Examination of the educational process in German kindergartens implementing the Emmi Pikler approach according to the views of educators and administrators

This study aims to examine how the fundamental principles of Emmi Pikler's pedagogy are implemented in early childhood education institutions located in the city of Hamm, in northern Germany. Rooted in respect for the child's individual developmental rhythm, free movement, secure attachment, and ethical caregiving, the Pikler approach offers a comprehensive perspective on early education. Focusing on children aged 0–3, this research investigates the perspectives of educators on the role of the teacher and the structuring of learning environments based on Piklerian principles, using a qualitative research methodology. Data was collected through semi-structured interviews with teachers and administrators working in three kindergartens. Participants shared their experiences regarding the implementation of the Pikler approach, challenges encountered and observed pedagogical outcomes. The findings reveal how Pikler pedagogy is reflected in real-life educational settings, particularly in teacher-child interactions and the design of pedagogical spaces. The results indicate that the Pikler approach supports children's autonomous developmental processes and redefines the teacher's role as an "observer, respectful companion, and relationship builder." In this context, Pikler pedagogy offers an ethical and holistic educational model that enhances the quality of early childhood education. The study is expected to contribute to the adoption of alternative pedagogical models in Turkey and to the development of more qualified educational policies for children aged 0–3.