Writing a pedagogical concept: Guide & template

Writing a pedagogical concept: Guide & template

Every daycare, every playgroup and every day-care family organisation needs a pedagogical concept. It is not just a mandatory exercise for the operating licence — it is the heart of your facility. The pedagogical concept describes how you work, why you work that way and what children and parents can expect from you.

This guide takes you step by step through the structure of a pedagogical concept. You will learn which content is mandatory, how to meet cantonal requirements that differ from place to place and which mistakes to avoid. At the end, you will have a clear structure that you can adapt for your own facility.

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What is a pedagogical concept?

A pedagogical concept is a written document that describes the foundations, goals and methods of your pedagogical work. It answers three central questions:

1. What do we want to achieve? (Goals and values)
2. How do we work? (Methods and daily routine)
3. Why do we work this way? (Professional justification)

Distinction: Pedagogical concept vs. operating concept

Document	Content	Purpose
Pedagogical concept	Values, approach, methods, child development	Professional foundation, quality assurance
Operating concept	Organisation, staffing, finances, premises	Operating licence, business planning
Mission statement	Brief summary of vision and values	External communication

In practice, the pedagogical concept and operating concept are often combined in one document. For the operating licence, you need both. More on the entire licensing process can be found in the guide Licence for childcare.

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Why do you need a pedagogical concept?

1. Legal requirement

In all Swiss cantons, a pedagogical concept is a prerequisite for the operating licence of a daycare. The cantonal supervisory authority reviews the concept as part of the licensing process and during inspections.

2. Quality development

The concept forces you and your team to reflect on and justify your pedagogical work. It creates a common basis and prevents each carer from working according to their own judgement.

3. Transparency for parents

Parents want to know how you work with their children. A well-written concept gives them confidence and helps them decide for or against your facility.

4. Orientation for the team

New staff, trainees and interns receive clear orientation through the concept. It defines the framework within which they work.

5. Quality label

Anyone aiming for the QualiKita label or other certifications needs a well-founded pedagogical concept as a basis. More on this in the guide QualiKita certification.

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Structure of a pedagogical concept: The chapter outline

A complete pedagogical concept typically comprises 15 to 30 pages. Here is the recommended structure with the key content.

1. Introduction and mission statement

• Brief presentation of the facility (name, location, sponsoring body, size)
• Vision: What do we want to achieve for the children?
• Mission statement: 3 to 5 core statements summarising your approach
• Pedagogical approach: Which pedagogy do you follow?

Example mission statement sentences:

• "Every child is unique and develops at their own pace."
• "We create an environment where children can explore and learn safely."
• "We maintain an educational partnership with families on equal footing."

2. Image of the child

This section describes how you see the child — as a competent, active agent of their own development or as a vulnerable being that needs to be guided? Most modern concepts are based on the image of the competent child.

• The child as an active learner
• Individual development trajectories
• Participation and co-determination
• Resource orientation instead of deficit focus

3. Pedagogical approach

Here you describe the theoretical framework of your work. You don't have to commit to a single approach — many daycares work eclectically and combine elements of different approaches.

Approach	Core	Special feature
Montessori	"Help me do it myself"	Prepared environment, independence
Reggio Emilia	Child as researcher	Project work, documentation, atelier
Waldorf/Steiner	Rhythm and imitation	Natural materials, fixed rituals
Situational approach	Learning from life situations	Picking up the children's themes
Forest pedagogy	Nature as learning space	Daily time spent in the forest
Open work	Function rooms instead of groups	Self-determination, freedom of choice

4. Daily structure and rituals

Describe a typical day in your facility. Parents and authorities want to see that the day is structured but also leaves room for free play.

Time	Activity	Pedagogical justification
07:00–08:30	Arrival, free play	Gentle transition, individual greeting
08:30–09:00	Morning circle	Experiencing community, providing orientation
09:00–09:30	Morning snack	Independence, table culture, nutrition
09:30–11:00	Guided activity or garden	Development support, movement, nature experience
11:30–12:15	Lunch	Nutrition education, social learning
12:15–14:00	Rest time	Recovery, body awareness
14:00–15:30	Free play, creative time	Self-initiative, creativity
15:00–15:30	Afternoon snack	Community, independence
15:30–18:00	Garden, pick-up time	Movement, individual conclusion

5. Spatial concept

Rooms are the "third educator" (Reggio pedagogy). Describe how the rooms are designed and what pedagogical function they fulfil.

• Group room: layout, play areas, retreat spaces
• Movement room: gross and fine motor skills
• Creative area: materials, accessibility
• Outdoor area: nature experience, movement, sensory experience
• Sleep/rest area: security, individual sleep needs

6. Settling-in

Settling-in is one of the most sensitive phases for child and parents. Describe your settling-in model in detail.

Berlin settling-in model (most widely used in Switzerland):

Phase	Duration	Description
Basic phase	Day 1–3	Parent stays with the child at the daycare (1–2 hours)
First separation attempt	Day 4	Brief separation (a few minutes), parent stays nearby
Stabilisation	Day 5–14	Separation times are gradually extended
Completion	From day 14	Child has built trust with the primary carer

Important: The duration is individual. Some children need 1 week, others 4 weeks. Communicate this to the parents from the start. Pressure and haste harm the child.

