Zusammenfassung
In den letzten Jahren wurden zunehmend Befürchtungen laut bezüglich der Einführung von zentral gesteuerten Curricula oder output-orientierten Vorgaben in der Frühpädagogik. Beispiele hierfür finden sich in unterschiedlichen Ländern, so z.B. im Rahmen der eingeführten „Lernziele für die Vorschuljahre“(Early Learning Goals) für die Arbeit mit Drei- bis Fünfjährigen in England und Wales2, der neuen curricularen Vorgaben in Schweden oder der Ergebnisformulierungen wie sie im Te Whäriki Dokument von Neuseeland zu finden sind. Besondere Bedenken hatte man in Großbritannien im Kontext der Frage, ob aufgrund gesetzlich vorgeschriebener Begutachtungsverfahren — beispielsweise durch die Inspektoren Ihrer Majestät (OfSTED, Office for Standards in Education) — einige Pädagogen, die über wenig Ausbildung mit Blick auf wirksame pädagogische Ansätze verfügen, möglicherweise auf die unangemessene Methodik eines frontalen Unterrichts zurückgreifen (Siraj-Blatchford et al., 1999; Moriarty & Siraj-Blatchford, 1998). Ein Ergebnis dieser Bedenken und Befürchtungen zeigt sich darin, dass in letzter Zeit der Forschung in der Frühpädagogik mehr Aufmerksamkeit zukommt. Der nun folgende kritische Literaturüberblick versteht sich als ein weiterer Beitrag zu diesem Thema.
Aus dem Englischen übersetzt von Arndt Ladwig. Fachliche Bearbeitung: Pamela Oberhuemer
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Siraj-Blatchford, I., Moriarty, V. (2004). Pädagogische Wirksamkeit in der Früherziehung. In: Fthenakis, W.E., Oberhuemer, P. (eds) Frühpädagogik international. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-95041-3_5
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