TY - JOUR A1 - Glauer, Ramiro A1 - Hildebrandt, Frauke A1 - Huwer, Julia A1 - Lonnemann, Jan A1 - Klüber, Nadin A1 - Macha, Katrin A1 - Marusch, Tina A1 - Vesova, Nadica A1 - Wronski, Caroline T1 - Kinderrechte im Kita-Alltag JF - WamiKi : Das pädagogische Fachmagazin KW - Kind KW - Menschenrecht KW - Kindertagesstätte KW - Alltag Y1 - 2023 UR - https://wamiki.de/article/was-wuerdest-du-tun-2/ SN - 2363-7714 IS - 4 SP - 32 EP - 40 CY - Berlin ER - TY - JOUR A1 - Glauer, Ramiro A1 - Hildebrandt, Frauke A1 - Huwer, Julia A1 - Lonnemann, Jan A1 - Klüber, Nadin A1 - Macha, Katrin A1 - Marusch, Tina A1 - Vesova, Nadica A1 - Wronski, Caroline T1 - Wie wir Kinder bei Konflikten begleiten können JF - WamiKi : Das pädagogische Fachmagazin KW - Konflikt KW - Kind KW - Begleitung KW - Eltern Y1 - 2023 SN - 2363-7714 IS - 2 SP - 20 EP - 21 CY - Berlin ER - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro T1 - Entdecken, forschen, kommunizieren JF - Welt des Kindes : die Fachzeitschrift für Kindertageseinrichtungen KW - Kind KW - Entdeckendes Lernen Y1 - 2022 SN - 0373-5885 IS - 3 SP - 8 EP - 13 PB - Lambertus-Verlag GmbH CY - Freiburg ER - TY - JOUR A1 - Glauer, Ramiro A1 - Hildebrandt, Frauke T1 - No facts without perspectives JF - Synthese N2 - 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. KW - Theory of mind KW - Objektivität KW - Subjektivität KW - Sachverhalt Y1 - 2021 U6 - https://doi.org/10.1007/s11229-020-02958-9 SN - 1573-0964 VL - 199 IS - 1/2 SP - 3825 EP - 3851 PB - Springer Nature CY - Berlin ER - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro T1 - Becoming episodic : the development of objectivity JF - Philosophical Psychology N2 - 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. KW - Episodizität KW - Objektivität KW - Generalisierung KW - Kollektive Intentionalität Y1 - 2023 U6 - https://doi.org/10.1080/09515089.2023.2181152 SN - 1465-394X PB - Routledge, Taylor & Francis Group CY - London ER - TY - CHAP A1 - Rothmaler, Joseph A1 - Thomas, Stefan A1 - Hildebrandt, Frauke A1 - Budde, Rebecca A1 - Pigorsch, Stephanie ED - Thomas, Stefan ED - Rothmaler, Joseph ED - Hildebrandt, Frauke ED - Budde, Rebecca ED - Pigorsch, Stephanie T1 - Partizipation als Gegenstand und Methode der Bildungsforschung BT - Zur Einführung T2 - Partizipation in der Bildungsforschung N2 - 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 Beteiligungsmöglichkeiten und -formen in Bildungsinstitutionen und -prozessen verhandelt (Baraldi/Cockburn 2018; Gürlevik/Hurrelmann/Palentien 2016). Auf der anderen Seite ist mit dem Anwachsen des Interesses an partizipativen Forschungsmethoden auch eine stärkere Beteiligung von Akteur*innen an kollaborativen Forschungsprojekten in pädagogischen und sozialen Bildungskontexten unter Einbezug von Kindern und Jugendlichen zu beobachten. KW - Bildungsforschung KW - Partizipation Y1 - 2021 SN - 978-3-7799-6483-4 SP - 7 EP - 13 PB - Beltz Juventa CY - Weinheim ; Basel ER - TY - BOOK A1 - Macha, Katrin A1 - Hildebrandt, Frauke T1 - Wir müssen mittags nicht mehr schlafen! BT - Veränderungsprozesse mit Kita-Kindern gestalten Y1 - 2020 SN - 978-3-945810-98-9 PB - Wamiki CY - Berlin ER - TY - JOUR A1 - Lohse, Karoline A1 - Hildebrandt, Andrea A1 - Hildebrandt, Frauke T1 - Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations JF - Early Childhood Research Quarterly N2 - 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. KW - Parent-child interaction therapy KW - Hypothese KW - Kinderfrage KW - Sustained shared thinking Y1 - 2022 U6 - https://doi.org/10.1016/j.ecresq.2021.09.014 SN - 0885-2006 VL - 58 SP - 254 EP - 263 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro A1 - Kachel, Gregor T1 - Coming from a world without objects JF - Mind & Language N2 - 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. KW - demonstratives KW - infant cognition KW - kind‐bias KW - object individuation KW - reference Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:525-25000 VL - 37 IS - 2 SP - 159 EP - 176 PB - Wiley Blackwell Publishing Ltd CY - Oxford, UK ER - TY - JOUR A1 - Macha, Katrin A1 - Urban, Mathias A1 - Lonnemann, Jan A1 - Wronski, Caroline A1 - Hildebrandt, Frauke T1 - Children’s perspectives on quality in ECEC as a specific form of participation JF - International Journal of Early Years Education N2 - 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. KW - Partizipation KW - Kind KW - Menschenrecht Y1 - 2023 U6 - https://doi.org/10.1080/09669760.2023.2299267 SN - 0966-9760 SN - 1469-8463 VL - 32 IS - 1 SP - 246 EP - 260 PB - Taylor and Francis CY - London ER -