@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{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Becoming episodic : the development of objectivity}, series = {Philosophical Psychology}, journal = {Philosophical Psychology}, publisher = {Routledge, Taylor \& Francis Group}, address = {London}, issn = {1465-394X}, doi = {10.1080/09515089.2023.2181152}, abstract = {We argue that objectivity is acquired by learning to refer to particular situations, that is, by developing episodicity. This contrasts with the widespread idea that genericity is crucial in developing humans' ability to conceive of an objective world. According to the collective intentionality account, objectivity is acquired by contrasting one's particular perspective in the "here and now" with a generic group perspective on how things are generally. However, this line of argument rests on confusing two independent notions of genericity: social and worldly genericity. Holding these two notions apart shows that there is no coherent developmental route from episodicity to objectivity via genericity. In effect, the collective intentionality account presupposes objectivity. Alternatively, episodicity may develop by enculturation into the common practice of spatial-indexical use. This ability establishes an initial, socially shared spatiotemporal reference system comprising the basis for objectivity.}, subject = {Objektivit{\"a}t}, language = {en} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Beteiligung von Kindern im Kita-Alltag}, series = {Demokratische Partizipation und Inklusion in Kindertageseinrichtungen}, booktitle = {Demokratische Partizipation und Inklusion in Kindertageseinrichtungen}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-7091-0}, publisher = {Fachhochschule Potsdam}, pages = {280 -- 307}, subject = {Kindertagesst{\"a}tte}, 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{MachaUrbanLonnemannetal., author = {Macha, Katrin and Urban, Mathias and Lonnemann, Jan and Wronski, Caroline and Hildebrandt, Frauke}, title = {Children's perspectives on quality in ECEC as a specific form of participation}, series = {International Journal of Early Years Education}, volume = {32}, journal = {International Journal of Early Years Education}, number = {1}, publisher = {Taylor and Francis}, address = {London}, issn = {0966-9760}, doi = {10.1080/09669760.2023.2299267}, pages = {246 -- 260}, abstract = {In this paper, we want to present research on children's perspectives in the context of participation. We emphasize that the survey of children's perspectives is a form of participation. We understand participation based on children's rights. We refer to the Lundy model ([2007]. "'Voice' Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child." British Educational Research Journal 33 (6): 927-942. https://doi.org/10.1080/01411920701657033), which emphasizes that it is not enough to simply ask children to speak their minds. Rather, they also need the experience that their views have an influence. In the discourse on quality in ECEC, children's perspectives became only recently the focus of extended research. In evaluation instruments, at least in Germany, the inclusion of children's perspectives is rare. In the study presented here, these two aspects are brought together using the example of the evaluation instrument QuaSi. We describe how children's perspectives are taken into account in the evaluation and feedback process in contrast to everyday life in ECEC centres. It becomes clear that the collection of children's perspectives and their feedback to the pedagogues in the centre does not automatically lead to their views influencing the quality of the centre.}, subject = {Partizipation}, language = {en} } @article{LindnerMoellerHildebrandtetal., author = {Lindner, Nadja and Moeller, Korbinian and Hildebrandt, Frauke and Hasselhorn, Marcus and Lonnemann, Jan}, title = {Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers Media S.A.