Early Childhood Education in Germany
Exploring Historical Developments and Theoretical Issues
Herausgeber: Bloch, Bianca; Schulz, Marc; Kuhn, Melanie
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Early Childhood Education in Germany
Exploring Historical Developments and Theoretical Issues
Herausgeber: Bloch, Bianca; Schulz, Marc; Kuhn, Melanie
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This book draws on the perspectives of leading German scholars to provide a systematic overview of early childhood education and care (ECEC) in Germany, furthering international understanding of the complexities involved in ECEC topics in Germany.
This book draws on the perspectives of leading German scholars to provide a systematic overview of early childhood education and care (ECEC) in Germany, furthering international understanding of the complexities involved in ECEC topics in Germany.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 276
- Erscheinungstermin: 10. September 2021
- Englisch
- Abmessung: 239mm x 152mm x 20mm
- Gewicht: 544g
- ISBN-13: 9780367225544
- ISBN-10: 0367225549
- Artikelnr.: 62233104
- Verlag: Routledge
- Seitenzahl: 276
- Erscheinungstermin: 10. September 2021
- Englisch
- Abmessung: 239mm x 152mm x 20mm
- Gewicht: 544g
- ISBN-13: 9780367225544
- ISBN-10: 0367225549
- Artikelnr.: 62233104
Bianca Bloch is Research Associate and Doctoral Candidate at the Department of Childhood Education at Justus Liebig University Giessen, Germany. Melanie Kuhn is Professor of Educational Science with a main emphasis on education and inequality at the Heidelberg University of Education, Germany. Marc Schulz is a Full Professor of sociology of childhood and family at TH Köln/University of Applied Sciences, Germany. Wilfried Smidt is a Full Professor of Educational Science with a Main Focus on Early Childhood Education at the University of Innsbruck, Austria. Ursula Stenger is Professor of Educational Science, with a focus on early childhood education and family at the University of Cologne, Germany.
1. Introduction and Structure of the Edited Volume
Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula
Stenger
Part 1: Framings
2. The Matrix of the Academic ECEC Discourse
Ursula Stenger, Melanie Kuhn, Marc Schulz, Bianca Bloch, and Wilfried
Smidt
3. Historical Development and Current Frameworks
Marc Schulz, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula
Stenger
Part 2: Theoretical Perspectives
4. Shifts between Education, Upbringing and Childcare. On the
Transformation of Basic Concepts of Early Childhood Pedagogy in the
Professional Discourse of Germany
Cornelie Dietrich & Claus Stieve
5. Paradigms of Childhood in Early Childhood Education
Roswitha Staege & Elmar Drieschner
6. Phenomena: Play and Learning
Oktay Bilgi & Ursula Stenger
7. Didactics in Institutions of ECEC - a Critical Review
Dagmar Kasüschke & Florian Frank
8. Difference and Early Childhood Education in Germany. Qualitative
Research and Educational Programme
Claudia Machold & Raphael Bak
Part 3: Institutions and Actors
9. The German ECEC System: Governance Structure, Policies, and
Constitutive Norms
Nicole Klinkhammer & Antonia Scholz
10. Child and Childhood
Dominik Farrenberg
11. Families and Parenthood
Melanie Kubandt & Dominik Krinninger
12. Primary School in Relation to Kindergarten
Karin Kämpfe & Britta Menzel
Part 4: Professionalization
13. The Professionalization Discourse in German Early Childhood Education
and Care and its Social Scientific References
Peter Cloos & Stefan Faas
14. Competence Orientation as a Key Concept in Professionalization and
Quality Development Processes
Iris Nentwig-Gesemann & Klaus Fröhlich-Gildhoff
15. Action Amid Contradictions - Research Perspectives on Areas of
Tension within Professional ECEC Practice in Germany
Stefanie Bischoff-Pabst & Peter Cloos
16. Evidence- and Efficiency-Based Models of Professionalisation - How do
they Contribute to Improving Early Childhood Education?
Tina Friederich & Regine Schelle
Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula
Stenger
Part 1: Framings
2. The Matrix of the Academic ECEC Discourse
Ursula Stenger, Melanie Kuhn, Marc Schulz, Bianca Bloch, and Wilfried
Smidt
3. Historical Development and Current Frameworks
Marc Schulz, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula
Stenger
Part 2: Theoretical Perspectives
4. Shifts between Education, Upbringing and Childcare. On the
Transformation of Basic Concepts of Early Childhood Pedagogy in the
Professional Discourse of Germany
Cornelie Dietrich & Claus Stieve
5. Paradigms of Childhood in Early Childhood Education
Roswitha Staege & Elmar Drieschner
6. Phenomena: Play and Learning
Oktay Bilgi & Ursula Stenger
7. Didactics in Institutions of ECEC - a Critical Review
Dagmar Kasüschke & Florian Frank
8. Difference and Early Childhood Education in Germany. Qualitative
Research and Educational Programme
Claudia Machold & Raphael Bak
Part 3: Institutions and Actors
9. The German ECEC System: Governance Structure, Policies, and
Constitutive Norms
Nicole Klinkhammer & Antonia Scholz
10. Child and Childhood
Dominik Farrenberg
11. Families and Parenthood
Melanie Kubandt & Dominik Krinninger
12. Primary School in Relation to Kindergarten
Karin Kämpfe & Britta Menzel
Part 4: Professionalization
13. The Professionalization Discourse in German Early Childhood Education
and Care and its Social Scientific References
Peter Cloos & Stefan Faas
14. Competence Orientation as a Key Concept in Professionalization and
Quality Development Processes
Iris Nentwig-Gesemann & Klaus Fröhlich-Gildhoff
15. Action Amid Contradictions - Research Perspectives on Areas of
Tension within Professional ECEC Practice in Germany
Stefanie Bischoff-Pabst & Peter Cloos
16. Evidence- and Efficiency-Based Models of Professionalisation - How do
they Contribute to Improving Early Childhood Education?
