Germany's ECEC workforce: a difficult path to professionalisation

Rauschenbach, Thomas; Riedel, Birgit

doi:10.4324/9781315542645-5

Cited by 3 publications

(4 citation statements)

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“…The combination of such teaching strategy by the teacher and the children's learning style restricts the children's opportunity to dream, imagine and play with emotion. As a result, the creative emotion and expression of the children are impeded and stunted (Kavitha & Manonmani, 2014;Rauschenbach & Riedel, 2016;Richardson & Mishra, 2018) Several previous studies also indicated that the peak levels of children's imagination and creativity are between the ages of four to five years (Bruce, 2011;Lillard, et al, 2013). A study conducted by Torrance (1974) indicates the peak levels of children's creative thinking are in the early years of school, which are from grade one to grade four.…”

Section: Teaching For Emotion Imagination and Creativity Developmentmentioning

confidence: 99%

Fuzzy Delphi Method: The Development of Integrated Play-Based Learning Activity Model to Improve Emotion and Creative Imagination of Preschool Children

Hashim¹,

Mamat²,

Ariffin³

et al. 2021

IJARPED

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This article aims to propose an integrated play-based learning activity model for preschool children. This learning activity model was developed based on the results of case studies conducted through document analysis, interviews and Fuzzy Delphi Method (FDM) on a group of 25 early childhood education experts in order to identify suitable learning through play activities. Meta-analysis was conducted to gather and list down emotion and imaginative (emoginative) game activities garnered from previous studies' findings. The interview method, involved 3 respondents -2 senior preschool teachers, and 1 early childhood education lecturer. The emoginative activities identified from previous meta-analysis method were presented to them and their consent were recorded. The findings from the metaanalysis method highlighted 20 suitable learning through play activity items based on emotion and imagination. The result of the interview shows that the respondents are all in agreement and further suggested the 18 activities to be conducted during teaching and learning process. Meanwhile, the results from FDM highlighted the experts' Agreement Value to be at a rather high range, which is 37.2 to 43.4. The study findings also suggest that learning through play must undergo 3 phases, namely Expose, Expedition and Excite. Such a teaching strategy is meant to improve children's involvement as intrinsic motivation. At the same time, the children's imagination and creativity can be formed more strategically, while simultaneously

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Section: Teaching For Emotion Imagination and Creativity Developmentmentioning

confidence: 99%

Fuzzy Delphi Method: The Development of Integrated Play-Based Learning Activity Model to Improve Emotion and Creative Imagination of Preschool Children

Hashim¹,

Mamat²,

Ariffin³

et al. 2021

IJARPED

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“…In the FRG too, it became more and more common for all children to attend kindergarten, with the proportion of children aged three to six enrolled in early childhood centres increasing from 33% (1965) to 66% (1975); this provision, however, was almost exclusively limited to kindergartens offering half-day care (Konrad, 2012). Finally, in the 1990s (after the German reunification), a further expansion took place (Rauschenbach & Riedel, 2015); between 1990 and 2000 through the creation of new half-day kindergarten places, and from 2000 through the establishment of care provision for children under three years of age. An important driver in this development was the desire to get more womenand, respectively, mothersinto employment.…”

mentioning

confidence: 99%

“…In particular, the results of the first PISA studies (e.g. Fthenakis, 2003), which were felt to be devasting and provoked intensive discussion in Germany (Rauschenbach & Riedel, 2015), also helped to draw increased attention to the importance of the early years in children's continuing education.…”

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confidence: 99%

Learning stories, pedagogical work and early childhood education: a perspective from German preschools

Knauf

2019

Education Inquiry

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Over the past 200 years, early childhood provision in Germany has primarily been oriented towards the goal of work-care reconciliation. Even though there is a long tradition in Germany of education-oriented approaches, the primary goal has always been care. The extensive development of early childhood centres for children under three years of age over the past 10 years is likewise driven by the goal of reconciling career and family life. However, the issue of improving young children's education has also become more important. This is clear from the German federal states' education plans, which are a curricular guideline for the form and content of work in early childhood centres. The education plans show, however, that there is a lack of clarity in terms of how education is understood. Two different understandings of education are implicitly competing with one another: the school-based, normative and the social constructivist understanding. This contribution illustrates this dichotomy by means of the key pedagogical processes of observation and documentation. A subsequent empirical analysis of learning stories from Germany confirms that there is an unclear and contradictory understanding of education in pedagogical practice too.

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“…This holistic approach is reflected in much of the work undertaken in the Global South (some examples are discussed in Ang and Sims, 2016; Sims, 2015) and is captured in the Asia-Pacific Regional Network for Early Childhood’s 2020 Vision statement:Strategic Goal 1: Improve advocacy for holistic and inclusive ECD [early childhood development] … We will highlight approaches which focus on equitable access to and participation in holistic ECD programmes and which therefore address discrimination based on gender, economic status, vulnerability, ethnicity and language, disability and location. (Asia-Pacific Regional Network, 2016a: 7)This position is articulated in a recent series in the Lancet (Black et al., 2017; Britto et al., 2017; Richter et al., 2017; Shawar and Shiffman, 2017), and it is worth sharing the model as presented in the series as it provides the link between ecological theory (Bronfenbrenner, 1979, 2005) and the holistic approach addressed above:Informed by social ecology, nurturing care extends beyond families to include community caregivers and support for families. The systems model that forms the basis for our life course conceptual framework includes both an enabling environment for caregiver, family, and community, and an enabling social, economic, political, climatic, and cultural context … .…”

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confidence: 99%

Early childhood education and early childhood development: Do the differences matter?

Sims

Brettig²

2018

Power and Education

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In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education-i.e. that education's key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the 'right' attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators' work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.

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Germany's ECEC workforce: a difficult path to professionalisation

Cited by 3 publications

References 1 publication

Fuzzy Delphi Method: The Development of Integrated Play-Based Learning Activity Model to Improve Emotion and Creative Imagination of Preschool Children

Fuzzy Delphi Method: The Development of Integrated Play-Based Learning Activity Model to Improve Emotion and Creative Imagination of Preschool Children

Learning stories, pedagogical work and early childhood education: a perspective from German preschools

Early childhood education and early childhood development: Do the differences matter?

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