}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.943191}, pages = {13}, abstract = {Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old's spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children's absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children's spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children's SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers' relative understanding of numerical magnitude.}, subject = {R{\"a}umliches Wissen}, language = {en} } @article{HildebrandtGlauerKachel, author = {Hildebrandt, Frauke and Glauer, Ramiro and Kachel, Gregor}, title = {Coming from a world without objects}, series = {Mind \& Language}, volume = {37}, journal = {Mind \& Language}, number = {2}, publisher = {Wiley Blackwell Publishing Ltd}, address = {Oxford, UK}, doi = {10.1111/mila.12313}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-25000}, pages = {159 -- 176}, abstract = {While research on object individuation assumes that even very young children are able to perceive objects as particulars, we argue that the results of relevant studies can be explained in terms of feature discrimination. We propose that children start out navigating the world with a feature-based ontology and only later become able to individuate objects spatiotemporally. Furthermore, object individuation is a cognitively demanding achievement resting on a uniquely human form of enculturation, namely the acquisition of deictic demonstratives. We conclude by outlining empirical expectations for operationalizations of our proposal.}, language = {en} } @article{WronskiHildebrandt, author = {Wronski, Caroline and Hildebrandt, Frauke}, title = {Das Recht auf Beteiligung im Krippenalltag}, series = {Kita aktuell - Recht}, journal = {Kita aktuell - Recht}, number = {1}, publisher = {Wolters Kluwer Deutschland}, address = {Kronach}, issn = {1612-0809}, pages = {10 -- 13}, subject = {Kinderkrippe}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Den {\"U}bergang gestalten - Die Perspektive der Kita}, series = {Grundschulunterricht Deutsch}, journal = {Grundschulunterricht Deutsch}, number = {2}, publisher = {Cornelsen}, address = {M{\"u}nchen}, issn = {1865-4975}, pages = {7 -- 10}, abstract = {Wodurch kann die gemeinsame Bildungsverantwortung von Kindergarten und Schule am wirksamsten {\"u}bernommen werden? Welchen Beitrag kann die Kita leisten, um den {\"U}bergang in die Grundschule f{\"u}r Kinder so erfolgreich wie m{\"o}glich zu machen? Die Autorin beantwortet diese Fragen mit grunds{\"a}tzlichen {\"U}berlegungen und der Darstellung praktischer Schritte.}, subject = {Kindertagesst{\"a}tte}, 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} } @book{HildebrandtHildebrandt, author = {Hildebrandt, Frauke and Hildebrandt, Elske}, title = {Dialoge mit Kindern im Kita-Alltag}, publisher = {Version-Verl.}, address = {Woltersdorf}, isbn = {978-3-9817121-0-0}, pages = {16}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Die Sache mit der Augenh{\"o}he oder Vom Wert des Kaffeeklatschs, der Klischees und der Irritation}, series = {Betrifft Kinder}, journal = {Betrifft Kinder}, number = {6/7}, publisher = {Verl. Das Netz}, address = {Kiliansroda/Weimar}, issn = {1613-737X}, pages = {6 -- 11}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Die Welt entdecken}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {4}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {9 -- 14}, subject = {Lebensalter}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Die Welt verstehen}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {9}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {30 -- 36}, subject = {Lebensalter}, language = {de} } @article{SchoenfeldRangeLonnemannetal., author = {Sch{\"o}nfeld, Romy and Range, Anna-Katharina and Lonnemann, Jan and Walter-Laager, Catherine and Hildebrandt, Frauke}, title = {Einsatz partizipationsf{\"o}rderlicher Elemente in Bilderbuchbetrachtungen mit Krippenkindern und die Einstellungen p{\"a}dagogischer Fachkr{\"a}fte zur Partizipation}, series = {Fr{\"u}he