Why the Settling-In Period in a Day Care Family Is So Important

Many parents experience their child as open, friendly, or “easy” and wonder whether a settling-in period is really necessary. The answer is clear: Yes. Always – at least for children who are not yet of school age.

Whether a child has truly formed a secure bond with a new caregiver cannot be seen at first glance. Especially in the first days, many children appear calm, observe a lot, or simply “function.” But that does not mean they feel secure on the inside. A proper settling-in phase is therefore not an extra – it is the heart of high-quality childcare.

Why this rule applies to children who are not yet in school

Preschool-age children need a stable caregiver and a safe framework to feel comfortable in a new environment. For school-age children, the start is less intensive because they already have experience with separations and new situations. A short, guided introduction is usually sufficient for them.

Security does not develop on its own

For a child to play, learn, and build trust in a new environment, it needs one thing above all: a reliable caregiver who can get to know the child step by step.

This relationship does not happen spontaneously, but through a deliberately structured initial phase. The child first experiences the new environment together with a familiar person. The day care mother or father gently initiates contact. The child gathers first positive experiences and understands: someone is here for me. Only once this foundation is in place can a child relax, become curious, and engage with other children.

Subtle behaviour does not mean security

Some children cry at the beginning, others stay quiet and observe. Both are normal. But you cannot tell from a child’s behaviour in the first days whether they feel securely attached.

Many children do not show stress right away, but only later – after a few days, after the first separation, or even after several weeks. A thoughtful and well-coordinated settling-in process can prevent exactly this later overwhelm.

Why Nidino has a clear settling-in concept

We do not have this concept because “you are supposed to have one” or because it sounds fancy. It is essential in our daily work and an important tool in every day care family.

The concept ensures that:

• the day care family truly gets to know the child,
• the child experiences the caregiver as familiar and safe,
• separations happen only when the child is ready,
• parents and caregiver observe together what the child needs,
• the transition into everyday care is calm and developmentally appropriate.

The length of the settling-in period is based on the child’s needs – and in practice this means that parents should plan enough time before returning to work or taking on fixed commitments. A good settling-in phase only works if this time is available.

The message is simple and important: settling-in takes time, and this time must be planned.

Settling-in in practice: a process, not a race

At Nidino, the start typically looks like this:

1. A parent stays in the day care family while the child explores the environment.
2. The caregiver actively initiates contact, plays, supports, and observes.
3. First short separations only occur once the child shows initial signs of security.
4. Separation periods are gradually extended.
5. The child slowly transitions into the regular daily routine.

These steps apply to all children before school age. For school-age children, the settling-in is much shorter due to their developmental stage – but still intentionally guided.

Parents entrust us with their most precious thing

To live up to this responsibility, a stable foundation is needed. Settling-in is not an administrative process; it is relationship work. Only when this foundation is strong can we do what great day care families do: accompany, support, encourage, comfort, and guide children through their everyday lives.

Nidino stands for quality – and quality requires relationship

At Nidino, the quality of the relationship comes first. Spontaneous care without a settling-in phase does not align with our pedagogical principles.

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