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1. Familiarisation at a preschool: What does it actually mean?
The first day at preschool is often very special and exciting for children and their parents. For the parents, settling in to the preschool marks the beginning of a new phase of life, while the children have to find their way in an unfamiliar environment. A successful familiarisation is therefore of great importance to ensure a pleasant start to preschool. Thanks to their experience, educators can support parents and children in making the introduction to preschool as positive as possible. The familiarisation phase basically describes the gentle introduction of a child to life at the preschool. They get to know their teachers as new caregivers and familiarise themselves with the daily routine at the preschool. They meet other children, make new contacts and find their place in the group. In many cases, the presence of a parent helps the children to explore their new surroundings so that they later have enough courage to stay in the preschool on their own. The process and success of settling in to the preschool depends heavily on the character of the child and the transition must be organised individually with a great deal of patience and care.
2. Why is preschool familiarisation so important?
Successful familiarisation with the preschool in the first few weeks is a key prerequisite for the child feeling safe afterwards and being able to enjoy their time at the preschool without any worries. If they feel comfortable and secure in their new environment right from the start, they can make friends, develop and find their place in the preschool community. Well-integrated children have a better relationship with their teachers as caregivers and have fewer difficulties eating and sleeping at preschool. Successful integration also has a positive impact on the relationship between parents and child, as the children learn that their parents will come back even after they have left. It is particularly important for the educational partnership between teachers and parents that there is mutual trust and open communication. If parents feel reassured and secure, they can transfer this feeling to their child, making it even easier to build trust.
3. How long does the familiarisation period at the preschool last?
The duration of the familiarisation process is highly dependent on the individual character and age of the child and cannot be determined in general terms. Some children are ready to leave their parents after just a few days, while very parent-centred children can take several weeks to feel comfortable in the preschool. Different familiarisation models also differ in terms of duration and take between two and four weeks to successfully complete the familiarisation process. It is important that the child takes centre stage as an individual and that parents allow enough time for the child to settle in at preschool so as not to put the child under pressure.
4. What is the difference between the Berlin and Munich familiarisation models?
There are two main familiarisation models used in Germany: the Berlin model and the Munich model. Both familiarisation models aim to successfully welcome and integrate a child into the preschool within days to weeks and make them feel safe. In principle, both models are geared towards the familiarisation of children under the age of three, but can be adapted and modified to suit individual needs. In all cases, parents are invited to an information meeting before the start of childcare and informed about the advantages of the model used.
The Berlin familiarisation model
The Berlin model for preschool familiarisation focuses on making the process as simple and natural as possible for the child and consists of four steps that build on each other. It is based on scientific findings from brain and attachment research.
- The basic phase
During the familiarisation phase, one parent accompanies the child to the preschool and spends the first few hours in the group. This basic phase usually lasts three days, during which the child should get used to the new environment and new people in peace. The parents only take on a passive role and act as a “safe haven” to give their child a feeling of security. The carers try to interact with the new child without pressure by offering play or interaction. There is no attempt at separation yet. - The first attempt at separation
When the child accepts the new carer’s first play offers, it is ready for the first attempt at separation: the accompanying parent says goodbye for around half an hour and retreats to another room. This gives the child the opportunity to try out “being alone”. The next steps depend on the child’s reaction:- If the child remains calm and is not irritated, the third phase can then be started.
- If the child starts to cry but can be calmed by a carer, the first separation attempt is just as successful and the third phase can begin.
- If the child starts to cry and does not allow anyone other than the parent to get close to them, the familiarisation period must be extended.
- The stabilisation phase
In the third phase of the Berlin model, the carers take on more and more tasks and the parents are only present as accompanying persons. Over the following days, the separation time is gradually extended, depending on the child’s reaction. - The final phase
Familiarisation is complete as soon as the child moves around the group without fear and has accepted the teacher as a new caregiver. Now it no longer has a problem being separated from its parents for several hours. It is normal for the child to cry when they are separated in the morning, but they should quickly be calmed down by the carers.
