Diversity in Early Childhood Education: A German Perspective

Autor/in	Gramelt, Katja
Titel	Diversity in Early Childhood Education: A German Perspective
Quelle	In: Early Years: An International Journal of Research and Development, 33 (2013) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2012.677948
Schlagwörter	Early Childhood Education; Bias; Social Bias; Context Effect; Foreign Countries; Concept Formation; Interviews; Position Papers; Educational Change; Change Strategies; Skill Development; Professional Development; Ethnic Diversity; Educational History; Intellectual History; Program Implementation; Social Change; Educational Practices; Social Justice; Social Influences; Multicultural Education; Teacher Competencies; Student Diversity; Program Effectiveness; Consciousness Raising; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Positionspapier; Bildungsreform; Lösungsstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; History of education; Bildungsgeschichte; Geistesgeschichte; Sozialer Wandel; Bildungspraxis; Soziale Gerechtigkeit; Sozialer Einfluss; Multikulturelle Erziehung; Lehrkunst; Bewusstseinsbildung; Deutschland
Abstract	This paper outlines the theoretical foundation of a skill enhancement programme in early childhood settings which follows the ideas of the Anti-Bias approach. A focal point of the concept is to acknowledge the connection between societal, structural and individual biases. It challenges those biases and assists educators in improving their competences to promote diversity. The paper describes the history of the transfer of the Anti-Bias approach across?three different international contexts. An empirical study is then introduced which is based on the combination of a document analysis and expert interviews of those who facilitate the concept. The findings reveal that developing competences in reflecting the individual self and professional actions are key methods, and they entail implications for concepts of enabling educators to support inclusion. Those implications as well as input on dealing with diversity in Germany are outlined. (Contains 9 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10