Interpretative competences of the self-educational process of children - a qualitative study with educators

Abstract:

This project examines the analytical competences of educators with the aim of identifying and describing the factors that shape the perception of the self-educational process of children and its reflection by the professionals who work at the children´s day-care centers.

Interpretative frameworks as subjective and social contexts shape the perception and facilitate the orientation in daily actions. Complex educational modalities of children are often perceived and interpreted differently by the educators, sometimes even not recognized as such at all. In the context of the debate on professionalism it is of interest to find out how and which forms of knowledge are used for the interpretation of the self-educational process of children and how subjective interpretative models of educators are developed and reflected.

Questions in detail:

  • Which interpretative frameworks of educators influence the perception and the interpretation of self-educational processes of children?
  • How do educators relate the observed actions of children and educational plans to each other?
  • Which role does the acquired knowledge play in the education and further education?
  • Which role does the observational and conversational culture play in connection with all the participants in the educational process?
  • Which biographical characteristics such as one´s own children, gender and migration influence the forms and models of interpretation?

The empirical material will be collected by means of partly structured interviews with 30 educators on daily educational situations (video sequences). This qualitative information will be completed through a standardized survey of biographical information such as professional experience and qualifications, observation and dialog culture etc. A subsequent case-analytical resonstruction distinguishes the characteristical groups of interpretative models and the factors that influence these. A professional and education-theoretical reflection summarizes the results in the last part of the project to be able to relate them to the scholarly debate and also to put them into action.

Contact:

Stefan Brée 

Norbert Neuß 

Markus Kieselhorst 


Presentations:

Kieselhorst, M. (2009). "Forschungsprojekt: Deutungskompetenzen", Poster auf der Robert Bosch Stiftung und der Kommission Pädagogik der frühen Kindheit der DGfE: Kinderkrippen - Krippenkinder - Forschung zur Institutionellen Bildung, Erziehung und Betreuung von Kindern unter drei Jahren, 19.-20. November, Berlin.

Kieselhorst, M. (2010). Deutungskompetenzen - Eine qualitative Studie mit Erzieherinnen und Erziehern. Vortrag im Rahmen der Tagung "Bildung und individuelle Förderung in Kindertageseinrichtungen und Schulen" des Centrums für Bildungs- und Unterrichtungsforschung (CeBu), 22.-23. Februar, Hildesheim.link Kieselhorst@hawk-hhg.de - mail