We believe that every child develops in their own way and at their own pace. Our child tracking system is therefore not designed to measure what a child “should” be able to do, but to track who a child is. That distinction may sound subtle, but it determines everything in how we look, observe, and act.

The system has been developed based on our own pedagogical policy and inspired by current scientific insights. It aligns with who we are. We distinguish between a system for day care / preschool and out-of-school care. 

• Looking and Developing Together (0–4 years)
• Looking and Exploring Together (4–12 years)

Well-being and involvement as a starting point

The foundation of our child tracking system lies in two questions: does this child feel safe and comfortable? And is he or she fully absorbed in what he or she is doing? Well-being and engagement are not secondary to us. They are the prerequisite for all development. When a child feels seen and at ease, space is created to grow and discover the world.

Our pedagogical professionals observe children daily. Not with a checklist, but with genuine attention to who the child is and what occupies their mind. They adapt the services offered and their own actions accordingly. In addition, they periodically record their findings in the child tracking system.

How we do this – and for whom

At day care and preschool (0–4 years) We monitor well-being and engagement at an individual level. At set times, the pedagogical professionals take extra time to delve deeper into a child's development. They assess the visible growth in each developmental area, what the child is currently learning, and how best to align with that. These insights are translated into the guidance and the range of activities offered.

At the After-School Care (4–12 years) The focus shifts partially to the group level: what does this group need, and what does an individual child within it require? With the older after-school care children, we also actively ask for their own opinions and experiences. They themselves are a source of information regarding what they need.

Parents as indispensable partners

The findings from the child tracking system form the basis for our conversations with parents. After all, parents know their child like no other, and that knowledge is indispensable to us. This exchange is deliberately reciprocal: we learn from each other. 

Identifying and investigating together

If we identify something that requires attention, we investigate together: what does this child need in this situation? We work cyclically, meaning we create a plan, execute it, evaluate, and adjust. Where helpful, the pedagogical professionals involve our pedagogical coach. And sometimes, together, we also connect with partners outside SKO, such as the school or the Youth and Family Centre.