The learning process and its organisation in our society are associated to sitting and instructing. Concentration and learning success depend on rigid posture and immobility. Unfortunately the bigger part of educational institutions is working this way. After the german saying: “If one is speaking and the others hush, you call it class!” This cannot be a good example for a kindergarten. The most important experiences for children are those they make in practise. An activating social and natural environment is absolutely important in order to give them the opportunity to gain social skills. Those determine the quality and direction of their experiences. Apart of the family, the kindergarten became the core location for the kids to make daily experiences and gain new knowledge. The kindergarten as the central educating institution bears the main responsibility. Challenges, like lack of movement and its consequences can be accepted here. Children can literally gain “space for movement” within a kindergarten. It can response to all their senses, offer perceptional and other learning experiences and develop an integral development. Such a kindergarten acknowledges movement, perception and communication as main cognitive and expressive elements of the personal development of a child. Hence it is the centre of the pedagogical concept. The main aim is to give the children enough space to move and play and connect it with their cognitive abilities. This kindergarten turns into an active space for children, where they get various helpful suggestions and new impulses for their individual learning process. The volunteer will be fully included into the working process. The project is a long-term EVS and lasts 12 months. This provides enough time to create a good working atmosphere for all parties: children, parents, colleagues and the volunteer him_herself. It also supports the idea of creating a long lasting realtionships and become a full team member.