References of "Nienhaus, Sylvia 50002762"
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See detailMemories; Sticky Thoughts; Drowning; The Sea; City Life; Surrender; Writer´s Block; Spring; Death; Beach Life; About Time; Entrapment
Nienhaus, Sylvia UL

in Caeners, Torsten; Schreyer, Lioba (Eds.) Verse and Tile (2017)

Selected poems

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See detailVielfalt betreuter Kindheiten. Ethnographische Fallstudien zu den Bildungs- und Betreuungsarrangements 2-4jähriger Kinder
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Nienhaus, Sylvia UL

Report (2016)

Kinder werden gemeinhin als Adressaten, aber weniger als Akteure von institutionellen Angeboten der Bildung und Betreuung in früher Kindheit wahrgenommen – und das obwohl sie ein komplexes Leben zwischen ... [more ▼]

Kinder werden gemeinhin als Adressaten, aber weniger als Akteure von institutionellen Angeboten der Bildung und Betreuung in früher Kindheit wahrgenommen – und das obwohl sie ein komplexes Leben zwischen Familie, Kindertagesbetreuung und Vorschule führen. Das Forschungsprojekt "CHILD - Children in the Luxembourgian Day Care System" hat das Feld der frühen Bildung und Betreuung von der Position der Kinder aus betrachtet und in kindheitstheoretischer und praxisanalytischer Perspektive nach der Vielfalt betreuter Kindheiten gefragt. Vom Standpunkt der Kinder aus differenziert sich das Luxemburger Feld von Bildung und Betreuung in früher Kindheit in vielfältige Bildungs- und Betreuungsarrangements aus. Sie bestimmen nicht nur die Erfahrungen, die Kinder mit nichtfamilialer Bildung und Betreuung machen – und man muss hinzufügen: die nur Kinder machen –, sondern sie bedingen auch die strukturelle Position der Kinder als Mitgestalter von Bildungs- und Betreuungslandschaften früher Kindheit. Bildungs- und Betreuungsarrangements sind eine Domäne der Kinder, obwohl sie sich in einem Zusammenspiel vieler aufeinander bezogener Orte, Kontexte und Akteure realisieren. In diesem Forschungsbericht werden acht ethnographische Fallstudien präsentiert, welche die Multilokalität, Multikontextualität und Multiperspektivität der Bildungs- und Betreuungsarrangements zwei- bis vierjähriger Kinder im Lichte der Alltagspraxis der Kinder analysieren. Die acht Fallstudien zeigen daher nicht nur, dass und wie Kinder zur täglichen Herstellung des Feldes früher Bildung und Betreuung beitragen, sie machen auch die Vielfalt betreuter Kindheiten in Luxemburg sichtbar. [less ▲]

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See detailMulti-Layered Positioning in Care Arrangements - an Ethnographic View on Social Inequality in Day Care
Nienhaus, Sylvia UL

Scientific Conference (2015, August 25)

Despite its small size, Luxembourg is a socio-culturally diverse country. Moreover, its day-care system ranges from day-care parents to preschools as to the care of 2- to 4-year-olds (Honig and Haag 2011 ... [more ▼]

Despite its small size, Luxembourg is a socio-culturally diverse country. Moreover, its day-care system ranges from day-care parents to preschools as to the care of 2- to 4-year-olds (Honig and Haag 2011). Considering that children at this age are not only positioned in different settings, but care arrangements created by their parents´, carers´ and their own daily practices and decisions, they experience different day-care realities. Based on this assumption, my paper argues that social inequality in care arrangements can only be understood from the view of children´s multi-layered positioning in day care: First, parents position their children in more or less complex care arrangements drawing on specific, often class-related, care strategies (Stefansen and Farstad 2010, Vincent et al. 2007). Second, carers position the children in daily routines often based on class-related ideals and norms (Nelson and Schutz 2007). Third, children are positioned and position themselves within their care arrangements in taking part in everyday practices that may be relevant to social inequality, e.g. practices of distinction (Kalthoff 2006). Aiming at showing how the assumption of such a multi-layered positioning of children in day care could contribute to researching social inequality with ethnographic methods (Diehm et al. 2013) my paper presents extracts of two ethnographic case studies which are part of my ongoing PhD-project embedded in the Luxembourgian CHILD-study. Based on interviews and participant observations, these case studies focus on the interaction between parents, carers and children involved in care arrangements and describing children´s unequal positioning in the Luxembourgian day-care system. [less ▲]

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See detailMulti-Layered Spaces for Unequal Positioning in ECEC Systems
Nienhaus, Sylvia UL

Presentation (2015, March)

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See detailPerforming Day Care Childhoods: Children as Actors of their Differential Care Arrangements
Nienhaus, Sylvia UL

Scientific Conference (2014, September 09)

Research aims Children’s positioning as actors in the Luxembourgian ECEC system is not only bound to single daycare settings, but individual care arrangements. This in mind, children in Luxembourg perform ... [more ▼]

Research aims Children’s positioning as actors in the Luxembourgian ECEC system is not only bound to single daycare settings, but individual care arrangements. This in mind, children in Luxembourg perform their own differing daycare realities. Based on 4-6 ethnographic case studies the PhD-project (embedded in the Luxembourgian CHILD-study) focuses on the interrelation between children’s positioning in daycare settings and their performing of individual care arrangements from a practice-analytic view aiming at exploring differences and potential inequalities of daycare in Luxembourg. Relationship to previous research works The study relates to research on differential care arrangements (Capizzano et al.; Loeb et al.; Lowe et al.) as well as to children’s agency emphasized in recent childhood sociology (Corsaro, James). Theoretical and conceptual framework Practice theory (Reckwitz, Schmidt), practice-analytic approaches to social inequality (Bourdieu, Lareau) Paradigm, methodology and methods Ethnography, actor-centered childhood sociology (Corsaro); family interviews and participant observation of contrastive daily schedules, settings and practices of 2-4-year-olds, 4-6 case studies Ethical Considerations Ethnographic research is dialogic in principle, based on establishing ongoing trustful partnerships with participants and being aware of symbolic power in adult-child-relationships Main finding or discussion The paper presents parts of two ‘thick portraits’ (referring to Geertz’ ‘thick descriptions’) of contrastive care arrangements. Focusing on differences in children's weekly schedules it shows how their positioning in daycare settings is intertwined with their individual care arrangements. As to children’s active participation, the portraits can be understood as an analytic surface showing the interplay between specific care arrangements, children’s positioning practices as well as differences between respective care arrangements. Implications, practice or policy The research aims at a child- and practice-centered view on social inequality in daycare systems. [less ▲]

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