Vorschlag für eine Systematisierung der Inhaltsbereiche grundschulpädagogischer Forschung

International Perspectives on Inclusive Education

“…Based on this, in this contribution we ask about the institutionally defined roles of children in allday primary schools and reflect on this aspect in the context of educational justice. We start from the idea that in primary schools, children fulfil the roles of children, peers, and students at the same time (Petillon 2002(Petillon , 2017 Based on such considerations, developments from half day primary schools with additional and facultative types of afternoon-care to all-day schools are highly significant for the understanding of the social role of children at school, as their roles change situationally (Dalhaus 2011): while in half-day primary schools, the latter are differently fulfilled whether in the lessons or during breaks. In an all-day school, children seem to have a broader range of situational roles to fulfil, which is linked to an offering of pedagogical relationships between children and teachers as well as children and social educators (De Boer 2006;Friebertshäuser 2008;Sauerwein 2019).…”

Zur didaktischen Konzeption von «Sozialen Lernplattformen» für das Lernen in Gemeinschaften

“…In der deutschsprachigen Diskussion, wie etwa bei Tillmann (1976;s. a. Baacke 1985;Oelkers 1982;Petillon 1993), wird «soziales Lernen» vor allem auf Lehrziele im Zusammenhang mit der Entwicklung von Sozialkompetenz bezogen. Zugleich wird der Begriff des sozialen Lernens teilweise auch als Synonym für solche didaktische Methoden benutzt, die sich auf gemeinschaftliche Lernaktivitäten in Gruppen beziehen.…”