@incollection{ChernivskyLorenzSinai, author = {Chernivsky, Marina and Lorenz-Sinai, Friederike}, title = {"Und ich wusste nicht, dass es das gibt": zur Bedeutung von Kollektivbiografie und Antisemitismusverst{\"a}ndnissen von Lehrer/-innen f{\"u}r den Umgang mit Antisemitismus an Schulen}, series = {Schule als Spiegel der Gesellschaft : Antisemitismen erkennen und handeln}, booktitle = {Schule als Spiegel der Gesellschaft : Antisemitismen erkennen und handeln}, publisher = {Wochenschau Verlag}, address = {Frankfurt am Main}, isbn = {978-3-7344-1355-1}, pages = {242 -- 261}, subject = {Geschichtsunterricht}, language = {de} } @incollection{Doose, author = {Doose, Stefan}, title = {Arbeit}, series = {Handbuch Inklusion und Sonderp{\"a}dagogik}, booktitle = {Handbuch Inklusion und Sonderp{\"a}dagogik}, editor = {Hedderich, Ingeborg and Biewer, Gottfried and Hollenweger, Judith and Markowetz, Reinhard}, edition = {2. Auflage}, publisher = {Verlag Julius Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-8385-8804-9}, publisher = {Fachhochschule Potsdam}, pages = {462 -- 467}, subject = {Inklusion }, language = {de} } @incollection{Perko, author = {Perko, Gudrun}, title = {Berufsethik}, series = {Grundbegriffe Soziale Arbeit und Geschlecht}, booktitle = {Grundbegriffe Soziale Arbeit und Geschlecht}, editor = {Ehlert, Gudrun and Funk, Heide and Stecklina, Gerd}, publisher = {Beltz Juventa}, address = {Weinheim ; Basel}, isbn = {978-3-7799-6503-9}, publisher = {Fachhochschule Potsdam}, pages = {75 -- 78}, subject = {Berufsethik}, language = {de} } @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{SteinkellerGrosse, author = {Steinkeller, Annika von and Große, Gerlind}, title = {Children are more social when playing analog games together than digital games}, series = {Computers in Human Behavior Reports}, volume = {6}, journal = {Computers in Human Behavior Reports}, publisher = {Elsevier}, address = {Amsterdam}, issn = {2451-9588}, doi = {10.1016/j.chbr.2022.100195}, pages = {10}, abstract = {Digital media are being used more and more frequently by children and for a wide variety of functions. However, there are no studies to date that examine the effect of such use on peer interactions and the occurrence of prosocial behavior in peers. For parents, it has been found that when using digital media only few parents respond responsively to their children's attempts at interaction and also very rarely, they communicate with them verbally and nonverbally. In the present study, we investigated how playing a game in a digital versus analog form influences interactions (especially prosocial behavior) of peers. We used an experimental situation, where 24 dyads of 4-10-year-old children were examined. Each of the dyads was randomly assigned to a condition where they played either a digital or analog game together. Various interaction parameters and prosocial behavior during and after the game were analyzed. Results show that children in the analog condition communicated verbally with each other more often, responded more often to interaction attempts of their partners and showed less often negative forms of interaction and more often positive forms of interaction than children in the digital condition. However, the type of medium had no influence on prosocial behavior after the game situation. These results suggest that the format of a game (digital vs. analog) has a decisive influence on peer interactions concerning their communication during but not their prosocial behavior after the game situation.