A Developmental Psychology Perspective in Germany: Co-Construction of Transitions between Family and Education System by the Child, Parents and Pedagogues

Autor/inn/en	Griebel, Wilfried; Niesel, Renate
Titel	A Developmental Psychology Perspective in Germany: Co-Construction of Transitions between Family and Education System by the Child, Parents and Pedagogues
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 1, S.59-68 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Early Childhood Education; Schools; Foreign Countries; Developmental Psychology; Developmental Tasks; Partnerships in Education; Kindergarten; Primary Education; Cooperation; Family School Relationship; Parents; Young Children; Teacher Collaboration; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School; Schule; Ausland; Entwicklungspsychologie; Entwicklungsaufgabe; Hochschulpartnerschaft; Primarbereich; Co-operation; Kooperation; Eltern; Frühe Kindheit; Lehrerkooperation; Deutschland
Abstract	In Germany, there exists a traditional gap between kindergarten and primary school. Transition research has led to a new understanding of the need for cooperation between different educational institutions and the family at this time. This article emphasises that educational transitions affect not only the child but also the parents, who actively cope with a family transition. A team from the State Institute of Early Childhood Education and Research (Staatsinstitut fur Fruhpadagogik) in Munich has formulated developmental tasks for children and their parents during transition, based on interviews with children and parents as well as on the research literature. This approach to transition has informed initiatives at different administrative levels within Germany, as well as a European project for training transition experts in order to support children and their parents to cope with transitions, and enhance collaboration between families and educators in kindergartens and primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10