Reference : Die Bildungsrelevanz der Betreuungswirklichkeit: Eine Studie zur institutionellen Pra...
Reports : Expert report
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Social work & social policy
http://hdl.handle.net/10993/12933
Die Bildungsrelevanz der Betreuungswirklichkeit: Eine Studie zur institutionellen Praxis nicht-familialer Kleinkindererziehung. Problemstellung, Ansatz und ausgewählte Ergebnisse des Forschungsprojekts "Betreuungswirklichkeit und Bildungswirklichkeit. Qualität und Qualifizierung in flexiblen Strukturen der Kinderbetreuung luxemburgischer Maisons Relais pour Enfants" (EDUQUA-MRE)
German
[de] Realities of Education and Care. Quality and Qualification in Flexible Structures of Daycare in Luxembourgian Maisons Relais pour Enfants (EDUQUA-MRE)
Honig, Michael-Sebastian mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Neumann, Sascha mailto [> >]
Schnoor, Oliver mailto [> >]
Seele, Claudia mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
2013
University of Luxembourg, Research Group "Early Childhood: Education and Care"
34
Walferdange
Luxembourg
[de] Early Childhood Education and Care ; Maison Relais pour Enfants ; Ethnographic Fieldwork
[en] The study deals with the practice of education and care for 0-4 year old children in the publicly funded daycare sector of Luxembourg by examining six selected crèches with the methods of ethnographic fieldwork. It describes the realities of care focusing on the question how professionals account for their educational significance in light of heterogeneous and at times also dilemmatic expectations of their services. Thus, the study contributes to debates on the educational quality of daycare facilities. In contrast to most other studies on tis subject, however, it does not presuppose what "education" is or should be. Rather, it understands education as a task that educational practice has to confront in order to assure itself as being educational and to represent itself as such in front of its audience. Empirically, the study is about practices of pedagogicalization. Theoretically, it is about aspects of the institutionalization of non-familial childcare.
University of Luxembourg
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/12933

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