Piramide was developed on the basis of various scientific theories and educational approaches. These include:
• The Dynamic System Theory (van Geert)
• The Theory of Attachment (Bowlby)
• The Distancing Theory (Sigel)
• The Theory of Multiple Intelligences (Gardner)
• Scaffolding (Bruner, Wygotski)
Various scientific research studies from Germany, the Netherlands and the USA confirm that Piramide has significant positive effects on both the cognitive as well as the social emotional development of children. The children obtain preparatory skills, in particular in the field of language development, literacy, independence and the development of reasoning and numeracy. Piramide assures an optimum learning infrastructure for every child in any cultural context.
Four basic elements act in harmony with each other: Nearness and distance, as well as the initiative of the child and initiative of the teacher.
This educational component is the basic prerequisite for optimum development. The child should feel physical and emotional well-being and security. The education specialist provides a safe environment, regular support and encouragement. They set boundaries and give structure to the child's actions.
If the child feels safe then they are able to establish physical and psychological distance from their familiar environment and representations. They can embark on a journey of discovery and broaden their horizons beyond the "here and now".
An important objective of Piramide is to support the child in their curiosity, their personal initiative and the development of their autonomy. The child's initiative encompasses their own active engagement in playing and learning activities. Children have a desire to play and Piramide provides the time and framework for this with the playing and learning program.
The teacher uses their own initiative in emboldening the children. They create possibilities, e.g. through the configuration of the playing and learning environment. Furthermore, they provide inspiration in the form of activities and choices and support the child.
Early childhood learning does not take place in hierarchical steps, but instead on a dynamic basis in short and long-term cycles. The structure and modules of Piramide optimally reflect these cycles.
Short-term cycles: The child discovers and learns something new every day. The ODBD© method picks up on this: In four small steps the child explores the respective subject area.
Long-term cycles: Over a number of years, children repeat what they have learned at a higher level each time. They harmonize their experiences with new findings, compare the known with the new. The annually recurrent modules reflect these cycles and assist the children in consolidating and building upon their knowledge
ODBD© stands for Orientation, Demonstration, Broadening, Deepening. The ODBD© concept is the core element of Piramide. The respective module theme is explored by the children in four stages. The starting point here is the experience world of the child, with guidance through the concept taking place on a step-by-step basis. Where does the apple come from and how does it become apple sauce? The ODBD© method can be outstandingly integrated into all areas of the establishment. It is an instrument that hugely supports the planning and execution of projects and activities.
Orientation: The children are introduced to the theme and discuss it. This phase originates from the individual ideas of the children.
Demonstration: The children are provided with clear examples. This results in a stable knowledge base. During this phase they engage with the theme using all of their senses.
Broadening: The children explore the theme within the framework of expanded interrelations and are encouraged to reflect. They discover similarities and differences, distance themselves from the "here and now" and broaden their horizons.
Deepening: The children learn to handle their findings and experiences with flexibility. They explore the relationship between cause and effect. They learn to establish references with things that are not tangibly present, to reflect on problems and to solve these.