Bildung}, journal = {Fr{\"u}he Bildung}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2191-9186}, doi = {10.1026/2191-9186/a000651}, pages = {1 -- 9}, abstract = {P{\"a}dagogischen Fachkr{\"a}ften in Kindertagesst{\"a}tten kommt die Verantwortung zu, den Kindern altersunabh{\"a}ngig umfassende Beteiligungsm{\"o}glichkeiten zu gew{\"a}hren. Das Erleben von Selbst- und Mitbestimmung in allt{\"a}glichen Angelegenheiten der Kinder, ihre Teilhabe an kognitiv anregenden partizipativen Interaktionen, wird als besonders entwicklungsf{\"o}rderlich betrachtet. Es fehlen allerdings weitgehend Forschungsergebnisse zur Frequenz einzelner Elemente dieser Interaktionsformate insbesondere f{\"u}r Krippenkinder. Es wurde daher in Krippen das Vorkommen einzelner Elemente partizipationsf{\"o}rderlicher sprachlicher Interaktionen in einer Buchbetrachtungssituation bei 72 Fachkr{\"a}ften erfasst und weiter {\"u}berpr{\"u}ft, ob diese mit den Einstellungen der Fachkr{\"a}fte zur Partizipation korrelieren. P{\"a}dagogischen Fachkr{\"a}ften ist es vermehrt - in 87,4\% der Lesesituationen - gelungen, epistemische Markierungen als bedeutsames Element partizipationsf{\"o}rderlicher kognitiv anregender Interaktionen zu zeigen. Hingegen verbalisierten Fachkr{\"a}fte emotionale Innenwelten anderer in lediglich 29,9\% der Situationen und deren {\"U}berzeugungen gar nur in 2,3\% der Situationen. Es zeigt sich außerdem, dass p{\"a}dagogische Fachkr{\"a}fte eher nicht den pessimistischen Aussagen {\"u}ber Partizipation zustimmen. Des Weiteren konnte ein signifikanter negativer Zusammenhang zwischen einer pessimistischen Einstellung zu Partizipation und der partizipationsf{\"o}rderlichen Strategie des Aufgreifens kindlicher Themen und dem Folgen des kindlichen Fokus gefunden werden. Insgesamt gibt diese Studie Aufschluss {\"u}ber die Pr{\"a}senz von Elementen sprachlichen partizipationsf{\"o}rderlichen Handelns von Fachkr{\"a}ften wie das Einsetzen epistemischer Markierungen, das Begr{\"u}nden von Sprechakten oder das Verbalisieren innerer Zust{\"a}nde im p{\"a}dagogischen Alltag von Krippenkindern und nimmt Fortbildungsbedarfe f{\"u}r eine weitere Professionalisierung des Feldes in den Blick.}, subject = {Kleinkinderziehung}, language = {de} } @article{LuthardtBormannHildebrandt, author = {Luthardt, Jasmin and Bormann, Inka and Hildebrandt, Frauke}, title = {Einstellungen p{\"a}dagogischer Fachkr{\"a}fte zu anregenden Interaktionen in Kindertagesst{\"a}tten}, series = {Fr{\"u}he Bildung : interdisziplin{\"a}re Zeitschrift f{\"u}r Forschung, Ausbildung und Praxis}, volume = {10}, journal = {Fr{\"u}he Bildung : interdisziplin{\"a}re Zeitschrift f{\"u}r Forschung, Ausbildung und Praxis}, number = {3}, publisher = {Hogrefe Verlag}, address = {G{\"o}ttingen}, issn = {2191-9194}, doi = {10.1026/2191-9186/a000531}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-25462}, pages = {151 -- 160}, abstract = {Wie eine p{\"a}dagogische Fachkraft mit den Kindern interagiert und sie damit in ihrer Entwicklung unterst{\"u}tzt, h{\"a}ngt maßgeblich davon ab, wie sie lernanregenden Interaktionen gegen{\"u}ber eingestellt ist. Diese Einstellungen werden im Beitrag mit sogenannten cognitive-affective maps (CAMs) erfasst. Zur Erstellung der CAMs wurden leitfadengest{\"u}tzte Interviews mit p{\"a}dagogischen Fachkr{\"a}ften (N = 18) aus sechs verschiedenen Einrichtungen analysiert. Die CAMs zeigen, dass die befragten Fachkr{\"a}fte haupts{\"a}chlich auf sozial-emotionale Aspekte von Interaktionen rekurrieren und ihre t{\"a}glichen Interaktionen mit den Kindern selbst positiv bewerten. Konkretes Wissen zu lernanregenden Interaktionsformaten benennen sie hingegen kaum. Ein Vergleich der Einstellungen der Fachkr{\"a}fte deutet auf teamspezifische Besonderheiten hin. In einigen Einrichtungen sind die Einstellungen der Fachkr{\"a}fte deutlich homogener als in anderen. Die Ergebnisse werden in ihrer Bedeutung f{\"u}r Fortbildungsangebote diskutiert und CAMs als gewinnbringende Methode zur Eruierung teamspezifischer Fortbildungsbedarfe und als Fortbildungsmethode selbst vorgeschlagen.