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See detail'Doing Familienähnlichkeit' in der Kindertagespflege
Bollig, Sabine UL

in Nentwig-Gesemann, Iris; Fröhlich-Gildhoff, Klaus; Betz, Tanja (Eds.) et al Forschung in der Frühpädagogik, Bd 9, Institutionalisierung früher Kindheit und Organisationsentwicklung (in press)

In the course of the extending field of public daycare for children under the age of 3 the impact of family day care (professional childminding) has considerably increased. But, despite its recent ... [more ▼]

In the course of the extending field of public daycare for children under the age of 3 the impact of family day care (professional childminding) has considerably increased. But, despite its recent professionalization and diversification its ‘family-likeness’ still counts as its main character. Mostly used as a root category for a bundle of structural characteristics it, however, remains a still open question what this ‘family-likeness’ mean in an actor-related perspective. This contribution starts, therefore, with the assumption that the family-likeness of childminding is an everyday practical accomplishment which gets accentuated and enacted in different ways of the diverse actor groups within young children’s care and education arrangements (parents, professionals, and children). In recourse to two case studies taken from the Luxembourgian CHILD-study it is showed how this multi-positional ‘doing family-likeness’ is embedded within the socio-genesis and everyday accomplishment of children’s care and education arrangements, resulting in definable different forms of this ‘doing family-likness’ across the case studies. With that, the article introduces a multi-dimensional analytical perspective towards the institutionalization of diverse ‘family day care-childhoods’, and thereby, also point on the contributions of young children to childminding as a family-like day care which are often overlooked in current research. [less ▲]

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See detailKindheit als praxeologisches Konzept. Von der generationalen Ordnung zu generationierenden Praktiken
Honig, Michael-Sebastian UL

in Budde, Jürgen; Bittner, Martin; Bossen, Andrea (Eds.) et al Konturen praxistheoretischer Erziehungswissenschaft. (2018)

Detailed reference viewed: 136 (3 UL)
Peer Reviewed
See detailReview: Children and their Parents in Childhood Studies
Honig, Michael-Sebastian UL

in Betz, Tanja; Honig, Michael-Sebastian; Ostner, Ilona (Eds.) Parents in the Spotlight: Parenting Practices and Support from a Comparative Perspective (2017)

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See detailInstitutionalisierte Kindheit. Kindeswohl als kindheitstheoretisches Konstrukt
Honig, Michael-Sebastian UL

in Heimbach-Steins, Marianne; Riedl, Anna Maria (Eds.) Kindeswohl zwischen Anspruch und Wirklichkeit. Theorie und Praxis im Gespräch (2017)

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See detailParents in the Spotlight. Parenting Practices and Support from a Comparative Perspective
Betz, Tanja; Honig, Michael-Sebastian UL; Ostner, Ilona

Book published by Verlag Barbara Budrich (2017)

Children and their parents have become a focal point of debates on ‘new social risks’ and the strong need for ‘new public policies’ in many European welfare states. Policy-related elites, along with ... [more ▼]

Children and their parents have become a focal point of debates on ‘new social risks’ and the strong need for ‘new public policies’ in many European welfare states. Policy-related elites, along with UNICEF, the OECD, and the EU, have converged in defining such risks. They outlined parenting support measures, rules, and procedures to better safeguard children and to activate their potential, promote their well-being, and ensure equal opportunities. Parents are expected to offer their children ‘grade A’ parenting. However, they are increasingly suspected of failing to meet public expectations. Hence, agencies advocating children’s best interest are intervening in parenting practices at an increasingly earlier age on the grounds of potential risks. The boundaries between what has been seen as ‘family’ or ‘private’ versus ‘public affairs’ are being redrawn by discourses as well as by ‘evidence-based’ measures to intervene and tackle child-related risks. Contributors to this special issue from Belgium, England, France, Germany, the Netherlands, and Sweden are scrutinizing this ‘turn to parenting’. They analyse which parenting practices are now ‘in the spotlight’ and report on recent forms of support for parents. Whereas debates on ‘new risks’ and the need for ‘child-centred social investments’ have converged, parenting support measures still vary across countries both quantitatively and qualitatively. Such variations result from path-dependent institutional settings, public sentiments, and policy ‘cultures’. This issue offers an excellent opportunity to study parenting support policies in countries representing different ‘worlds’ of family policy. It highlights different ideas on the child’s proper status in society and on good parenting along with variations in the influence of experts on parenting and practitioners’ attitudes towards it – especially the parenting practiced by mothers from different backgrounds. [less ▲]

