Dissertation: Der Kindergarten als Bildungsinstitution!?

Der Kindergarten als Bildungsinstitution!?

Zur Passung der Bildungsorientierungen zentraler Akteure beim Übergang vom Kindergarten in die Grundschule

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Frühpädagogik in Forschung und Praxis, volume 6

Hamburg , 326 pages

ISBN 978-3-8300-8789-2 (print) |ISBN 978-3-339-08789-8 (eBook)

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Against the backdrop of a growing significance attributed since the PISA study to the society and politics of the kindergarten as an educational institution, this work examines under the concept of educational orientation, which perceptions with regard to the educational function of the kindergarten prevail with the protagonists at the time of transition from pre-school to the primary sector. Since it is assumed in literature that there is a positive influence in corresponding educational orientation between home and institutions (see eg. B. Bourdieu/Passeron 1971, Kramer/Helsper 2000, Betz 2006), the work also examines how the respective orientations of politics, professional people from pre-school and primary education and parents agree with each other in relation to the adjustment aspect.

These two issues are addressed by means of a qualitative, multi-level analytical study design. In order to address milieu-specific features the educational orientations of parents from a socio-structurally heterogeneous district in a city in the Rhineland-Palatinate are collected by means of guided interviews and analyzed according to the documentary method. The orientation of professionals from pre-school and primary levels is raised in group discussions within different networks in kindergartens and primary schools and is also reconstructed with the documentary method. The orientation of the protagonists from the field of education is reconstructed by analyzing key documents such as the Rhineland-Palatinate educational recommendations for daycare.

The investigation proves on the one hand, that the education orientation of the parents is heterogeneous and thus involves a variable degree of support needs for parents, meaning tailor-made support services are required. On the other hand, the study highlights the central role of the kindergarten as a "first stop" in the childhood educational institution career, which may represent a bridge to the school in particular for parents unfamiliar in the ways of education, and if successful, to use the trusting relationship built here with the teachers in the structure of the transition.

Ihr Werk im Verlag Dr. Kovač

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