}, 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{KappelerLiebel, author = {Kappeler, Manfred and Liebel, Manfred}, title = {Das Georg-v.-Rauch-Haus in Berlin-Kreuzberg}, series = {Sozial Extra}, volume = {46}, journal = {Sozial Extra}, number = {2}, publisher = {VS Verl. f{\"u}r Sozialwissenschaften}, address = {Wiesbaden}, issn = {1863-8953}, doi = {10.1007/s12054-022-00474-3}, pages = {148 -- 153}, abstract = {Vor etwas mehr als 50 Jahren, am 8. Dezember 1971, besetzten Jugendliche ein gr{\"o}ßeres Geb{\"a}ude in Berlin und nannten es Georg-von-Rauch-Haus. Die Autoren nehmen das Jubil{\"a}um zum Anlass, um {\"u}ber die Frage nachzudenken, was sich aus den im Haus gemachten Erfahrungen mit Selbstorganisation f{\"u}r die heutige Jugendhilfe lernen l{\"a}sst. Sie untersuchen insbesondere die Konflikte zwischen den Jugendlichen und den staatlichen Jugendbeh{\"o}rden.}, subject = {Jugendhilfe}, language = {de} } @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} } @incollection{Schroeder, author = {Schr{\"o}der, Tobias}, title = {David Heise: Expressive Order}, series = {Schl{\"u}sselwerke der Emotionssoziologie}, booktitle = {Schl{\"u}sselwerke der Emotionssoziologie}, editor = {Senge, Konstanze and Sch{\"u}tzeichel, Rainer and Zink, Veronika}, edition = {2. Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-37869-1}, doi = {10.1007/978-3-658-37869-1_29}, publisher = {Fachhochschule Potsdam}, pages = {263 -- 272}, abstract = {In der sozialen Interaktion streben Menschen danach, Dinge zu erleben, die sie schon wissen. So fasst David seine Affektsteuerungstheorie (Affect Control Theory) gerne in einem Satz zusammen. Das Bed{\"u}rfnis nach Best{\"a}tigung sozialen Wissens fasst er als Motor der Interpretation und Ausf{\"u}hrung sozialer Handlungen auf.}, subject = {Computersimulation}, language = {de} } @book{OPUS4-3031, title = {Denken lernen : Erkenntnisse und Anregungen zum Denken mit jungen Kindern aus Forschung und Praxis}, editor = {Hebenstreit-M{\"u}ller, Sabine and Hildebrandt, Frauke}, publisher = {Wamiki}, address = {Berlin}, isbn = {978-3-96791-010-0}, publisher = {Fachhochschule Potsdam}, pages = {252}, abstract = {Nachdenken mit Kindern, gemeinsam {\"u}berlegen, in den Dialog miteinander gehen - all dies ist w{\"u}nschenswert und wird sicherlich von niemandem in Zweifel gezogen, passiert im p{\"a}dagogischen Alltag jedoch viel zu selten. Das kann viele Gr{\"u}nde haben: mangelnde Zeit und Ruhe, um ins Gespr{\"a}ch mit Kindern zu gehen, aber auch ver­s{\"a}umte Gelegenheiten im Alltag. Und manchmal fehlt schlicht das Know-how, das Wissen, wie man es macht, wie man einen Dialog in Gang setzt, Fragen der Kinder aufgreift und im Gespr{\"a}ch erweitert. Denken lernen bedeutet Dialog. Es bedeutet Interaktion auf Augenh{\"o}he, die nur gelingen kann, wenn Kinder ernst genommen werden und Erwachsene sich aktiv als Mit-Denkende und Mit-Handelnde einbringen. Das erfordert, ein - falsches - Verst{\"a}ndnis von Selbstbildungsprozessen zu korrigieren, das sich in den letzten Jahren vielerorts gebildet hat und darauf ver­traut, dass Kinder sich am besten selbst und ohne die Einwirkung Erwachsener entwi­ckeln. Die Bedeutung der Interaktion mit Erwachsenen und ihre Rolle f{\"u}r das kind­liche Lernen geraten dabei tendenziell in den Hintergrund. Im angloamerikanischen Raum wird das als „Early Childhood Error" bezeichnet. Mit diesem Buch st{\"a}rken die Autor*innen die Relevanz der Interaktion von Erwachsenen und Kindern beim gemeinsamen Denken. Deutlich wird: Die Interaktion mit Erwachsenen bringt einen erheblichen Mehrwert f{\"u}r die kindliche Entwicklung - allerdings nur, wenn sie eine bestimmte Qualit{\"a}t aufweist. Diese Qualit{\"a}t zu beschreiben, wesentliche Impulse f{\"u}r die Praxis zu geben und zugleich auf Forschungsdefizite hinzuweisen, ist Anliegen dieses Buches.