Kinder zwischen Gleichaltrigenkultur und schulischer Ordnung oder: Verpasste Chancen im Übergang vom Elementar- zum Primarbereich

The End of Playtime? The Time at Kindergarten and School from a Cultural-Theoretical Perspective

“…However, it generally implies development, individual growth, a degree of freedom, shelter and tranquility. At the same time it hardly matches current concepts of co-construction and learning in play, education as joint socialization in play-learningenvironments, and cognitive apprenticeship through teachers and competent other children (Collins, 1988;Röhner, 2009;Zimpel, 2011;Hauser, 2013).…”

“…I show that I can subdue my impulse to find something out by working and communicating with someone else. I can ignore my primary interest and my curiosity and turn to those things that I have to do at the moment in accordance with the timetable (Breidenstein, 2006;Jäger, Biffi & Halfhide, 2006;Jäger, 2007;Röhner, 2009). Officially, no one would speak out in favour of the priority of integration into the school interaction order as opposed to education.…”

“…When the time in the kindergarten -in the "pre-school" -is planned now, it is strongly influenced by the portent of preparing for school, since the kindergarten has been allocated to the 1 st cycle (kindergarten to 2 nd grade primary phase) within the context of the "curriculum 21" (a framing national curriculum in Switzerland). This also implies a perceived essential transition from free playtime to an ordered (curricular) learning time that runs according to plan within a specific school order (Röhner, 2009). Following the reception of PISA, attempts have been made to accelerate the educational processes by frequently implicitly moving structures from the primary school forward to the kindergarten, in order to "gain time" (see below).…”