Öffentliche Kleinkindererziehung
Voraussetzungen einer elementarpädagogischen Theorie
Ulf Sauerbrey
Cite this publication as
Ulf Sauerbrey, Öffentliche Kleinkindererziehung (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0943-5484, 2015 #01, p.5
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Description / Abstract
Der Pädagogik der frühen Kindheit fehlt eine begriffliche Systematik zur Beschreibung des Geschehens in ihren praktischen Feldern. Es ist bislang weitgehend unklar, wie sich die in den Debatten verwendeten, elementarpädagogischen Begriffe als Grundvorgänge zueinander verhalten. Geschieht dort Enkulturation, Sozialisation, Erziehung oder Bildung? Und wer handelt überhaupt, wenn frühkindliche Bildung, Betreuung und Erziehung geschieht? In welchen Formen tritt all das auf und wie unterscheiden sich frühkindliche Bildung und Erziehung? Diese und weitere Fragen müssen im Zentrum einer theoretischen Elementarpädagogik stehen. Wir benötigen Klarheit über die Sachverhalte, auf die sich das forschende elementarpädagogische Interesse richtet. Aus diesem Grund schlägt der vorliegende Beitrag einen möglichen Zugang zur theoretischen Beschreibung elementarpädagogischer Sachverhalte vor, indem er am Beispiel der öffentlichen Kleinkindererziehung Voraussetzungen ihrer deskriptiven Analyse herausarbeitet.
The Science of Early Childhood Education lacks a conceptual scheme for
the description of activities and processes in its practical settings. It
is still unclear how terms used in the debates of elementary education compares
to each other as basic processes. Does enculturation, socialization, upbringing
or education occur to this field of scientific interest? Who acts, when
early childhood education and care occurs? In which forms does all this
happen? And how does upbringing and education distinguish in early childhood? These
and other questions have to be at the focus of a theoretical study of
Early Childhood education. We need clarity on the issues on which research of
Early Childhood education depends. Thus, this paper suggests an approach to
the theoretical description of activities and processes in Early Childhood
education. Such a descriptive analysis will base on the examples of
early childhood education in kindergarten and daycares.
The Science of Early Childhood Education lacks a conceptual scheme for
the description of activities and processes in its practical settings. It
is still unclear how terms used in the debates of elementary education compares
to each other as basic processes. Does enculturation, socialization, upbringing
or education occur to this field of scientific interest? Who acts, when
early childhood education and care occurs? In which forms does all this
happen? And how does upbringing and education distinguish in early childhood? These
and other questions have to be at the focus of a theoretical study of
Early Childhood education. We need clarity on the issues on which research of
Early Childhood education depends. Thus, this paper suggests an approach to
the theoretical description of activities and processes in Early Childhood
education. Such a descriptive analysis will base on the examples of
early childhood education in kindergarten and daycares.