}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Entdecken, forschen, kommunizieren}, series = {Welt des Kindes : die Fachzeitschrift f{\"u}r Kindertageseinrichtungen}, journal = {Welt des Kindes : die Fachzeitschrift f{\"u}r Kindertageseinrichtungen}, number = {3}, publisher = {Lambertus-Verlag GmbH}, address = {Freiburg}, issn = {0373-5885}, pages = {8 -- 13}, subject = {Kind}, language = {de} } @inproceedings{HildebrandtAntunes, author = {Hildebrandt, Frauke and Antunes, Filipe Martins}, title = {Erz{\"a}hlen wir uns was}, series = {SandmannApp oder Bilderbuch? : Fr{\"u}hkindliche Medienerziehung im Spannungsfeld zwischen Kita und Elternhaus. Tagungsdokumentation 4. M{\"a}rz 2015 / Fachhochschule Potsdam}, booktitle = {SandmannApp oder Bilderbuch? : Fr{\"u}hkindliche Medienerziehung im Spannungsfeld zwischen Kita und Elternhaus. Tagungsdokumentation 4. M{\"a}rz 2015 / Fachhochschule Potsdam}, address = {Potsdam}, organization = {Aktion Kinder- und Jugendschutz Brandenburg e. V. (AKJS)}, pages = {19 -- 21}, subject = {Kind}, language = {de} } @incollection{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Forscherwelt Blossin}, series = {(H)Orte f{\"u}r Kinder}, booktitle = {(H)Orte f{\"u}r Kinder}, address = {Potsdam}, organization = {Ministerium f{\"u}r Bildung, Jugend und Sport (MBJS), Presse und {\"O}ffentlichkeitsarbeit}, pages = {109 -- 117}, subject = {Kind}, language = {de} } @incollection{ScheidtHildebrandt, author = {Scheidt, Alexander and Hildebrandt, Frauke}, title = {Forscherwelt Blossin}, series = {Handbuch f{\"u}r ErzieherInnen : in Krippe, Kindergarten, Kita und Hort (Losebl.-Ausg.)}, booktitle = {Handbuch f{\"u}r ErzieherInnen : in Krippe, Kindergarten, Kita und Hort (Losebl.-Ausg.)}, number = {78}, publisher = {Olzog}, address = {M{\"u}nchen}, isbn = {978-3-7892-1691-6}, subject = {Bildungswesen}, 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} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Hilfsbereit und kooperativ sein}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {8}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {30 -- 35}, subject = {Lebensalter}, language = {de} } @article{LohseHildebrandtHildebrandt, author = {Lohse, Karoline and Hildebrandt, Andrea and Hildebrandt, Frauke}, title = {Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations}, series = {Early Childhood Research Quarterly}, volume = {58}, journal = {Early Childhood Research Quarterly}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0885-2006}, doi = {10.1016/j.ecresq.2021.09.014}, pages = {254 -- 263}, abstract = {Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults' use of hypotheses (e.g., "Maybe this is a dwarf's door") was tested against the use of instructive statements ("This is a dwarf's door") and in combination with open questions ("What do you think, why is the door so small?"). In Experiment 1, hypotheses differed from instructions only by the modal marker "maybe". Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults' utterances can directly influence children's reasoning and children's contributions to dialogues.}, subject = {Parent-child interaction therapy}, language = {en} } @article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Ich will das und ich schaffe das! : {\"u}ber die F{\"a}higkeit, eine Idee umzusetzen}, series = {Kindergarten heute}, volume = {52}, journal = {Kindergarten heute}, number = {9}, publisher = {Verlag Herder}, address = {Freiburg}, issn = {2628-5541}, pages = {10 -- 14}, abstract = {Manchmal scheint aufgeben leichter als durchhalten. Um gesteckte Ziele zu erreichen, brauchen Kinder vor allem eins: motivierende Erwachsene.