYER

A day at daycare is demanding and challenging. That’s why breaks are important. But what child wants to go all the way to the nap room just for a quick break? At the Inclusive Family Center in Korbach, North Hesse, every group room features raised platforms, caves, and nooks—in other words, quiet spaces for every taste. Stella Rönsch, deputy director of the facility, writes about this in an article for the magazine klein & groß

Being part of the group while still feeling protected: This can mean something different for every child. Children with severe multiple disabilities, for example, find such places on platforms, says Stella Rönsch from the Korbach Family Center. Mobile children like to retreat to raised platforms. This option is particularly well-suited for introverted children. From there, they can keep an eye on what’s happening in the group room without having to worry about being approached themselves. Stella Rönsch also observes that recharging one’s batteries isn’t just a solitary activity. Sometimes several children sit close together in a cave or nook and are visibly at ease.

The article concludes with five tips from Kameleon space consultant Anja von Karstedt. She explains the basic considerations for positioning and designing quiet spaces.

To the article

In many daycare centers, it’s as loud as a construction site. Our experts measure noise levels of over 80 decibels. No wonder we constantly hear the plea, “Please be quiet!” In an article in the magazine “Meine Kita,” Kameleon acoustics expert Udo Dünisch explains how to actually restore calm.

“It’s rarely just the children’s fault that hardly anyone can hear themselves speak in the group room,” writes Udo Dünisch, a sound engineer and specialist in speech intelligibility in educational spaces. Rather, long reverberation times are the root of the problem. The smooth surfaces of floors, walls, ceilings, and furniture reflect the sound produced by every noise and every spoken word. They then send it crisscrossing through the room. The noise level thus keeps rising. Anyone who wants to be heard automatically speaks louder—pure stress for everyone in the room.

In the Meine-Kita article, the expert explains how this noise can make people sick and what daycare providers can—and, according to the Occupational Safety and Health Act, must—do about it. He explains that sound absorbers can help create a quiet environment and outlines what needs to be considered during the planning phase. Finally, he offers four quick tips for reducing noise levels.

The article “Quiet, please!” from “Meine Kita” (Issue 03/2023) is available for download here:

Download article

Addressing staff shortages is a top priority in the childcare industry. Providers are discussing what they can do to ease the burden on stressed staff. Kameleon Managing Director Gottfried Schilling criticizes that one important aspect is rarely mentioned: the physical environment. In an article in the journal *KiTa aktuell*, he highlights how well-designed childcare spaces can help alleviate the workload on staff.

“What the space regulates as a third educator, the staff member does not have to regulate,” says Gottfried Schilling. Using examples, the author illustrates how well-designed spaces help provide orientation, minimize potential for conflict, create calm, reduce stress, and enable ergonomic work.

Maren Buchholzke, director and owner of Stadtzwerge, an operator with four facilities in Heilbronn, shares her experiences with her new daycare rooms designed by Kameleon in the article. “The rooms are stunningly beautiful and possess a special power,” she says.

You can download the full article “Good Spaces Ease the Burden on Staff” from KiTa aktuell 2/2023 here.

TO THE ARTICLE

In an article on the education portal erzieherin.de, Kame­leon CEO Gottfried Schilling and Anja von Karstedt, a space consultant at Kame­leon, offer tips on how daycare teams can transform their spaces from obstacles into allies.

In their article on erzieherin.de, our space experts address the following topics:

Our goal: We want readers to take away ideas that enable them to make immediate improvements and design their daycare rooms to be clearer and more pleasant for both children and staff.

To the article

In Reggio pedagogy, parents and early childhood educators view the space as a third educator. In an article for the magazine “Meine Kita,” Gottfried Schilling describes what early childhood education spaces should offer in order to fulfill this role.

Early childhood education spaces must meet four essential requirements, writes the educational space expert:

The article succinctly describes what can help meet these requirements. The text provides initial insights into spatial design issues and highlights the complexity of the topic. After all, “educational spaces are pedagogy in 3D,” as the author writes.

For the headline “Down with the Decor!” the publisher drew inspiration from the tip that concludes the article. In it, Gottfried Schilling suggests doing away with decorative items that serve no purpose. “Daycare rooms should contain only what children need for their play,” he writes. Because too many visual stimuli overwhelm children and make it harder for them to orient themselves.

You can read the article “Down with the Decor!” from Meine Kita (Issue 4/2022), pages 18–19, here:

Click here to read the article