What is the Berlin model?

The Berlin model is a concept for settling children into kindergarten or nursery, which primarily relies on secure attachment and gentle separation is emphasized. Also known as Berlin settling-in model U3, as it is used with children under three years old. It describes how children are gradually and in an attachment-oriented way settled into a new care situation.

The development of the Berlin settling-in model:

The Berlin model is one of the most commonly used settling-in models in nurseries and daycare centers. It was in the 1980s by the educators Hans-Joachim Laewen, Beate Andres and Éva Hédervari-Heller at the Berliner INFANS Institute for applied socialization research/early childhood e.V. developed.

The basic assumption of the Berlin concept:

The Berlin model is based on two assumptions: On the one hand, that a successful settling-in phase is the foundation for all later educational and developmental processes is and on the other hand, that toddlers more easily a relationship with children and caregivers at the daycare establish when they are accompanied in the initial period by a close caregiver.

The structure of the Berlin model:

The model presupposes comprehensive information for parents about the settling-in process, which is followed by four phases of settling-in: initial phase, first separation attempt, stabilization phase and final phase. Over the entire course of the settling-in process, the active participation of parents or other caregivers is required.

Step by Step: The Four Phases of the Berlin Model

Before the actual Settling into the nursery and in daycare the Berlin model always begins with the information meeting. Here the educators explain the Berlin model to the parents and describe how the four phases of the settling-in process take place. Parents can ask questions or inform educators about any special needs their child has.

Initial phase

The initial phase usually lasts three days. On these days a parent accompanies the child to the daycare and stays there with them for one to two hours. Father or mother remain in the background. Their task is to provide security while the educators establish the first contact with the child and try to include it in the group.

Separation attempt

On the fourth or fifth day of the settling-in process a first separation attempt is made. This short separation is intended to assess, how much time for the remaining settling-in is needed. For this, a parent stays with the child in the room for a few minutes and then says goodbye. An educator takes care of the child and observes its reactions:

• If the child continues to play or can be soothed by the educators after a brief crying without problems, the settling-in period to approx. one week shortened.

• If the child reacts strongly to the separation from the parent and cannot be soothed by the educators, the parent is immediately brought back into the room. Usually a settling-in period of 2–3 weeks planned.

Stabilization phase

After the initial phase – roughly at the same time as the first separation attempt – the educators begin to take over feeding, changing diapers or playing with the child and thus build a relationship of trust. The accompanying parent moves further into the background. If the child responded well to the first separation attempt, the separation phases are now extended daily. If the first separation was difficult, one waits a few days before the next attempt.

Final phase

Father or mother no longer come along with the child to the kindergarten, but are nearby and reachable at any time if the child needs its caregivers.

Differences between the Berlin and Munich settling-in models

Besides the well-known Berlin settling-in model there is also the Munich model, which also offers a structured but more participatory form of settling-in in nursery or daycare. The following table shows the most important differences:

Basic prerequisite: attention during settling-in

Settling-in models such as the Berlin model or the commonly practiced Munich model provide a good framework for both the communication between daycare and parents, as well as for the settling-in itself: If the settling-in follows a specific model, all those involved know what to expect and what to do at each point in time.

But: Every child is different. Some children find their way in the new environment immediately and actively approach caregivers and other children; others need much more time to separate from their parents. A rigid model makes little sense in this case; rather it serves as guidance, to enable an individual settling-in without stress.

Both educators and parents are called upon. They must judge when to take the next step, and above all parents must be prepared to allow their children to be separated. In any case, mutual trust and willingness to cooperate are the most important prerequisites for a harmonious daycare settling-in.