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 - Mit Kindern essen und trinken - aber wie? JF - WamiKi : Das pädagogische Fachmagazin N2 - Im Sommer 2021 erschien die bundesweite Studie „Beteiligung von Kindern im Kita-Alltag“, die Fachhochschule Potsdam und die Universität 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 „grenzüberschreitenden Körperkontakt“ und nicht angemessenes Verhalten der pädagogischen Fachkräfte: Sie schoben etwa den Stuhl samt Kind so nah an den Tisch, dass das Kind den Oberkörper kaum bewegen konnte. Andere stellten den Teller auf dem Lätzchen ab, ebenfalls um zu verhindern, dass sich die Kinder beim Essen zu viel bewegen. In rund 30 % der zehnminütigen Essenssequenzen beobachteten die Forscherinnen solche Vorfälle ein- bis viermal. In 16 % der Situationen sogar noch öfter. Lediglich in einem Fünftel der ausgewerteten Spielsituationen und 11 % der Essenssequenzen beobachteten die Forscherinnen überhaupt kein grenz­überschreitendes Verhalten. KW - Kind KW - Nahrungsaufnahme Y1 - 2023 SN - 2363-7714 IS - 1 SP - 14 EP - 26 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 - 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 - Colle, Livia A1 - Große, Gerlind A1 - Behne, Tanya A1 - Tomasello, Michael T1 - Just teasing! - Infants' and toddlers' understanding of teasing interactions and its effect on social bonding JF - Cognition N2 - The current study investigates infants' and toddlers' understanding of teasing interactions and its effect on subsequent social interactions. Teasing is a special kind of social interaction due to its dual nature: It consists of a slightly provocative contingent action accompanied by positive ostensive emotional cues. Teasing thus presents an especially interesting test case to inform us about young children's abilities to deal with complex social intentions. In a first experiment, we looked at 9-, 12-, and 18-month-old infants' ability to understand and differentiate a teasing intention from a trying intention and a refuse intention. We found that by 12 months of age, infants react differently (gaze, reach) and by 18 months they smile more in reaction to the Tease condition. In the second experiment, we tested 13-, 20- and 30-month-old children in closely matched purely playful and teasing situations. We also investigated potential social effects of teasing interactions on a subsequent affiliation sequence. Twenty- and 30-month-old children smile more in the Teasing than in the Play condition. For the 30-month-old toddlers, additionally, number of laughs is much higher in the Tease than in the Play condition. No effect on affiliation could be found. Thus, from very early in development, infants and toddlers are able to differentiate teasing from superficially similar but serious behavior and from around 18 months of age they enjoy it more. Infants and toddlers are able to process a complex social intention like teasing. Findings are discussed regarding infant and toddler intention understanding abilities. KW - Säugling KW - Kind KW - Spott KW - Soziale Bindung Y1 - 2023 U6 - https://doi.org/10.1016/j.cognition.2022.105314 SN - 1873-7838 IS - 231 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Streubel, Berit A1 - Gunzenhauser, Catherine A1 - Große, Gerlind A1 - Saalbach, Henrik T1 - Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children JF - Journal of Experimental Child Psychology N2 - Positive associations between children’s general language skills and emotion understanding are well documented. Concurrently, research from other domains highlights the importance of domain-specific language skills for conceptual development. The current study examined the relative contributions of emotion-specific and general vocabulary to individual differences in multiple early-acquired components of emotion understanding (e.g., facial emotion recognition) and later-acquired components (e.g., knowledge of emotion regulation strategies) in 4- to 9-year-old children (N = 86). Emotion-specific vocabulary was measured by size (i.e., number of emotion words children use) and depth (i.e., adult-like use of emotion words). Findings emphasize the role of children’s emotion-specific vocabulary rather than general vocabulary for early-acquired and later-acquired components of emotion understanding, especially when measured by expressive tasks. At preschool age, the size of emotion-specific vocabulary explains children’s knowledge of emotion regulation strategies. In primary school, however, the depth of emotion-specific vocabulary becomes relevant for individual differences in emotion understanding. KW - Sprachkompetenz KW - Kleinkind KW - Kind KW - Gefühlsempfindung Y1 - 2020 U6 - https://doi.org/10.1016/j.jecp.2019.104790 SN - 0022-0965 VL - 193 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Große, Gerlind A1 - Streubel, Berit A1 - Gunzenhauser, Catherine A1 - Saalbach, Henrik T1 - Let’s Talk About Emotions BT - the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age JF - Affective Science N2 - Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children’s and adults’ patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We found that the older the children, the more emotion words they produced. Moreover, with increasing age, children’s pattern of emotion word usage converged with adult usage. The analysis for semantic dimensions revealed one clear criterion—the differentiation of positive versus negative emotions—for all children and adults. We further found that broad covering emotion words are produced earlier and in a more adult-like way. T2 - Sprechen wir über Emotionen: die Entwicklung des Emotionsvokabulars von Kindern im Alter von 4 bis 11 Jahren KW - Kleinkind KW - Kind KW - Semantik KW - Verbales Gedächtnis KW - Gefühlsausdruck KW - Faktorieller Survey Y1 - 2021 U6 - https://doi.org/10.1007/s42761-021-00040-2 SN - 2662-205X VL - 2 IS - 2 SP - 150 EP - 162 PB - Springer CY - Cham ER - TY - JOUR A1 - Nef, Susanne A1 - Lorenz-Sinai, Friederike T1 - Multilateral generation of violence : on the theorization of microscopic analyses and empirically grounded theories of violence JF - Historical Social Research N2 - Using two phenomena of violence against children and intimate partner violence and based on two case studies, we explore the extent to which social processes of interpreting and negotiating violence contribute to further theorization efforts. The central unifying element is that both forms of violence are enabled and performed in power relations and have long been socially, legally, and politically legitimized. Therefore, our study’s focus is not on violence as a subject but rather on the social negotiation and construction of meanings of actions framed as violent. This perspective is exemplified by two independent case studies and data material that illustrate how such microscopic arguments are developed empirically. The methods used for the two case studies include qualitative analyses of interviews and organizational documents. Hence, we also discuss the researchers’ involvement and challenges in these processes. Based on our analytical findings, we argue for the use of an approach of a subject appropriated theorizing violence rather than a formal theory formation of violence. The procedural analysis of violence revealed its importance in making non-public and socially taboo forms of violence analytically accessible. T2 - Multilaterale Erzeugung von Gewalt : zur Theoretisierung von mikroskopischen Analysen und empirisch fundierten Gewalttheorien KW - Gewalt KW - Häusliche Gewalt KW - Kind KW - Partnerschaft KW - Macht KW - Theoriebildung Y1 - 2022 U6 - https://doi.org/10.12759/hsr.47.2022.05 SN - 0172-6404 VL - 47 IS - 1 SP - 111 EP - 131 PB - Köln ER - TY - JOUR A1 - Lorenz-Sinai, Friederike T1 - Dimensionen der Verwirklichung von Kinderrechten am Beispiel des Rechts auf Schutz vor Gewalt in Institutionen JF - Treffpunkt Bücherei KW - Kind KW - Menschenrecht Y1 - 2022 SN - 2194-1092 IS - 2 SP - 6 EP - 7 CY - München 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 -