What is the Berlin model?

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

The origin of the Berlin settling-in model:

The Berlin model is one of the most commonly used settling-in models in nurseries and daycares. It was developed in the 1980s by the educators Hans-Joachim Laewen, Beate Andres and Éva Hédervari-Heller at the Berlin INFANS Institute for Applied Socialization Research/Early Childhood e.V.

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 and on the other hand, that young children more easily form a relationship with children and caregivers at the daycare when they are accompanied during the initial period by a close caregiver.

The structure of the Berlin model:

The model requires comprehensive information for parents about the settling-in process, which is followed by four phases of acclimatization: initial phase, first separation attempt, stabilization phase and final phase. Throughout the entire settling-in process, the active involvement 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 daycare the Berlin model always has the information meeting. Here the educators explain the Berlin model to the parents and describe how the four phases of settling-in take place. Parents can ask questions or inform educators about their child's special needs.

Initial phase

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

Separation attempt

On the fourth or fifth day of settling-in a first separation attempt is undertaken. With this short separation it should be assessed, how much time is needed for the rest of the settling-in is required. 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 their reactions:

• If the child continues to play or can be soothed by the educators after brief crying, the settling-in period to approx. one week can be shortened.

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

Stabilization phase

After the initial phase – so roughly at the same time as the first separation attempt – the educators begin to take over feeding, changing or playing with the child and thus build a relationship of trust. The accompanying parent moves further into the background. If the child reacted 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 accompany the child into kindergarten, but remain nearby and can be reached at any time if the child needs their 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 for nursery or daycare. The table below shows the main differences:

Basic prerequisite: attentiveness during settling-in

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

But: Every child is different. Some children settle into 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; instead it serves as Orientation, to enable an individual stress-free settling-in.

Both educators and parents are required to act. They must consider when to take the next step, and above all parents must be willing to let their children undergo the separation. In any case, mutual trust and willingness to cooperate are the most important prerequisites for a harmonious daycare settling-in.