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See detailIntroduction: Parenting practices and parenting support in recent debates and policies
Ostner, Ilona; Betz, Tanja; Honig, Michael-Sebastian UL

in Honig, Michael-Sebastian; Ostner, Ilona; Betz, Tanja (Eds.) Parents in the Spotlight. Parenting Practices and Support from a Comparative Perspective (2017)

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See detailChildren as participants in practices: the challenges of practice theories to an actor-centred sociology of childhood
Bollig, Sabine UL; Kelle, Helga

in Eßer; Baader, Meike; Betz, Tanja (Eds.) et al Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies (2016)

The article examines how new practice theories might provide more advanced theoretical and analytical perspectives for the study of childhood in the social sciences. It moves away from common conceptions ... [more ▼]

The article examines how new practice theories might provide more advanced theoretical and analytical perspectives for the study of childhood in the social sciences. It moves away from common conceptions of agency with reference to the dichotomy of structure and agency and reflects on the relationship of sociality, agency, and actors as conceived in recent practice theories. In the main section, three key aspects of those theories are introduced and discussed: (1) the corporeality and material-mental structure of practices; (2) the role of artefacts and objects in the performance and reproduction of practices; and (3) the practice-theoretical shift in perspective from intentionally acting human actors to multiple participants of practice and to agency as a feature and effect of practices. The concluding sections discuss the challenges of these practice-theoretical reflections to childhood studies: to the extent that agency is conceptualized not only as a (biographically) incorporated characteristic of children as individuals but as a feature of practices in which children are involved as participants, it is understood to depend on situations and to be more variable, context-sensitive, and complex than has been recognized in the field of childhood studies in the past. Practice theories are thus shown to open up new, differentiated heuristic perspectives for the field of childhood studies, which in turn challenge the adult-centrist approach of practice theories. [less ▲]

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See detailAgency - praxisanalytisch
Bollig, Sabine UL

Presentation (2016, January 14)

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See detailDay Care Routine as a Learning Context. Observing and Detecting Informal Learning
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Mohn, Bina Elisabeth

Book published by dohrmannVerlag (2016)

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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 detailKindheiten
Honig, Michael-Sebastian UL

in Scherr, Albert (Ed.) Soziologische Basics. Eine Einführung für pädagogische und soziale Berufe (2016)

Detailed reference viewed: 236 (9 UL)
See detailÜbergänge / Transitionen in früher Kindheit
Bollig, Sabine UL

in Service Nationale de la Jeunesse (Ed.) Pädagogische Handreichung. Die Eingewöhnung in Kindertagesstätten (2016)

Detailed reference viewed: 88 (2 UL)
See detailEthnografie
Bollig, Sabine UL; Schulz, Marc

in Zimmermann, Miriam; Lindner, Heike (Eds.) WiRiLex - Wissenschaftlich-Religionspädagogisches Lexikon (2016)

http://www.bibelwissenschaft.de/stichwort/100117/

Detailed reference viewed: 52 (2 UL)
See detailUngleicheiten in früher Kindheit. Was trägt die Kindertagesbetreuung zu deren Abbau oder Verstetigung bei?
Bollig, Sabine UL; Betz, Tanja

in Luxemburg, Caritas (Ed.) Caritas Sozialalmanach 2016- Ungleichheiten (2016)

Wie die meisten EU-Staaten, setzt auch Luxemburg mit dem quantitativen wie qualitativen Ausbau von Kindertageseinrichtungen in der frühen Kindheit auf so genannte kindzentrierte sozialinvestive ... [more ▼]

Wie die meisten EU-Staaten, setzt auch Luxemburg mit dem quantitativen wie qualitativen Ausbau von Kindertageseinrichtungen in der frühen Kindheit auf so genannte kindzentrierte sozialinvestive Politikstrategien , in deren Zuge eine flächendeckende, hochwertige und frühe Kindertagesbetreuung als besonders „effektives Mittel im Krieg gegen die Vererbung sozialer Nachteile “ angesehen wird. Den vorschulischen Kindertageseinrichtungen kommt neben ihrer arbeits- und sozialpolitischen Funktion dabei vor allem die Aufgabe zu, gleichsam präventiv-kompensatorisch dafür zu sorgen, dass alle Kinder gleich welcher Herkunft durch frühe Bildungsangebote gute Startbedingungen für ihre schulische Bildungslaufbahn erhalten. Vor dem Hintergrund der bereits für das Schulsystem dargelegten Spannung zwischen dem Abbau sozialer Ungleichheiten und deren Reproduktion durch ihre Übersetzung in Bildungsungleichheiten, drängt sich jedoch die Frage auf, ob und wenn ja wie genau Kindertageseinrichtungen in der Lage sind diese hohen Erwartungen zu erfüllen. Gelingt es Kindertageseinrichtungen bisher ungleiche soziale Bildungsbedingungen von jungen Kindern auszugleichen oder lassen sich vielmehr Prozesse einer ‚Verfrühung von Bildungsungleichheiten’ beobachten? Diese Fragen stehen im Fokus des Beitrags, der den internationalen Stand der Forschung zum Zusammenhang von sozialer Ungleichheit und Kindertagesbetreuung nachzeichnet. An ausgewählten Forschungsergebnissen werden dabei insbesondere die sich bisher abzeichnenden Mechanismen der Reproduktion sozialer Ungleichheiten in der Kindertagesbetreuung aufgezeigt, die Ansatzpunkte für eine ungleichheitssensible Qualitätsentwicklung liefern können. [less ▲]

