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 - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro T1 - „Ich denke, dass es so ist. - Und was meinst du?“ : Nachdenkgespräche mit Kindern führen JF - Lehren & lernen : Zeitschrift für Schule und Innovation aus Baden-Württemberg N2 - Der vorliegende Beitrag erläutert Nachdenkgespräche mit Kindern, beginnend in der Kita. Explikative Gespräche regen das Spekulieren und Nachdenken an, ergründen Zusammenhänge, stellen den Augenschein in Frage, fragen „was wäre, wenn …?“. Nachdenkgespräche eröffnen Möglichkeitsräume, die gedanklich durchschritten werden, stoßen Prozesse an, die wir denken nennen. Dies ist eine wichtige Voraussetzung für das Lernen und Einüben von elementaren Prozessen (Denkstrukturen), mit denen wir am Beginn unserer bewusst gemachten kognitiven Entwicklung auf den Weg gebracht werden, die sprachlichen Möglichkeiten bei der Suche nach Gründen und Erklärungen für alltägliche oder besondere Sachverhalte zu finden. KW - Kognitive Entwicklung KW - Kind KW - Gespräch KW - Dialog Y1 - 2022 SN - 0341-8294 VL - 48 IS - 8-9 SP - 69 EP - 73 PB - Neckar-Verlag CY - Villingen-Schwenningen 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 - 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 - Wronski, Caroline A1 - Hildebrandt, Frauke T1 - Das Recht auf Beteiligung im Krippenalltag JF - Kita aktuell - Recht KW - Kinderkrippe KW - Kind KW - Beteiligung KW - Menschenrecht Y1 - 2022 SN - 1612-0809 IS - 1 SP - 10 EP - 13 PB - Wolters Kluwer Deutschland CY - Kronach ER - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro T1 - Ich will das und ich schaffe das! : über die Fähigkeit, eine Idee umzusetzen JF - Kindergarten heute N2 - Manchmal scheint aufgeben leichter als durchhalten. Um gesteckte Ziele zu erreichen, brauchen Kinder vor allem eins: motivierende Erwachsene. KW - Sustained Shared Thinking KW - Kind KW - Interaktion KW - Denken KW - Kindertagesstätte KW - Erzieher Y1 - 2022 SN - 2628-5541 VL - 52 IS - 9 SP - 10 EP - 14 PB - Verlag Herder CY - Freiburg 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 - Maywald, Jörg A1 - Pergande, Bianka T1 - Missachtet und abgehängt BT - Kinder und Kinderrechte während der COVID-19-Pandemie JF - Sozial Extra N2 - Obwohl Kinder in besonderer Weise von den Einschränkungen aufgrund der COVID-19-Pandemie betroffen sind, wurden ihre Rechte in der Krise nur mit großer Verzögerung und sehr unvollständig berücksichtigt. Um die Interessen von Kindern während zukünftiger Krisen nicht erneut zu missachten, ist die Verwirklichung eines Kinderrechtsansatzes auf allen Ebenen notwendig. Besonders wichtig ist dafür die Verankerung der Kinderrechte im Grundgesetz. KW - Kind KW - Menschenrecht KW - Krise KW - COVID-19 KW - Pandemie KW - Kindeswohl Y1 - 2022 U6 - https://doi.org/10.1007/s12054-022-00466-3 SN - 1863-8953 VL - 46 IS - 2 SP - 99 EP - 104 PB - VS Verl. für Sozialwissenschaften CY - Wiesbaden ER - TY - JOUR A1 - Macha, Katrin A1 - Hildebrandt, Frauke A1 - Wronski, Caroline A1 - Lonnemann, Jan A1 - Urban, Mathias T1 - Making it explicit BT - Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care JF - British educational research journal N2 - To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines exploring children's perspectives with sustained shared thinking (SST). Focussing on the dialogue following the rules of SST, we conducted and analysed group discussions with children about their lives within a children's centre in Berlin, Germany. The children were asked to think about aspects of quality. They expressed their ideas, wishes, likes and dislikes within the centre explicitly and profoundly. Following the lead of these children, a dialogue developed in which children and researchers contributed equally and led the way. This showed how well children could act out their agency and were capable of expressing rational and reasonable opinions. Here, we argue that SST helps to see the pedagogical side of exploring children's perspectives and acknowledges this as a pedagogical and political act. Children experience being heard and having a say in shaping situations. This is in itself a pedagogical situation a researcher should be aware of. KW - Erfahrung KW - Kind KW - Kleinkind KW - Partizipation KW - Perspektive Y1 - 2024 U6 - https://doi.org/10.1002/berj.4054 SN - 0141-1926 SN - 1469-3518 SP - 1 EP - 17 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Hildebrandt, Frauke A1 - Glauer, Ramiro A1 - Moore, Richard T1 - Rethinking how children individuate objects BT - Spatial indexicals in early development JF - Synthese N2 - 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. KW - Kind KW - Säugling KW - Kognitive Entwicklung Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:525-31948 SN - 0039-7857 SN - 1573-0964 VL - 202 IS - 3 SP - 1 EP - 25 PB - Springer Nature CY - Berlin ER -