Dear parents,

As your child enters our nursery, this is usually the start of the first longer separation and the first detachment from the parental home. Your child is starting a new phase in their life. They are curious, open and want to conquer the world.

We want to guide your child along their way, providing a momentum that your child can take on gladly. We want to strengthen their strengths and weaken their weaknesses. Because it is only with a healthy self-confidence that your child can open themselves up to new things, learn new things and thus master the course of their life.

The nursery at the DSN is a meeting place for children from all over the world. It enables and promotes interpersonal, cultural and verbal interaction between the children.

We look forward to seeing you! Because we keep our door and our ears open to you and your child.

Best wishes,

About Us

The International Kindergarten of the German School is a bilingual all-day nursery and accepts children between 18 months and six years in its play and nursery groups.

In the 2022/23 school year, 124 children are attending our nursery and they are supervised in eight groups - each by one German-speaking and one English-speaking teacher/assistant. The nursery is open from Monday to Thursday from 7:30am to 3:30pm and on Fridays from 7:30am to 1pm.

The objectives and focusses of our educational work are social education, language education and nature as a field of learning. We want to ensure through a differentiated and individual teaching, education and supervision style that the development of each child is optimally supported.

As a German nursery abroad, we have the great challenge of orienting ourselves to the different family living situations of the children. The basis for our work is creating a solid social environment both for children who are growing up bilingual or trilingual, but also for German-speaking children, who are affected by (regularly) changing where they live. In all of our activities, we especially value conveying social values and developing personality and forming social contacts are at the heart of our educational activity.

The children in our care should grow up to be “little” individuals, playing and learning without stresses or cares. Nature as a field of education and the daily experiences of nature on the school property or on excursions contribute significantly to this in the day to day running of the nursery.

The Kindergarten Team


Reinders, Katja

Head of Kindergarten


Tumay, Mia

Group teacher whales


Milej, Cordula

DaF Coordinator


Bedarf, Valentin



Hellmich, Yannick



Hoffmann, Margaret



Kwamboka, Esna

Substitute Teacher


Makinda, Alice



Mugwe, Mary



Ndiritu, Rachel



Njuguna, Grace



Odunga-Schmidt, Nellie



Olbert, Nora



Singili, Lilian



Wairimu, Ann

Substitute Teacher


Wairimu, Sofia



Wambui, Judy



Wangechi, Idah



For the classes of 2-3-year-old and 3-6-year-old children, there are individually tailored learning processes, which are adapted to the heterogenous, bilingual groups and the GFL groups.


    Basis for learning and achieving together and individually

    • Cooperation
    • Independence
    • Developing strategies and solutions independently
    • Taking on responsibility

    Language development and communication

    • Learning to listen
    • Being able to express yourself
    • Entering into a verbal exchange
    • Being able to express your own experiences and feelings and actively participate in lessons
    • Retelling
    • Grammatically correct use of speech
    • Learning to recognise letters (visually and aurally)
    • Exercises with syllables and sounds

    Getting to know yourself, the other children and adults and forming relationships

    • Treating yourself and others with esteem and respect
    • Dealing with praise and criticism
    • Learning to recognise and express your own feelings
    • Finding your place in the group
    • Resolving and overcoming conflicts
    • Understanding and following the rules of being together
    • Values and standards
    • Learning to appreciate your own performance

    Diet and movement in a health-promoting environment

    • Getting to know your own body with confidence
    • Diet education
    • Sufficient movement in a suitable environment

    Experiencing and developing your own body and what it can do

    • Promoting agility when interacting with your own body
    • Developing strength
    • Learning about devices
    • Moving to music
    • Developing rhythm

    Playing games involving numbers in day to day life and targeted learning and understanding of numbers and quantities

    • Counting
    • Putting things in order
    • Sorting
    • Simple arithmetic
    • Learning to recognise numbers
    • Learning about various shapes

    Where do I come from? Where do I live? How do other people live?