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Peer Reviewed
See detail“Topographies of Early Childhood Education and Care – Perspectives from the intersection of childhood studies, human geography and educational research”
Bollig, Sabine UL; Neumann, Sascha

Scientific Conference (2016)

Modern childhood is not only characterized by age-related but also by spatial segregation, as children and their designated life worlds are mostly located in particular places separated from the rest of ... [more ▼]

Modern childhood is not only characterized by age-related but also by spatial segregation, as children and their designated life worlds are mostly located in particular places separated from the rest of society both physically and socially, as especially scholarly work on the ‘making of the child’ in the area of the so-called “New Social Studies of Childhood” has coined for. And, as the concept of children as active agents of their lives is also highly valued in this field, too, this perspective quickly raised questions about children’s own geographies, such as the unique places and spaces they actively create in their encounters with private and public spheres. With a special focus on such spatial processes the interdisciplinary subfield of children’s geographies emerged in the last twenty years, which is build up by a wide range of research on the physical, social, political and emotional geographies of children and childhood. In line with the so-called ‘spatial turn’ in social and cultural theories, this body of research is driven by the basic assumption that space is a fundamental category for all social processes and that spatial ‘entities’ like places, spaces, and scales are socially produced, engineered and constructed, and therefore, have to be considered both as an outcome of social relations and activities as well as a precondition for them. However, the consideration of space has also gained significance for educational research in the meanwhile as well. Today, ‘space’ is used in different ways to explore the theoretical, structural and political conditions of educational realities (Nugel 2014) and various approaches using spatial imaginations as analytical tools, are applied, like, for example field theory, discourse analysis or theories which are centered around the notions of assemblages, networks and arrangements. And, according to the international field of research, there are also a lot of studies, which document the increasing interest and potentials, in study the field of Early Childhood Education and Care (ECEC) with spatial perspectives and approaches. Those studies, for example, investigate how in a variety of multiple, layered, and coexisting lived spaces of day care services, the respective processes of education and care are maintained; and how children make use of those to gain control and agency. But, there is also a considerable strand of research that ask for the changing topographies and landscapes of ECEC and how those, for example, are bound to a “global educational space” or produced in the national and municipal policies affording processes like the re-spatialisation of “governable spaces of ECEC”. Against this background of ongoing research on the spatial dimension of early childhood (education and care), the symposium aims to explore the potentials and contributions of distinct spatial approaches for a better understanding of those certain geographies of ECEC. This will be done by bringing together scholarly work from different countries (Great Britain, Luxembourg, Sweden and Switzerland) and various disciplines and research fields (childhood studies, human geography, educational research). The presentations, which are all based on recently conducted empirical projects, range from the macro- to the microsociological level and also vary in respect to their theoretical concepts, methodological approaches and not least in respect to the empirical insights they offer in terms of how children’s living conditions and social positions are shaped by the respective production of particular spaces of ECEC. Presentations (see abstracts attached) Lesley Gallacher, Northumbria University/UK: ”Inhabiting early childhood environments: objects, materials, bodies and spaces” Sabine Bollig/Luxembourg “Diverse places, unequal spaces? A spatial approach to children’s enacted day care childhoods” Danielle von der Burgt/Katarina Gustafson, Uppsala/Sweden: “The mobile preschool as a potential for young children’s education and active citizenship in Swedish divided cities?” Sascha Neumann/Switzerland: “The Swiss Day Care Atlas. Reframing social reporting from the perspective of childhood sociology” [less ▲]

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See detailMaking Places. Zu den Räumen betreuter Kindheiten
Bollig, Sabine UL

Scientific Conference (2015, December 12)

Detailed reference viewed: 35 (1 UL)