}, subject = {Denken}, language = {de} } @incollection{DamettoMicheliniHigietal., author = {Dametto, Diego and Michelini, Gabriela and Higi, Leonard and Schr{\"o}der, Tobias and Klaperski, Daniel and Popiolek, Roy and Tauch, Anne and Michel, Antje}, title = {Developing a stakeholder-centric simulation tool to support integrated mobility planning}, series = {Advances in Social Simulation}, booktitle = {Advances in Social Simulation}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-92843-8}, issn = {2213-8692}, doi = {10.1007/978-3-030-92843-8_6}, pages = {65 -- 78}, abstract = {Simulation tools aimed at enhancing cross-sectoral cooperation can support the transition from a traditional transport planning approach based on predictions towards more integrated and participatory urban mobility planning. This shift entails a broader appraisal of urban dynamics and transformations in the policy framework, capitalizing on new developments in urban modelling. In this paper, we argue that participatory social simulation can be used to solve these emerging challenges in mobility planning. We identify the functionalities that such a tool should have when supporting integrated mobility planning. Drawing on a transdisciplinary case study situated in Potsdam, Germany, we address through interviews and workshops stakeholders' needs and expectations and present the requirements of an actionable tool for practitioners. As a result, we present three main challenges for participatory, simulation-based transport planning, including: (1) enhancement of the visioning process by testing stakeholders' ideas under different scenarios and conditions to visualise complex urban relationships; (2) promotion of collective exchange as means to support stakeholder communication; and (3) credibility increase by early stakeholder engagement with model development. We discuss how our participatory modelling approach helps us to better understand the gaps in the knowledge of the planning process and present the coming steps of the project.}, subject = {Mobilit{\"a}t 4.0}, language = {en} } @techreport{HagerKrauskopfLangeetal., author = {Hager, Jolina and Krauskopf, Karsten and Lange, Lara and Nicolas, Ronja and Schumann, Klara and Sp{\"a}te, Julius and Strauß, Philipp and Wiener, Isabell}, title = {Die digitale Transformation der sozialen Dienste}, editor = {Sp{\"a}te, Julius}, address = {Potsdam}, organization = {BASA Dual-Digital}, isbn = {978-3-947796-08-3}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-29113}, pages = {42}, abstract = {Die Soziale Arbeit ist mit digitalen Technologien und mediatisierten Lebenswelten von Adressat:innen sowie Fachkr{\"a}ften konfrontiert. Die damit verbundene digitale Transformation verl{\"a}uft in den vielf{\"a}ltigen Handlungsfeldern Sozialer Arbeit sehr unterschiedlich. Innerhalb eines Lehrforschungsprojekts, das im Wintersemester 2021/2022 und Sommersemester 2022 im dual-digitalen Bachelorstudiengang Soziale Arbeit (BASA Dual-Digital) an der Fachhochschule Potsdam durchgef{\"u}hrt wurde, widmeten sich sechs Studierende und ihr Dozent der Erforschung des Digitalisierungsstands bei Tr{\"a}gern sozialer Dienste. Die Studie ist das Ergebnis einer teilnehmenden Beobachtung der dualen Studienanf{\"a}nger:innen, um die Handlungen und Widerfahrnisse im Kontext der Digitalisierung an ihren Praxisstellen zu erfassen.