    • Discovering the school environment near and far
    • Experiencing nature with all five senses
    • Learning about plants and animals
    • Learning about your own culture, the culture we live in and other cultures

    Experimenting and exploration

    • Recognising the four elements
    • Learning about materials and their features
    • Experiencing and being amazed by phenomena
    • Singing
    • Listening to music
    • Implementing music in the daily routine as a means to an end
    • Learning about various music styles and pieces of music
    • Making and composing music yourself
    • Music as a source of inspiration for painting, dancing, etc.

    Working with various materials, techniques and utensils on prescribed tasks and for individual expression

    • Drawing
    • Colours
    • Painting with various utensils
    • Crafting and designing in two and three-dimensional space indoors and in nature
    • Working safely when using tools
    • Learning about artists, their art and their lives

    Working with technical devices and paper media

    • Discovering picture and non-fiction books and learning to use them as a source of information
    • Learning to operate the devices available where appropriate (e.g. CD player, computer, camera, etc.)


The DSN nursery knows that a structured and regular daily schedule is very important for the children. For this purpose, we convey rules and standards to the children, which are very important, both for their interactions with one another and their own journey of discovery.

The children thus have the opportunity to play freely, move around and even be loud, but also have the opportunity to retreat and relax, and all this in accordance with their needs and interests. With this structure and a variety of activities, the children learn both through social interaction and individually. Our daily routine with its rhythm and the shared activities, gives the children structure and security.

The children in our care should grow up to be “little” individuals, playing and learning without stresses or cares. Nature as a field of education and the daily experiences of nature on the school property or on excursions contribute significantly to this in the day to day running of the nursery.

Nature as a Field of Education

UNICEF (The Child Welfare Organization of the United Nations) describes the right of every child to live and play in a stimulating and healthy environment. Nature stimulates the child’s development in every way and studies show that children are close to nature. We therefore see nature as an important aspect in the development of the child.

Nature offers us various opportunities to research and discover materials, objects and a large open space independently. Here, our children learn about flora and fauna and can let their imaginations run wild with the natural materials they find. In tune with nature, skills in lots of areas of development are extended and strengthened entirely naturally, such as motor function, sensory function, social and emotional development, music and art and also language.

On the one hand we implement this with excursions for two of our groups once a week to the Karura Forest in Gigiri. There we can observe birds and butterflies, learn about trees and plants, work with natural materials and be as one with nature.

We have a nature day once a week for the other groups too; only natural materials are used for crafts, play and learning, for example, to show children how they can better be aware of their environment and protect it.

All our groups take part in these activities and the children are offered a further opportunity to interact with bigger and smaller children. The children in our care should grow up to be “little” individuals, playing and learning without stress or cares. Nature as a field of education and the daily experiences of nature on the school property or on excursions contribute significantly to this in the day to day running of the nursery.

German As A Foreign Language

Language development/GFL

In our language programme, we have set ourselves the goal of considering all the relevant languages in the nursery and identifying the roles of these languages in the overall context of the nursery. We thus support the multilingualism of the children because we think that school should work as an educational island and we want to promote intercultural skills. For the concrete didactic-methodological arrangement of foreign/second language teaching (in our case German), the learning groups are put together in a linguistically heterogenous way. The educational transfer and the acquisition of several languages do not take place in immediate succession, but we aim for the objective of multilingualism as a skill.

Language lessons in nursery take place once a week in the nursery groups for all children. The preschool children also have lessons with the preschool coordinator and/or GFL coordinator in small groups of up to 8 children three times a week. Once a week, all the preschool pupils meet and learn and consolidate socio-emotional skills in a targeted way in the group context. Learning is done through play, motor skills and with all five senses.

Our teachers have an additional qualification in the field of GFL/GSL and can thus react professionally to the children’s needs. There is also a close exchange between the nursery and the primary school so that the transfer to the next stage of education can take place as smoothly as possible. Our objective is to create language profiles at points of intersection like school entry; these include questionnaires and interviews for parents, the child’s self-assessment, records of observations and skills tests.


Our preschool year aims to optimally prepare the children for the first grade in the German school system. Our objective is to give each child the necessary skills and abilities on their way that they need for the first grade. The preschool is taught in German.

