wilfried griebel state institute of early childhood research (ifp), munich, germany early...
TRANSCRIPT
Wilfried GriebelState Institute of Early Childhood Research (IFP), Munich, Germany
Early transitions – a European Overview
• Transitions in educational institutions• International research: Transition into school• Theoretical Transition Approach• Coping with discontinuities: Developmental tasks• Transition in the children‘s view• Experiences of parents• Consequences: Dialogue with families from the beginning on
International conference “Kindergarten – Preschool Education. Entry to the Educational System – Starting Pedagogic Partnership” of European Parents’ Association (EPA) and Austrian Parents’ Association (APA) October 9th – 10th, Vienna, Austria
Transitions in(to) educational institutions in Europe
• variety of institutions before compulsory school
• different ages of child
Transitions in(to) educational institutions:
• family into elementary
• elementary to primary
• primary to secondary
• etc.
Successful transitions enhance coping with further transitions
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Understanding Transitions
Sociology, Anthropology: change of culture
development of child as a learner
Developmental Psychology: change in continuity
development of child and parents
Definition:
Transitions means life events that …
… require coping with discontinuities on various levels
… stimulate processes of accelerated and intensified learning in social contexts
… are perceived as important biographic experiences of change in identity development
(Niesel & Griebel 2007)
Theoretical Transition Approach
Ecological developmental theory, social systems (Bronfenbrenner, 1979, 1986)
Stress paradigm (Lazarus, 1995; Lazarus & Folkman, 1986)
Critical life events, life span (Filipp, 1995)
Learning and development as co-construction (Rogoff, 1990; Valsiner, 1989; Vygotski, 1987)
Transition approach (Cowan, 1991; Fthenakis, 1999; Griebel & Niesel, 2004; Niesel, Griebel, Netta, 2008)
Transition: Coping with discontinuities
• individual level- changes in identity- regulation of strong emotions- acquisition of competencies
• interactional level- new relationships- changes and loss of relationships- new roles
• contextual level- integration of different environments- coping with additional family transitions
Transition as a Co-Constructive Process
educatorsschool teachershelping professionalssocial network
mothers, fathers, girls, boys mothers, fathers, girls, boys
develop
communicate participate
transition competencies
cope
transitionchildren become Kindergarten- parents become parents of aand schoolchildren Kindergarten- and schoolchild
help with
enhance
Transition in the children‘s view
Strong emotions
Selected knowledge
Cope in context
Play and learn
„And what does a School-child do?“
„Have fun … have joy. And concentrate and homework.“
Experiences of parents
Seek for information
Cope emotionally
Seek for continuity
Restructure daily routine
Traditionalize parenting style
Emphasize child‘s (cognitive) competences
Be overcompliant with demands
Successful transitions:
• wellbeing
• effective learning
Transition in social context:
• dialogue with family from the beginning
• communication, participation and cooperation of professional stakeholders
Parents in transition need partners
Parents are partners in
• shared responsibility
• cooperation that is deliberate, purposeful, equal, and low competitive
• co-construction of transition
child and parents in transition
local and regional projects
school
nursery school
of cooperation
curricula and administrative
regulations of Laender
providers‘ organizations
national report foundations
Transition Approach in context
scientific conferences
European Socrates Grundtvig 1.1. program TRANSITION
curriculum Bolzano, Italy international scientific community
„We have to take away hierarchies, explain terms, give examples, get all stakeholders interested – which, of course, is more inconvenient than just give an order.“
(Johann Wolfgang von Goethe)