@article{BoettcherHildebrandtSchiefelbein, author = {B{\"o}ttcher, Anne and Hildebrandt, Frauke and Schiefelbein, Claudia}, title = {Auf dem Weg zur Inklusion in Kitas}, series = {KiTa aktuell, MO}, journal = {KiTa aktuell, MO}, number = {6}, issn = {0941-4347}, pages = {130 -- 131}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{GlauerHildebrandt, author = {Glauer, Ramiro and Hildebrandt, Frauke}, title = {Sortals, bodies, and variables : a critique of Quine's theory of reference}, series = {Synthese}, volume = {200}, journal = {Synthese}, number = {4}, publisher = {Springer Nature}, address = {Berlin}, issn = {1573-0964}, doi = {10.1007/s11229-022-03767-y}, pages = {21}, abstract = {Among the philosophical accounts of reference, Quine's (1974) The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine's account of reference. Our critique will proceed in three steps with the aim of showing that Quine effectively presupposes what he sets out to explain, namely, reference to objects. We are going to argue (i) that sortals do not individuate, (ii) that bodies are already objects, and (iii) that the acquisition of variables presupposes a notion of identity. The result is diagnostic of a central desideratum for any theory of reference: an explanation of spatiotemporal object individuation.}, subject = {Referenz }, language = {en} } @article{GlauerHildebrandt, author = {Glauer, Ramiro and Hildebrandt, Frauke}, title = {No facts without perspectives}, series = {Synthese}, volume = {199}, journal = {Synthese}, number = {1/2}, publisher = {Springer Nature}, address = {Berlin}, issn = {1573-0964}, doi = {10.1007/s11229-020-02958-9}, pages = {3825 -- 3851}, abstract = {Perner and Roessler (in: Aguilar J, Buckareff A (eds) Causing human action: new perspectives on the causal theory of action, MIT Press, Cambridge, MA, pp 199-228, 2010) hold that children who do not yet have an understanding of subjective perspectives, i.e., mental states, explain actions by appealing to objective facts. In this paper, we criticize this view. We argue that in order to understand objective facts, subjects need to understand perspectives. By analysing basic fact-expressing assertions, we show that subjects cannot refer to facts if they do not understand two types of perspectivity, namely, spatial and doxastic perspectivity. To avoid conceptual confusion regarding different ways of referring to facts, we distinguish between reference to facts de re and de dicto.}, subject = {Theory of mind}, language = {en} } @article{GlauerHildebrandtHuweretal., author = {Glauer, Ramiro and Hildebrandt, Frauke and Huwer, Julia and Lonnemann, Jan and Kl{\"u}ber, Nadin and Macha, Katrin and Marusch, Tina and Vesova, Nadica and Wronski, Caroline}, title = {Mit Kindern essen und trinken - aber wie?}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {1}, address = {Berlin}, organization = {Was mit Kindern GmbH}, issn = {2363-7714}, pages = {14 -- 26}, abstract = {Im Sommer 2021 erschien die bundesweite Studie „Beteiligung von Kindern im Kita-Alltag", die Fachhochschule Potsdam und die Universit{\"a}t Graz hatten sie im Auftrag des Bundesfamilienministeriums erstellt. Ein Team aus Wissenschaftlerinnen hatte Alltagssituationen in 89 Kitas und Krippen offen gefilmt und ausgewertet. Vor allem beim Essen beobachteten die Forscherinnen immer wieder „grenz{\"u}berschreitenden K{\"o}rperkontakt" und nicht angemessenes Verhalten der p{\"a}dagogischen Fachkr{\"a}fte: Sie schoben etwa den Stuhl samt Kind so nah an den Tisch, dass das Kind den Oberk{\"o}rper kaum bewegen konnte. Andere stellten den Teller auf dem L{\"a}tzchen ab, ebenfalls um zu verhindern, dass sich die Kinder beim Essen zu viel bewegen. In rund 30 \% der zehnmin{\"u}tigen Essenssequenzen beobachteten die Forscherinnen solche Vorf{\"a}lle ein- bis viermal. In 16 \% der Situationen sogar noch {\"o}fter. Lediglich in einem F{\"u}nftel der ausgewerteten Spielsituationen und 11 \% der Essenssequenzen beobachteten die Forscherinnen {\"u}berhaupt kein grenz­{\"u}berschreitendes Verhalten.}, subject = {Kind}, language = {de} } @article{GlauerHildebrandtHuweretal., author = {Glauer, Ramiro and Hildebrandt, Frauke and Huwer, Julia and Lonnemann, Jan and Kl{\"u}ber, Nadin and Macha, Katrin and Marusch, Tina and Vesova, Nadica and Wronski, Caroline}, title = {Kinderrechte im Kita-Alltag}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {4}, address = {Berlin}, organization = {Was mit Kindern GmbH}, issn = {2363-7714}, pages = {32 -- 40}, subject = {Kind}, language = {de} } @article{GlauerHildebrandtHuweretal., author = {Glauer, Ramiro and Hildebrandt, Frauke and Huwer, Julia and Lonnemann, Jan and Kl{\"u}ber, Nadin and Macha, Katrin and Marusch, Tina and Vesova, Nadica and Wronski, Caroline}, title = {Wie wir Kinder bei Konflikten begleiten k{\"o}nnen}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {2}, address = {Berlin}, organization = {Was mit Kindern GmbH}, issn = {2363-7714}, pages = {20 -- 21}, subject = {Konflikt}, language = {de} } @article{GrosseHildebrandt, author = {Große, Gerlind and Hildebrandt, Frauke}, title = {Bildung und Interesse}, series = {Grundschule Aktuell : Zeitschrift des Grundschulverbandes}, journal = {Grundschule Aktuell : Zeitschrift des Grundschulverbandes}, number = {145}, address = {Frankfurt am Main}, organization = {Grundschulverband}, issn = {1860-8604}, pages = {30 -- 33}, abstract = {In diesem Beitrag geht es um die Kr{\"a}fte, die Kinder beim Lernen antreiben: Neugierde, Interesse, Spaß und Selbstwirksamkeitserfahrungen. Und um die p{\"a}dagogischen Ans{\"a}tze, die in der Fr{\"u}hkindlichen Bildung entwickelt wurden, um diese Triebkr{\"a}fte zu f{\"o}rdern und zu erhalten.}, subject = {Grundschule}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Vorbilder : Wie Kinder im Alltag von Modellen lernen}, series = {Kindergarten heute}, volume = {45}, journal = {Kindergarten heute}, number = {3}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {8 -- 14}, subject = {Kind}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Der gesch{\"a}rfte Blick auf Defizite : Wie im Zeichen von Inklusion Ausgrenzung praktiziert wird}, series = {Betrifft Kinder : das Praxisjournal f{\"u}r ErzieherInnen, Eltern und GrundschullehrerInnen heute}, journal = {Betrifft Kinder : das Praxisjournal f{\"u}r ErzieherInnen, Eltern und GrundschullehrerInnen heute}, number = {8/9}, publisher = {Das Netz}, address = {Kiliansroda/Weimar}, issn = {1613-737X}, pages = {6 -- 11}, subject = {Inklusion }, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Geborgen und sicher sein}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {3}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {9 -- 14}, subject = {Lebensalter}, language = {de} }