7. Nutrition concept

• Principles (balanced, child-appropriate, seasonal, regional)
• Meal structure (morning snack, lunch, afternoon snack)
• Handling allergies and intolerances
• Cultural and religious dietary needs
• Independence at mealtimes (children serve themselves)

8. Observation and documentation

Describe how you observe and document the children's development.

• Observation instruments (e.g. portfolio, educational and learning stories, standardised forms)
• Frequency of observation
• Use for parent meetings and team reflection
• Data protection in documentation

9. Cooperation with parents

The educational partnership with parents is a central component of modern daycare pedagogy.

• Settling-in meeting
• Regular development meetings (at least once per year)
• Parent evenings
• Daily handover
• Parent council or parent involvement
• Complaints management

10. Integration and inclusion

• Dealing with children with special needs
• Early childhood special education (collaboration with specialist services)
• Language support for multilingual children
• Gender-reflective pedagogy
• Anti-discrimination

11. Managing transitions

• Transition family–daycare (settling-in)
• Transition within the daycare (group change)
• Transition daycare–kindergarten

12. Teamwork and quality assurance

• Team structure and responsibilities
• Team meetings (frequency, content)
• Supervision and peer consultation
• Continuing education
• Concept revision (how often, by whom)

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Cantonal requirements: What is reviewed?

The cantonal supervisory authority reviews the pedagogical concept as part of the operating licence. The requirements vary, but the following points are expected almost everywhere:

Area	Typical requirement
Staff-to-child ratio	Defined in the concept, according to cantonal requirements
Settling-in	Described settling-in model
Parent involvement	Regular parent meetings documented
Daily structure	Balanced daily routine with free play and guided activities
Nutrition	Nutrition principles, handling of allergies
Safety	Emergency concept, fire safety, duty of supervision
Quality assurance	Regular revision of the concept

The entire founding process is described in the guide Founding a daycare in Switzerland.

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Common mistakes when writing a pedagogical concept

1. Too theoretical and abstract

Problem: The concept reads like a textbook — full of theories but with no connection to daily practice. Better: For each principle, describe a concrete example from your daily routine. "Participation means for us that the children decide during morning circle whether we go to the garden or the atelier."

2. Copy-paste from the internet

Problem: The concept is cobbled together and has no connection to your own facility. Better: Use templates as inspiration, but write the concept in your own words and with reference to your facility.

3. Concept does not match reality

Problem: The concept says "forest days every Thursday", but in practice this never happens. Better: Only write what you actually implement. The supervisory authority will check whether the concept and practice align.

4. Written once and forgotten

Problem: The concept was written at founding and has never been updated since. Better: Revise the concept every 2 to 3 years together as a team. Changes in daily practice must be reflected in the concept.

5. Forgetting the parents

Problem: The concept is only aimed at the authorities and is unreadable for parents. Better: Write clearly. Parents should be able to read and understand the concept. Additionally create a short version (2 to 4 pages) for parents.

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Checklist: Contents of a pedagogical concept

• Introduction and mission statement (vision, values, approach)
• Image of the child (view of the person, understanding of development)
• Pedagogical approach (theoretical foundation)
• Daily structure and rituals (detailed daily schedule)
• Spatial concept (description and pedagogical function of the rooms)
• Settling-in model (Berlin model or alternative)
• Nutrition concept (principles, allergies, meals)
• Observation and documentation (instruments, frequency)
• Cooperation with parents (meetings, parent evenings, complaints)
• Integration and inclusion (special needs, language support)
• Transitions (settling-in, group change, kindergarten)
• Teamwork and quality assurance (meetings, continuing education, supervision)
• Safety and health (emergency concept, hygiene, supervision)

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Tips for the writing process

1. Write as a team: Involve your whole team. A workshop day can lay the foundation.
2. Structure first: Create the outline first, then fill in the chapters.
3. Use examples: Concrete everyday examples bring the concept to life.
4. Simple language: Avoid jargon or explain it.
5. Get feedback: Have the concept reviewed by a colleague, a parent and if possible a specialist.
6. Consider layout: A professionally designed concept makes a good impression. Photos from daycare life lighten the text.
7. Create a short version: In addition to the full concept, a 2- to 4-page parent version.

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Conclusion: Your concept is your compass

A good pedagogical concept is not a bureaucratic mandatory document — it is the compass for your daily work. It gives you and your team orientation, creates transparency for parents and authorities and helps you continuously develop your quality.

The most important points:

1. Write the concept as a team — it is a shared document, not a solo effort
2. Be concrete — describe daily practice, not just theory
3. Keep it current — revise every 2 to 3 years
4. Think of the parents — write clearly and create a short version
5. Live the concept — it only helps if practice and paper align

Ready to make your care offering visible? Create your provider profile on kizi.ch now and show parents what your facility stands for.

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Sources: Orientation framework for early childhood education, care and upbringing in Switzerland (2012, revised 2016), kibesuisse — Swiss Childcare Association, Marie Meierhofer Institute for the Child, cantonal guidelines for supplementary childcare, QualiKita quality standards. As of: February 2026.