}, 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} } @incollection{HildebrandtPergande, author = {Hildebrandt, Frauke and Pergande, Bianka}, title = {Konflikte in der Kita}, series = {Denken lernen}, booktitle = {Denken lernen}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {Wamiki}, address = {Berlin}, isbn = {978-3-96791-010-0}, publisher = {Fachhochschule Potsdam}, pages = {68 -- 81}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Kooperation mit Eltern am {\"U}bergang von der Kindertagesst{\"a}tte in die Grundschule}, series = {Forum GanzGut}, journal = {Forum GanzGut}, number = {10}, publisher = {Kobra.net}, address = {Potsdam}, pages = {22 -- 26}, subject = {Kindertagesst{\"a}tte}, language = {de} } @incollection{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {K{\"u}sse dein Gehirn : wie wir uns und die Welt sch{\"o}ner und reicher machen}, series = {Spielplatz Sprache : Kindersprachen st{\"a}rken}, booktitle = {Spielplatz Sprache : Kindersprachen st{\"a}rken}, publisher = {wamiki}, address = {Berlin}, isbn = {978-3-96791-017-9}, publisher = {Fachhochschule Potsdam}, pages = {11 -- 17}, subject = {Spielplatz}, language = {de} } @incollection{WronskiHildebrandt, author = {Wronski, Caroline and Hildebrandt, Frauke}, title = {Lernen und Entwicklung in Interaktion}, series = {Handbuch interdisziplin{\"a}re Bildungsforschung}, booktitle = {Handbuch interdisziplin{\"a}re Bildungsforschung}, publisher = {Beltz Juventa}, address = {Weinheim ; Basel}, isbn = {978-3-7799-5587-0}, publisher = {Fachhochschule Potsdam}, pages = {296 -- 310}, 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 = {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{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{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Ohne Bindung keine Bildung}, series = {Grundschule aktuell : Zeitschrift des Grundschulverbandes}, journal = {Grundschule aktuell : Zeitschrift des Grundschulverbandes}, number = {144}, address = {Frankfurt am Main}, organization = {Der Vorstand des Grundschulverbandes}, issn = {1860-8604}, pages = {9 -- 12}, abstract = {Durch die Studien von John Bowlby und Mary Ainsworth zur Bildungstheorie wissen wir, dass Kinder durch vielf{\"a}ltige Interaktionen eine Bindung zu Erwachsenen aufbauen, also eine emotionale Beziehung, die {\"u}ber einen l{\"a}ngeren Zeitraum anh{\"a}lt. Diese Bindung an ihre Bezugspersonen brauchen die Kinder, um aktiv und selbstbestimmt lernen zu k{\"o}nnen.}, subject = {Bindungstheorie }, language = {de} } @incollection{RothmalerThomasHildebrandtetal., author = {Rothmaler, Joseph and Thomas, Stefan and Hildebrandt, Frauke and Budde, Rebecca and Pigorsch, Stephanie}, title = {Partizipation als Gegenstand und Methode der Bildungsforschung}, series = {Partizipation in der Bildungsforschung}, booktitle = {Partizipation in der Bildungsforschung}, editor = {Thomas, Stefan and Rothmaler, Joseph and Hildebrandt, Frauke and Budde, Rebecca and Pigorsch, Stephanie}, publisher = {Beltz Juventa}, address = {Weinheim ; Basel}, isbn = {978-3-7799-6483-4}, publisher = {Fachhochschule Potsdam}, pages = {7 -- 13}, abstract = {Das Thema Partizipation hat in den letzten Jahren in verschiedenen Bereichen der Bildungsforschung zweifellos an Bedeutung gewonnen. Auf der einen Seite werden in fachlichen und wissenschaftlichen Diskursen Beteiligungsm{\"o}glichkeiten und -formen in Bildungsinstitutionen und -prozessen verhandelt (Baraldi/Cockburn 2018; G{\"u}rlevik/Hurrelmann/Palentien 2016). Auf der anderen Seite ist mit dem Anwachsen des Interesses an partizipativen Forschungsmethoden auch eine st{\"a}rkere Beteiligung von Akteur*innen an kollaborativen Forschungsprojekten in p{\"a}dagogischen und sozialen Bildungskontexten unter Einbezug von Kindern und Jugendlichen zu beobachten.