Von der Kindertageseinrichtung zum Familienzentrum — Konzeption, Entwicklungen und Erprobung des Gütesiegels „Familienzentrum NRW“

Stöbe-Blossey, Sybille; Mierau, Susanne; Tietze, Wolfgang

doi:10.1007/978-3-531-91452-7_8

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Furthermore, the current debate and the related reforms stress the importance of supporting families and parents, especially socioeconomically disadvantaged parents. In this respect, the responsibility of early childhood settings is expanded to include services that support and educate parents, especially in contexts such as family centres (Bertram et al 2004;HebenstreitMüller and Lepenies 2007;Stöbe-Blossey and Mierau 2008).…”

Section: Parental Involvementmentioning

confidence: 98%

Supporting and stimulating the learning of socioeconomically disadvantaged children – perspectives of parents and educators in the transition from preschool to primary school

Arndt

Rothe

Urban

et al. 2013

European Early Childhood Education Research Journal

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When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. RÉSUMÉ: Quand en Allemagne les enfants passent du préscolaire à l'école primaire, cela emmène également un changement de responsabilités politiques. Les points de vue des parents et des éducatrices sur le processus d'apprentissage des enfants défavorisés socio-économiquement lors de la transition ont été étudiés dans le cadre d'un projet de recherche basé sur le modèle de transition dynamique et écologique de Rimm-Kaufman et Pianta (2000). Nous étudions les constructions micro-systémiques dans une recherche longitudinale avec des méthodes qualitatives à partir d'une vision constructiviste de l'apprentissage. Les résultats présentés portent sur les 18 mois avant l'entrée réglementaire des enfants à l'école. Nous rendons compte des visions des parents et des éducateurs sur le soutien de l'apprentissage des enfants tant dans la famille que dans les institutions. Les résultats remettent en question l'idéal d'un partenariat éducatif, en mettant l'accent sur les demandes conflictuelles relatées à l'éducation préscolaire. ZUSAMMENFASSUNG: Während des Übergangs vom Kindergarten in die Grundschule vollziehen Kinder einen Wechsel zwischen zwei Systemen. Auf der Grundlage des Ecological and Dynamic Model of Transition von RimmKaufman und Pianta (2000) werden die Perspektiven der Eltern und ErzieherInnen auf die Lernprozesse sozioökonomisch benachteiligter Kinder in der Transition untersucht. Ausgehend von einem sozio-konstruktivistischen Lernverständnis werden die mikrosystemischen Konstruktionen in einem längsschnittlichen Design mit qualitativen Methoden erfasst. Die vorgestellten Ergebnisse beziehen sich auf anderthalb Jahre vor dem regulären Schuleintritt der Kinder. Die Perspektiven der Eltern und ErzieherInnen werden hier in Hinblick auf die wahrgenommene Unterstützung im Kontext der Familie und der Institution in ihrer Relation erfasst. Auf dieser Basis wird das Ideal einer Erziehungs-und Bildungspartnerschaft hinsichtlich konflikthafter Ansprüche an den Auftrag des Kindergartens kritisch hinterfragt.RESUMEN: En Alemania, cuando lo...

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Section: Parental Involvementmentioning

confidence: 98%

Supporting and stimulating the learning of socioeconomically disadvantaged children – perspectives of parents and educators in the transition from preschool to primary school

Arndt

Rothe

Urban

et al. 2013

European Early Childhood Education Research Journal

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“…Originally, this concept comes from the "early excellence" or "children's centres" from England (Smith et al, 2014). These child and family centers are designed to provide support, counseling, and training for parents and thereby to foster children's development indirectly, in addition to the direct care which preschool already provides for children (Stöbe-Blossey, Mierau, & Tietze, 2008). These centers should strengthen parents in their perception of education and child rearing and should contribute to an increase in quality in preschools, thus further reducing inequalities in child development.…”

Section: Practical Implicationsmentioning

confidence: 99%

Early Family Risk Factors and Home Learning Environment as Predictors of Children’s Early Numeracy Skills Through Preschool

Kluczniok

2017

SAGE Open

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The present study examines the impact of family risk factors (e.g., migration background, poverty) in early childhood on children's numeracy skills during preschool in Germany, and if these relations are mediated through the quality of the home learning environment. The data used for this research were collected using the longitudinal study BiKS-3-10 which followed 547 children from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. The hypothesized mediation of quality of the home learning environment can only be interpreted using the home learning environment scale for cognitive promotion. In contrast, the quality of the home learning environment, specifically family support factors, is related neither to children's development in numeracy nor to family risk. The results highlight the impact of early risk factors on children's competencies and the mediating role of the quality of the home learning environment.

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Der Abbau von Bildungsbenachteiligung durch Kindertagesbetreuung für unter 3-Jährige – zwischen Wunsch und Wirklichkeit

Fuchs-Rechlin

Bergmann²

2013

Herkunft Und Bildungserfolg Von Der Frühen Kindheit Bis Ins Erwachsenenalter

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Von der Kindertageseinrichtung zum Familienzentrum — Konzeption, Entwicklungen und Erprobung des Gütesiegels „Familienzentrum NRW“

Cited by 4 publications

References 12 publications

Supporting and stimulating the learning of socioeconomically disadvantaged children – perspectives of parents and educators in the transition from preschool to primary school

Supporting and stimulating the learning of socioeconomically disadvantaged children – perspectives of parents and educators in the transition from preschool to primary school

Early Family Risk Factors and Home Learning Environment as Predictors of Children’s Early Numeracy Skills Through Preschool

Der Abbau von Bildungsbenachteiligung durch Kindertagesbetreuung für unter 3-Jährige – zwischen Wunsch und Wirklichkeit

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