Frühpädagogische Konstituierung von kindlichen Bildungs- und Lernprozessen
Marc Schulz
Cite this publication as
Marc Schulz, Frühpädagogische Konstituierung von kindlichen Bildungs- und Lernprozessen (17.04.2024), Beltz Juventa, 69469 Weinheim, ISSN: 1436-1957, 2013 #1, p.26
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Description / Abstract
In der frühpädagogischen Praxis haben sich im Laufe der letzten zehn Jahre Beobachtungsverfahren etabliert, die kindliche Bildungs- und Lernprozesse systematisch in den Blick nehmen wollen, um daran eine möglichst optimale Förderung anzuschließen. Der Beitrag problematisiert, dass nur unzureichend empirisch gesichertes Wissen über den praktischen Vollzug dieser Verfahren vorliegt und zudem kaum diskutiert wird, auf welche Weise Bildung konstituiert wird - auch weil bereits immer schon vom Beobachtungsgegenstand des lernenden, sich bildenden und entwickelnden Kind ausgegangen wird. Als alternative Perspektivierung diskutiert der Beitrag vor praxisanalytischen und performativitätstheoretischen Annahmen den Prozess des Beobachtens als eine kollektive Praktik, in der Akteure, Instrumente und Praktiken performativ Selektionen hervorbringen, die die zu beobachtenden Kinder als sich bildende Kindergartenkinder konstituieren. Anhand von eigenem ethnographischen Material legt der Beitrag dar, wie diese Praktiken des professionellen Beobachtens ihren Arbeitsgegenstand hervorbringen, den sie bearbeiten wollen.
Schlüsselworte: Ethnographie, prozessorientierte Beobachtung, kindliche Bildungsprozesse
Over the last ten years, observation methods have become established in institutions of early childhood education (i.e. kindergarten). They are designed to focus systematically on children´s learning processes in order to then support them as best possible. This text addresses the problem that there is too little empirically backed knowledge on how to implement these methods in practice, while at the same time the way these processes come about rarely comes under discussion - partly as the issue is always based on the subject of observation being a learning, developing child undergoing education. To approach this from a different point of view, this presentation builds upon practical analysis and performativity theory in its discussion of the observation process as a collective practice during which actors, instruments and practices produce performative selection, establishing the children to be observed as kindergarten children involved in education. Using ethnographic material, it shows how these professional observation practices create the subject they are intended to study.
Keywords: Ethnography, process-oriented observation, children´s self-learning processes
Schlüsselworte: Ethnographie, prozessorientierte Beobachtung, kindliche Bildungsprozesse
Over the last ten years, observation methods have become established in institutions of early childhood education (i.e. kindergarten). They are designed to focus systematically on children´s learning processes in order to then support them as best possible. This text addresses the problem that there is too little empirically backed knowledge on how to implement these methods in practice, while at the same time the way these processes come about rarely comes under discussion - partly as the issue is always based on the subject of observation being a learning, developing child undergoing education. To approach this from a different point of view, this presentation builds upon practical analysis and performativity theory in its discussion of the observation process as a collective practice during which actors, instruments and practices produce performative selection, establishing the children to be observed as kindergarten children involved in education. Using ethnographic material, it shows how these professional observation practices create the subject they are intended to study.
Keywords: Ethnography, process-oriented observation, children´s self-learning processes