LFU:online

The students know and are able to critically reflect theories and research findings on learning and educational processes in families and non-familial institutions of early childhood education such as day care centers and preschools. They know substantial research on the collaboration between families and non-familial institutions of early childhood education with regard to transitions within the educational system. They are able to recognize families and non-familial institutions of early childhood education as social institutions, which vary in their culture-specific and historic development, structures and functions, and which contribute to the occurrence, maintenance, and reduction of social and educational inequality.

The course covers theories and research findings on learning and educational processes in families and non-familial institutions of early childhood education such as day care centers and preschools. Emphasis will be put on intergenerational relationships and the collaboration between families and non-familial institutions of early childhood education with regard to transitions within the educational system. Families and non-familial institutions of early childhood education will be discussed with regard to their important role for children’s individual learning and educational development. In addition, families and non-familial institutions of early childhood education will be thematised in terms of their meaning as social institutions, which vary in their culture-specific and historic development, structures and functions, and which contribute to the occurrence, maintenance, and reduction of social and educational inequality.

• Presentations of the lecturer;
• Presentations of students;
• Discussion of research papers

Course with formative assessment, i.e., students are graded on the basis of written and/or oral tasks assigned regularly over the term.

Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. In: Early Childhood Research Quarterly 27, 231- 244.

Bredekamp, S. & Copple, C. (Hrsg.) (2002). Developmentally appropriate practice in early childhood programs: Revised edition. Washington, DC: National Association for the Education of Young Children.

Bronfenbrenner, U. & Morris, P. A. (2006). The biological model of human development. In R. M. Lerner (Hrsg.), Handbook of child psychology. Theoretical models of human development (6. Aufl., S. 793–828). New Jersey: John Wiley & Sons.

Bronfenbrenner, U. (1981). Die Ökologie der menschlichen Entwicklung. Natürliche und geplante Experimente. Stuttgart.

Erning, G., Neumann, K. & Reyer, J. (1987a). Geschichte des Kindergartens. 1. Entstehung und Entwicklung der öffentlichen Kleinkindererziehung in Deutschland von den Anfängen bis zur Gegenwart. Freiburg.

Erning, G., Neumann, K. & Reyer, J. (1987b). Geschichte des Kindergartens. 2.  Institutionelle Aspekte, systematische Perspektiven, Entwicklungsverläufe. Freiburg.

Fried, L. & Roux, S. (2006). Pädagogik der frühen Kindheit. Handbuch und Nachschlagewerk. Weinheim.

Gary, G.-M. (1995). Geschichte der Kindergärtnerin von 1779 bis 1918. Wien.

Kluczniok, K., Lehrl, S., Kuger, S. & Rossbach, H.-G.  (2013). Quality of the home learning environment during preschool age - Domains and contextual conditions. European Early Childhood Education Research Journal, 21(3), 420-438.

Kuger, S. & Kluczniok, K. (2008). Prozessqualität im Kindergarten - Konzept, Umsetzung, Befunde. Zeitschrift für Erziehungswissenschaft, 10(11, Sonderheft), 159–177.

Macha, H. & Witzke, M. (Hrsg.) (2011). Familie. Handbuch der Erziehungswissenschaft. Bd. 5. Paderborn.

Macha, H. (2011). Konturen einer erziehungswissenschaftlichen Theorie der Familie. In: Macha, H. & Witzke, M. (Hrsg.) (2011), Familie. Handbuch der Erziehungswissenschaft. Bd. 5. Paderborn, 7-27.

Peukert, R. (2012). Familie im sozialen Wandel. 8. Auflage. Wiesbaden.

Reicher-Pirchegger, L. (2014). Der Schulanfang - Ein neuer Anfang? Bildungswege vom Kindergarten in die Volksschule als weiterhin existierende Herausforderung. Erziehung und Unterricht, 164(5-6), 387-397.

Reyer, J. (2006): Einführung in die Geschichte des Kindergartens und der Grundschule. Bad Heilbrunn.

Schneewind, K. A.(1998). Familienentwicklung. In R. Oerter & L. Montada (Hrsg.), Entwicklungspsychologie. Weinheim, 129-170.

Smidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Eine empirisch-quantitative Studie. Münster: Waxmann.

Sodian, B. (2005). Entwicklung des Denkens im Alter von vier bis acht Jahren - was entwickelt sich? In T. Guldimann & B. Hauser (Hrsg.), Bildung 4- bis 8-jähriger Kinder (S. 9–28). Münster: Waxmann.

Stamm, M. & Edelmann, D. (Hrsg.) (2013). Handbuch Frühkindliche Bildungsforschung. Wiesbaden.