}, subject = {Bildungsforschung}, language = {de} } @article{HildebrandtGlauerMoore, author = {Hildebrandt, Frauke and Glauer, Ramiro and Moore, Richard}, title = {Rethinking how children individuate objects}, series = {Synthese}, volume = {202}, journal = {Synthese}, number = {3}, publisher = {Springer Nature}, address = {Berlin}, issn = {0039-7857}, doi = {10.1007/s11229-023-04300-5}, pages = {1 -- 25}, abstract = {The current understanding of cognitive development rests on the premise that infants can individuate objects early on. However, the so-called object-first account faces severe difficulties explaining extant empirical findings in object individuation tasks while alternative, more parsimonious explanations are available. In this paper, we assume that children start as feature-thinkers without being able to individuate objects and show how this ability can be learned by thinkers who do not already implicitly possess the notion of an object. Based on Tugendhat's ideas on the relation between singular terms and object reference, we argue that spatial indexicals comprise the fundamental means of object individuation and describe how feature thinkers might acquire the complex substitutional system of spatial indexicals. In closing, two accounts of object cognition that do not rely on symbolic capacities, namely Pylyshyn's FINST indexes and Burge's perceptual objectivity, are critically discussed.}, subject = {Kind}, language = {en} } @incollection{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Selbstbildung, Abrichtung oder Dialog}, series = {Denken lernen}, booktitle = {Denken lernen}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {Wamiki}, address = {Berlin}, isbn = {978-3-96791-010-0}, publisher = {Fachhochschule Potsdam}, pages = {28 -- 47}, subject = {Kommunikation}, language = {de} } @incollection{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Selbstbildung, Abrichtung oder Dialog: Wie kommen Kinder in den "Raum der Gr{\"u}nde"?}, series = {Mit Kindern denken : Gespr{\"a}che im Kita Alltag}, booktitle = {Mit Kindern denken : Gespr{\"a}che im Kita Alltag}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {dohrmann Verlag}, address = {Berlin}, isbn = {978-3-938620-46-5}, pages = {33 -- 52}, subject = {Kommunikation}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Sich selbst wahrnehmen}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {5}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {8 -- 14}, subject = {Lebensalter}, language = {de} } @article{HildebrandtGlauer, author = {Hildebrandt, Frauke and Glauer, Ramiro}, title = {Singular reference : the turn to propositional thinking}, series = {Grazer Philosophische Studien : International Journal for Analytic Philosophy}, volume = {99}, journal = {Grazer Philosophische Studien : International Journal for Analytic Philosophy}, number = {2}, publisher = {Brill}, address = {Leiden}, issn = {0165-9227}, doi = {10.1163/18756735-00000164}, pages = {159 -- 185}, abstract = {The ability to refer to objects - singular reference - is arguably the decisive innovation on the way to human propositional cognition. This article argues that object individuation requires singular reference because basic singular terms, namely spatial indexicals, provide a symbolic frame of reference for object individuation. The authors suggest that singular reference is intrinsically connected to essential characteristics of propositionality: among other things, it guarantees the situation-independence of meaning, allows for the distinction between truth and falsehood, and enables us to think about possibilities. The authors sketch how singular reference gives rise to the development of predication, the powerful logical tool of quantification, and forms the basis for differentiating between belief and desire.}, subject = {Aussagenlogik}, language = {en} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Skepsis}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {1}, publisher = {Was mit Kindern GmbH}, address = {Berlin}, issn = {2363-7714}, pages = {28 -- 29}, subject = {Vertrauen}, 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{HildebrandtScheidtHildebrandtetal., author = {Hildebrandt, Frauke and Scheidt, Alexander and Hildebrandt, Andrea and H{\´e}derv{\´a}ri-Heller, {\´E}va and Dreier, Annette}, title = {Sustained shared thinking als Interaktionsformat und das Sprachverhalten von Kindern}, series = {Fr{\"u}he Bildung}, volume = {5}, journal = {Fr{\"u}he Bildung}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2191-9186}, doi = {10.1026/2191-9186/a000256}, pages = {82 -- 90}, abstract = {Die Interaktion zwischen p{\"a}dagogischer Fachkraft und Kind ist eine zentrale Qualit{\"a}tsdimension in der fr{\"u}hen Bildung. Ein Interaktionsformat wurde als besonders wirksam f{\"u}r weitere Bildungsverl{\"a}ufe identifiziert: sustained shared thinking (SST). SST ist eine Form kognitiver Kooperation. Es setzt aktive Partizipation der Interagierenden voraus und zielt auf gemeinsame gedankliche Probleml{\"o}sungen, Begriffskl{\"a}rungen und Bewertungen von Ereignissen. Ziel der Untersuchung ist es, mit Hilfe eines standardisierten experimentellen Settings Aufschluss {\"u}ber die Einfl{\"u}sse von zentralen SST-Sprechhandlungen auf quantitativ-sprachliche und sprachlich-kognitive abh{\"a}ngige Variablen bei Kindern zu gewinnen. Dazu wurde das Dialogverhalten von Kindern im Alter von 2 bis 6 Jahren (N = 38) mit ihren Bezugserzieherinnen bei der Betrachtung von Bildkarten in 1:1-Situationen untersucht. Die Ergebnisse sprechen daf{\"u}r, dass die Anwendung von SST-Sprechhandlungen einen positiven Einfluss auf das Sprachverhalten von Kindern hat und dass diese Effekte unabh{\"a}ngig vom sozio{\"o}konomischen Status und kognitiver Leistung (hier Arbeitsged{\"a}chtnis als Proxy f{\"u}r fluide kognitive F{\"a}higkeiten) der Kinder auftreten.}, subject = {Kind}, language = {de} } @article{SzymanskiHildebrandtWronski, author = {Szymanski, Laura and Hildebrandt, Frauke and Wronski, Caroline}, title = {Sustained Shared Thinking f{\"o}rdert das innovative Verhalten vier- bis sechsj{\"a}hriger Kinder}, series = {Fr{\"u}he Bildung}, journal = {Fr{\"u}he Bildung}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2191-9194}, doi = {10.1026/2191-9186/a000642}, pages = {1 -- 9}, abstract = {Empirische Studien zeigen, dass in p{\"a}dagogischen Interaktionen mit Erwachsenen die kindliche Imitation beobachteter Handlungen {\"u}berwiegt. Diese Imitationstendenz kann durch einen instruktiven Interaktionsstil der erwachsenen Person verst{\"a}rkt werden. Innovatives Verhalten wird dabei verringert. Die Generierung eigener, neuer Handlungsm{\"o}glichkeiten ist jedoch wichtiger Bestandteil von Exploration und aktivem Lernen. Das p{\"a}dagogische Interaktionsformat des Sustained Shared Thinking (SST) hat sich als f{\"o}rderlich f{\"u}r die Hypothesengenerierung bei Kindern erwiesen. In der vorliegenden Studie wurden Einfl{\"u}sse von SST-Sprachelementen auf das innovative Verhalten im Kindergartenalter untersucht. Dazu wurde 4- bis 6-j{\"a}hrigen Kindern (N = 51) in drei unterschiedlichen Interaktionsbedingungen (instruktiv, SST und neutral) eine neuartiges Kartenlegespiel demonstriert, das sie anschließend selbst nachlegen konnten. Handlungen der Kinder wurden als innovativ (Abweichung von Muster und Anzahl der gelegten Karten) oder imitativ (Kopie von Muster und Anzahl der gelegten Karten) codiert. Kinder in der SST-Bedingung zeigten mehr innovative Handlungen als Kinder in der instruktiven Bedingung. Die Ergebnisse legen nahe, dass Anwendung von SST-Sprechhandlungen einen positiven Einfluss auf das innovative Verhalten von Kindern haben kann.}, subject = {Innovation}, language = {de} } @article{HildebrandtMusholt, author = {Hildebrandt, Frauke and Musholt, Kristina}, title = {Teaching rationality : sustained shared thinking as a means for learning to navigate the space of reasons}, series = {Journal of Philosophy of Education}, volume = {54}, journal = {Journal of Philosophy of Education}, number = {3}, publisher = {Wiley-Blackwell}, address = {Malden, Mass.}, issn = {1467-9752}, doi = {10.1111/1467-9752.12407}, pages = {582 -- 599}, abstract = {Human thought can be characterised as being situated in the 'space of reasons'. