Pädagogische als soziale Phänomene auffassen. Ein sozialwissenschaftlicher Zugang zur Pädagogik der frühen Kindheit

in Dietrich, Cornelie; Stenger, Ursula; Stieve, Claus (Eds.) Theoretische Zugänge zur Pädagogik der frühen Kindheit. Eine kritische Vergewisserung (2019)

Kindheit

in Otto, Hans-Uwe; Thiersch, Hans; Treptow, Rainer (Eds.) et al Handbuch Soziale Arbeit (2018)

Rezension von Michael Knoll: Das Kind im Mittelpunkt. Elementarpädagogische Bezugnahmen auf gesellschaftliche Kontexte.

in Erziehungswissenschaftliche Revue (2017), 16(4),

Review: Children and their Parents in Childhood Studies

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

Parents in the Spotlight. Parenting Practices and Support from a Comparative Perspective

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 ▲]

Luxembourg - ECEC Workforce Profile

in Oberhuemer, Pamela; Schreyer, Inge (Eds.) Early Childhood Workforce Profiles in 30 Countries with Key Contextual Data (2017)

Ouverture d'une "boite noire". Un appercu de l'organisation et de la pratique des structure privées d'accueil de jour des enfants au Luxembourg

Report (2016)

Vielfalt betreuter Kindheiten. Ethnographische Fallstudien zu den Bildungs- und Betreuungsarrangements 2-4jähriger Kinder

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 ▲]

Perspectives for the development of ECEC in Europe

Scientific Conference (2015, September)

Das Kind als soziale Form. Ein unbeabsichtigter Beitrag zur Kindheitssoziologie. Über: David Klett (2013), Die Form des Kindes. Kind, Familie, Gesellschaftsstruktur.

in Sozialwissenschaftliche Literatur Rundschau (2015), 38(2), 5-15

David Klett has written a contribution to a systems theory of the family which put the child at the centre, or more concretely: the child is seen as a form of the communication of the family. At first ... [more ▼]

David Klett has written a contribution to a systems theory of the family which put the child at the centre, or more concretely: the child is seen as a form of the communication of the family. At first glance, and from the perspective of the sociology of childhood, this approach seems to be an extension of the marginalization of the child in sociology and as such seems to be a backlash against the arguments for »a conceptual autonomy of the child« made in the sociology of childhood in the late 70s. However, this program in the sociology of childhood to foreground ›the child‹ as an autonomous concept suffers from a serious lack of clarity partly because it mixes a knowledge-critical methodology with advocating for a particular form of naturalism. To recognize/acknowledge the child as a person in its own right this approach places the child beyond family and socialisation. It is clear that this leads to unsatisfying consequences: Social scientific childhood research experiences difficulties with theorising the process of growing up, the family is overlooked or left out as a context in children’s lives, and it is paralysed when it comes to conceptualising the difference between babies and school children. This review argues that Klett’s approach offers a way out of this cul de sac. His overarching question is how does a society make it possible for families to include the body and psyche of a child? From the point of view of the sociology of childhood he does not work with the subsumption of the child under the family but asks »How and in which form is a child, is childhood possible?« and he answers with an analysis of the familial mode of the sociality of the child. Therefore Klett’s study is not a further example of the marginalization of children. Rather he reformulates the question of childhood in sociology and hence varies the program of the conceptual autonomy of the child. In such a way he generates a productive impulse for childhood studies. Klett’s book is also relevant for analyzing the relationship between childhood studies and educational science. [less ▲]