The Munich familiarisation model
The Munich familiarisation model is a further development of the Berlin model, with special consideration of the so-called transition approach. This ascribes particular relevance to the group of children during the familiarisation phase. In this model, the integration into the preschool is divided into five phases:
- Preparation phase
In the first phase, there is an intensive dialogue between the family and the caregiver. Parents are informed about the processes in the preschool and can report on their child’s individual needs. - Familiarisation phase
The first week is spent getting to know the preschool together with the child. Together with the parent, the child takes part in the daily routine of the preschool and gets to know all the procedures. Through repeated observation, children can understand these and rely on their parents as a “safe haven”. Parents still take on all tasks (relating to their own child) and there is no attempt at separation. - Safety phase
During this phase, which lasts around a week, the parents slowly withdraw and the educator takes on the first tasks as a new trusted person, such as helping with dressing or eating. The other children in the group fulfil a role model function during the settling-in period and show how the preschool system works. They welcome the new children into the group and thus convey a sense of security. - Trust phase
In the trust phase, the first separation attempt takes place after the child has gained trust in the preschool and their new carers. It is important to say goodbye clearly and consciously. Crying or another stress reaction is also normal here. If the child calms down after a short time and returns to playing with the group, the familiarisation process can be considered complete. - Reflection phase
Once the familiarisation process is complete and the child is moving through everyday life at the preschool without any uncertainties, a final reflection meeting takes place between the caregiver and parents. Here, the familiarisation process is evaluated in retrospect and the next steps in the joint support of the child are discussed.
You can find tips and an example of a successful development discussion in a preschool in our blog post “Development talk in the preschool: preparation & procedure incl. checklist”.
5. When is preschool familiarisation completed?
The settling-in period is finally complete when the child feels comfortable and safe in the preschool and has established a bond with the teachers and the other children. There is no universal time frame for this – even when settling in according to a model – as each child is individual and needs a different amount of time to get used to the new environment. As a rule, the familiarisation process is finally completed after several months. 
6. How can the familiarisation process be made easier?
In addition to the normal integration process according to one of the models presented, educators and parents can support the child even better with these tips:
- Shared rituals: Fixed rituals during integration – especially in the separation phase – give the child a familiar framework. Examples include daily waving at the window or singing a song.
- Saying goodbye properly: Saying goodbye is easier for the child and parents if it is brief but still affectionate.
- Plan time and avoid excessive demands: The child should be able to adjust to the new environment, the teaching staff and the other children at their own pace.
- Familiar things: Familiar things such as a beloved cuddly toy, dummy or favourite blanket often help to make the transition easier.
- Building trust between parents and carers: A trusting relationship between parents and educational professionals is often transferred to the child and helps with integration.
- Familiarisation in instalments: A maximum of two children should be acclimatised at the same time. Above all, it is important that a child has a permanent carer.
7. What to do if the familiarisation to preschool doesn’t work?
Despite the best efforts made to integrate children into the preschool, it can happen that children cannot be calmed down by the teachers even after a long familiarisation period. In this case, teachers and parents should enter into dialogue and find a solution together. In the event of a failed settling-in period, it may be advisable to wait a few months before making another attempt. In the meantime, parents and children can practise gaining trust in other caregivers. For example, by leaving their child alone with familiar people – such as grandparents or close friends – for a while.
8. Conclusion
A good familiarisation to the preschool is of great importance for the child’s well-being and the start to everyday life at the preschool. Open communication between teachers and parents as well as patience during the familiarisation process are crucial for a successful start to preschool. Most preschools in Germany work with either the Berlin model or the Munich model for familiarisation. Both models focus on a slow integration of the children into the preschool, accompanied by the parents, and differ in the length of the integration period and the time of the first separation attempt. After successful integration, children move around the preschool without fear and have gained trust in the teachers as caregivers and the other children.
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