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an essentially social one in which both children and adults take an active role. Second, and more specifically, by drawing on Brandom's theory of meaning, we provide a philosophical analysis of empirical findings with respect to the efficacy of 'Sustained Shared Thinking' (SST) in early educational settings. We argue that the efficacy of SST is based on its emphasising, modelling and practising those elements of communication that are essential for gaining proficiency in 'playing the game of giving and asking for reasons', namely drawing inferences between propositions and concepts and providing justifications for one's assertions. This is achieved by making explicit the inferential relationships between concepts and propositions and by the use of modal and doxastic markers that function as an invitation to a joint search for reasons.}, subject = {Denken}, language = {en} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Unabh{\"a}ngig sein, neugierig bleiben und mit Schicksalsschl{\"a}gen umgehen k{\"o}nnen…}, series = {Betrifft Kinder}, journal = {Betrifft Kinder}, number = {5}, publisher = {Verl. Das Netz}, address = {Kiliansroda/Weimar}, issn = {1613-737X}, pages = {54 -- 57}, subject = {P{\"a}dagogik}, 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 = {Was lernen wir, wenn wir sprechen lernen?}, series = {WamiKi : Das p{\"a}dagogische Fachmagazin}, journal = {WamiKi : Das p{\"a}dagogische Fachmagazin}, number = {3}, publisher = {Was mit Kindern GmbH}, address = {Berlin}, issn = {2363-7714}, pages = {17 -- 21}, subject = {Kind}, language = {de} } @article{Hildebrandt, author = {Hildebrandt, Frauke}, title = {Was meinst du?}, series = {Kindergarten heute}, journal = {Kindergarten heute}, number = {3}, publisher = {Herder}, address = {Freiburg}, issn = {0344-3949}, pages = {8 -- 13}, subject = {Kind}, language = {de} } @book{HildebrandtDreier, author = {Hildebrandt, Frauke and Dreier, Annette}, title = {Was w{\"a}re, wenn...?}, publisher = {das netz}, address = {Weimar}, isbn = {978-3-86892-065-9}, pages = {91}, subject = {Soziale Bindung}, language = {de} } @incollection{HildebrandtPreissing, author = {Hildebrandt, Frauke and Preissing, Christa}, title = {Wertebildung in der Kita}, series = {Werte lernen und leben : Theorie und Praxis der Wertebildung in Deutschland}, booktitle = {Werte lernen und leben : Theorie und Praxis der Wertebildung in Deutschland}, publisher = {Bertelsmann Stiftung}, address = {G{\"u}tersloh}, isbn = {978-3-86793-676-7}, pages = {93 -- 114}, subject = {Kindertagesst{\"a}tte}, language = {de} } @article{HildebrandtLonnemannGlauer, author = {Hildebrandt, Frauke and Lonnemann, Jan and Glauer, Ramiro}, title = {Why Not Just Features? Reconsidering Infants' Behavior in Individuation Tasks}, series = {Frontiers in Psychology}, volume = {11}, journal = {Frontiers in Psychology}, number = {Okt.}, publisher = {Frontiers Media S.A.}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.564807}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-24896}, pages = {9}, abstract = {It counts as empirically proven that infants can individuate objects. Object individuation is assumed to be fundamental in the development of infants' ontology within the object-first account. It crucially relies on an object-file (OF) system, representing both spatiotemporal ("where") and categorical ("what") information about objects as solid, cohesive bodies moving continuously in space and time. However, infants' performance in tasks requiring them to use featural information to detect individuation violations appears to be at odds with the object-first account. In such cases, infants do not appear to be able to develop correct expectations about the numerosity of objects. Recently, proponents of the object-first account proposed that these individuation failures result from integration errors between the OF system and an additional physical reasoning system. We are going to argue that the predictions of a feature-based physical-reasoning (PR) system are sufficient for explaining infants' behavior. The striking predictive power of the PR system calls into question the relevance of the OF system and, thereby, challenges the assumption that infants can individuate objects early on.}, subject = {Individuation}, language = {en} }