Preschool is taken in various scenarios:

  • In small groups in the classroom under the supervision of the class teacher
  • In small groups of students from different classes with the preschool coordinator and the GFL coordinator
  • As one big group once a week for social purposes
  • As one big group on excursions, at events
  • In the last few months, the future teaching staff are also included

We concentrate on the following areas for preparation:

  • Emotional skills - developing self-confidence, emotional stability and postively accepting new tasks
  • Social skills - being open towards other children and teachers; communication on various levels
  • Motor skills - practicing gross and fine motor skills, self-control
  • Cognitive skills - recalling information, being able to follow instructions
  • Listening and understanding - in context in the German language, as a basis for learning
  • Concentration and focus - concentrating consciously, staying on task
  • Independence and self-awareness - taking on responsibility and having self-confidence to achieve the objectives of daily learning

How do we achieve these goals?

  • Through play and guided activities, the children encounter the alphabet, start to understand grammar and can grasp quantities
  • Communication between the teaching staff to meet each child where they are
  • Through project work, we take into account the children’s needs and interests and thus guarantee enthusiasm
  • Through positive feedback, encouragement and a teaching plan, which is adapted to their abilities and yet is appropriately challenging
  • Individual observations, which support children in their needs, an external member of teaching staff is by our side in the event of special needs

We set out to support each child individually and unconditionally and thus to enable the children to get a good start in school.

The German school system no longer has a strightforward preschool. Instead the preschool children remain in their usual groups in the nursery and participate in regular activities to prepare them for school. The preschool children meet with their teacher on a weekly basis and she leads them in writing exercises to support pen holding and fine motor skills, language and logical tasks or social skills training. The preschool should prepare the little school starters in a targeted and sensitive way for their future school day. For example, this includes getting to grips with being in a group, practicing motor skills, which are important for writing, sitting still, listening and talking, a road traffic lesson and much more. Fears of the unknown should be overcome and excitement and enthusiasm for learning and for school awakened. A few months before the official end of the time at nursery, there is an enrolment assessment. This should test the motor, physical and mental development of the child. This enables us to determine whether they can withstand the school day. If a child is not yet ready to start school, this is no cause for concern. It simply means that they require another year to prepare. Some children simply take a little more time to develop - and if we allow them this time, they often hit the ground running later! Making a child start school too early would be problematic, because the child would then be constantly overstrained and thus very stressed. If the child is not as far ahead as most children their age with language or in terms of socialisation (making friends, not interrupting, overcoming shyness) especially, we recommend extending the preschool period or nursery to support the child in these areas.

Afternoon Activities

Extracurricular activities

Our Kindergarten also offers various afternoon activities. Each activity is attended by a maximum of 15 children and is supervised by two teachers.

Some of the activities offered are:

Arts and crafts

Arts and crafts make the creation process enjoyable for children as they use various methods and materials.

Science and experimentation

This includes entertaining, safe, age-appropriate projects, which help children to learn more about their environment.

Dance and fitness

This programme has the aim of promoting a healthy lifestyle and improving fitness in child-appropriate and playful ways.


Here we explore and discover our environment. We also have the opportunity to plant and harvest various vegetables in our nursery.


This activity is offered twice a week due to the high demand. Teamwork and lots of patience are required to prepare food.

Fairy tales

Fairy tales give children the opportunity to improve their social skills by conveying fundamental values.

German songs

This activity includes not only singing, but also roleplay, rhymes and movement. Once of the primary objectives is to awake an interest in a foreign lanaguge in the children.


As our school is in Kenya, where Swahili is the second most commonly spoken language, we also work to bring the children closer to Swahili culture. This enables them to express themselves in their surroundings and environment.

Needles, thread and wool

The primary objective is to promote the development of fine motor skills. We also work to strengthen concentration and patience.

Kindergarten Contact Information

Substitute Teachers0758;
Head of Kindergarten - Katja Reinders0720
Deputy Head of Kindergarten - Mia Tumay0713
Afternoon Telephone0725 710086
Head of Bus Operations0722 766339
Reception0733 445685 / 0721 258417
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