}, subject = {Sozialdienst}, language = {de} } @book{OPUS4-2849, title = {Die Shoah in Bildung und Erziehung heute}, editor = {Chernivsky, Marina and Lorenz-Sinai, Friederike}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen-Opladen}, isbn = {978-3-8474-2571-7}, pages = {250}, subject = {Kollektives Ged{\"a}chtnis}, language = {de} } @article{Spaete, author = {Sp{\"a}te, Julius}, title = {Digitale Jugendarbeit als soziotechnisches System}, series = {Medien-Impulse}, volume = {60}, journal = {Medien-Impulse}, number = {1}, address = {Wien}, organization = {Bundesministerium f{\"u}r Unterricht, Kunst und Kultur}, issn = {2307-3187}, doi = {10.21243/mi-01-22-08}, pages = {28}, abstract = {Mit der zunehmenden Einbindung von digitalen Technologien wird die Jugendarbeit zu einem soziotechnischen System. Die sozialp{\"a}dagogischen Kenntnisse zur Gestaltung sozialer Interaktionen m{\"u}ssen daf{\"u}r um das Wissen und K{\"o}nnen technischer Komponenten erweitert werden. Dieser Artikel weist darauf hin, dass soziale Systeme durch technische Einfl{\"u}sse Ver{\"a}nderungsprozessen unterworfen sind und die Erweiterung von professionellen Handlungskompetenzen der Sozialarbeitenden in der Jugendarbeit erfordert.}, subject = {Sozialarbeit}, language = {de} } @article{ScheidtKleinBempreikszLuthardt, author = {Scheidt, Alexander and Klein, Chantal and Bempreiksz-Luthardt, Jasmin}, title = {Digitalisierung der KiTa}, series = {Kita-Fachtexte}, journal = {Kita-Fachtexte}, address = {Berlin}, organization = {Alice Salomon Hochschule Berlin}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1533-opus-5010}, pages = {1 -- 24}, abstract = {Dieser Studientext schl{\"u}sselt das Thema Digitalisierung f{\"u}r p{\"a}dagogische Fach- kr{\"a}fte auf. F{\"u}nf Fragestellungen zur KiTa-Digitalisierung stehen im Mittelpunkt: 1. Wie ist der Stand der digitalen Ausstattung von KiTas? 2. {\"U}berwiegen die Chancen oder die Risiken beim p{\"a}dagogischen Einsatz digitaler Medien? 3. Welche digitalen Kompetenzen brauchen Kinder in der KiTa? 4. Wie ver{\"a}ndert der Einsatz digitaler Beobachtungsinstrumente die p{\"a}dago- gische Arbeit? 5. Wie unterst{\"u}tzen Computer-Programme die KiTa-Organisation? Neben diesen f{\"u}nf Handlungsfeldern der KiTa-Digitalisierung geht der Text auf den Wandel der Kindheit durch Digitalisierungsprozesse ein. Am Ende folgt ein kurzes Kapitel mit Schlussfolgerungen f{\"u}r Forschung und Praxis.}, subject = {Digitalisierung}, language = {de} } @article{LorenzSinai, author = {Lorenz-Sinai, Friederike}, title = {Dimensionen der Verwirklichung von Kinderrechten am Beispiel des Rechts auf Schutz vor Gewalt in Institutionen}, series = {Treffpunkt B{\"u}cherei}, journal = {Treffpunkt B{\"u}cherei}, number = {2}, address = {M{\"u}nchen}, organization = {Sankt Michaelsbund Landesverband Bayern e.V.}, issn = {2194-1092}, pages = {6 -- 7}, subject = {Kind}, 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} } @incollection{Maywald, author = {Maywald, J{\"o}rg}, title = {Grenzsetzungen kindgerecht}, series = {Jedes Verhalten hat seinen Sinn}, booktitle = {Jedes Verhalten hat seinen Sinn}, publisher = {Herder}, address = {Freiburg}, organization = {Nieders{\"a}chsische Institut f{\"u}r fr{\"u}hkindliche Bildung und Entwicklung (nifbe)}, isbn = {978-3-451-82610-8}, publisher = {Fachhochschule Potsdam}, pages = {113 -- 125}, subject = {Verhaltensst{\"o}rung}, 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} }