Tina Friederich & Regine Schelle
1. Introduction and Structure of the Edited Volume
Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula
Stenger
Part 1: Framings
2. The Matrix of the Academic ECEC Discourse
Ursula Stenger, Melanie Kuhn, Marc Schulz, Bianca Bloch, and Wilfried
Smidt
3. Historical Development and Current Frameworks
Marc Schulz, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula
Stenger
Part 2: Theoretical Perspectives
4. Shifts between Education, Upbringing and Childcare. On the
Transformation of Basic Concepts of Early Childhood Pedagogy in the
Professional Discourse of Germany
Cornelie Dietrich & Claus Stieve
5. Paradigms of Childhood in Early Childhood Education
Roswitha Staege & Elmar Drieschner
6. Phenomena: Play and Learning
Oktay Bilgi & Ursula Stenger
7. Didactics in Institutions of ECEC - a Critical Review
Dagmar Kasüschke & Florian Frank
8. Difference and Early Childhood Education in Germany. Qualitative
Research and Educational Programme
Claudia Machold & Raphael Bak
Part 3: Institutions and Actors
9. The German ECEC System: Governance Structure, Policies, and
Constitutive Norms
Nicole Klinkhammer & Antonia Scholz
10. Child and Childhood
Dominik Farrenberg
11. Families and Parenthood
Melanie Kubandt & Dominik Krinninger
12. Primary School in Relation to Kindergarten
Karin Kämpfe & Britta Menzel
Part 4: Professionalization
13. The Professionalization Discourse in German Early Childhood Education
and Care and its Social Scientific References
Peter Cloos & Stefan Faas
14. Competence Orientation as a Key Concept in Professionalization and
Quality Development Processes
Iris Nentwig-Gesemann & Klaus Fröhlich-Gildhoff
15. Action Amid Contradictions - Research Perspectives on Areas of
Tension within Professional ECEC Practice in Germany
Stefanie Bischoff-Pabst & Peter Cloos
16. Evidence- and Efficiency-Based Models of Professionalisation - How do
they Contribute to Improving Early Childhood Education?
Tina Friederich & Regine Schelle
Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula
Stenger
Part 1: Framings
2. The Matrix of the Academic ECEC Discourse
Ursula Stenger, Melanie Kuhn, Marc Schulz, Bianca Bloch, and Wilfried
Smidt
3. Historical Development and Current Frameworks
Marc Schulz, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula
Stenger
Part 2: Theoretical Perspectives
4. Shifts between Education, Upbringing and Childcare. On the
Transformation of Basic Concepts of Early Childhood Pedagogy in the
Professional Discourse of Germany
Cornelie Dietrich & Claus Stieve
5. Paradigms of Childhood in Early Childhood Education
Roswitha Staege & Elmar Drieschner
6. Phenomena: Play and Learning
Oktay Bilgi & Ursula Stenger
7. Didactics in Institutions of ECEC - a Critical Review
Dagmar Kasüschke & Florian Frank
8. Difference and Early Childhood Education in Germany. Qualitative
Research and Educational Programme
Claudia Machold & Raphael Bak
Part 3: Institutions and Actors
9. The German ECEC System: Governance Structure, Policies, and
Constitutive Norms
Nicole Klinkhammer & Antonia Scholz
10. Child and Childhood
Dominik Farrenberg
11. Families and Parenthood
Melanie Kubandt & Dominik Krinninger
12. Primary School in Relation to Kindergarten
Karin Kämpfe & Britta Menzel
Part 4: Professionalization
13. The Professionalization Discourse in German Early Childhood Education
and Care and its Social Scientific References
Peter Cloos & Stefan Faas
14. Competence Orientation as a Key Concept in Professionalization and
Quality Development Processes
Iris Nentwig-Gesemann & Klaus Fröhlich-Gildhoff
15. Action Amid Contradictions - Research Perspectives on Areas of
Tension within Professional ECEC Practice in Germany
Stefanie Bischoff-Pabst & Peter Cloos
16. Evidence- and Efficiency-Based Models of Professionalisation - How do
they Contribute to Improving Early Childhood Education?
Tina Friederich & Regine Schelle