Project educare
Project educare
Models of 'good childhood' and inequality in children’s lives. Childhood education and care from the perspective of policy makers, professionals in kindergartens and primary schools, parents and children
The significance and social relevance of early childhood education and care in kindergartens and primary schools has increased. Various aspects are discussed in public debates, science, politics and in the media: specific (language) teaching, compensation of the unequally distributed chances, early identification of children at risk or the importance of early childhood education and care for Germany’s economic performance.
The respective political reports and programs concerning early and professional children’s support construct models of good childhood’, which convey particular conceptions of 'good parenthood', a 'good kindergarten' and 'good primary schools'. Such models also include certain calls to action addressing the teaching staff in kindergartens and primary schools, but also parents and their children. These calls seem to offer solutions to the problems faced by children (and parents) from milieu-deprived social groups and those with migration background – the so-called 'risk groups'. 'Children at risk' are commonly believed to particularly need early and professionally organized childhood education and care.
Our social science study examines which conceptions of 'good childhood' can be found among the relevant groups of actors. Within childhood studies the analysis is based on theories of social inequality. Further questions are: How do these groups deal with ('official') models of 'good childhood', and is their behavior relevant for the re-production of educational inequalities? We focus on the role the respective actors play in the implicit negotiations on the definition of what constitutes a 'good childhood'. A basic issue is the conformance, or respectively nonconformance, of the groups’ conceptions, but also of their attitudes and practices: Are there (un-)intended implications, and if so, what is their impact on social and educational inequality? Such implications might influence the transition to primary school, for example.
Aims and research question
The study proceeds from the conceptions, mutual expectations, attitudes and practices of the children, their parents, educators in kindergartens and in primary schools. These conceptions are affected by and connected to respective social background of the actors. Special attention is paid to the question how educational inequality in pre-school and elementary school is reproduced. The study thus takes a multi-perspective approach to three goals. The first objective is to interrelate the sociological, educational and social-science based parts of childhood studies, inequality studies and educational research. We thus suggest innovative contributions to the basic research in social sciences at a conceptual and empirical level.
Secondly, in the field of professional practice, the study is expected to identify links to the debate on professionalization in kindergarten and primary school, and we intend to illustrate the teaching staff’s role in the re-production of educational inequality. Here, contributions to a reflective form of teachers’ training and further education can be made.
Thirdly the study helps to develop a critical form of political reporting and social monitoring by analysing the models and their calls to action, which underlie political reports.
Research design and methods
By working on several aspects and questions, the study uses a broad repertory of methods, including quantitative and qualitative approaches.
The aim of the first phase of the study in 2010 was to develop the theoretical foundations and the current state of national as well as international research were developed. At the same time, an interdisciplinary network of scientists working in the field of educational research and childhood studies was established.
The second phase of the study provided a qualitative data analysis, aiming at a synopsis of politically created models of a 'good childhood'. Additionally, representative data on milieu-specific educational participation as well as on arrangements of (early) childhood were collected and analyzed quantitatively.
On the basis of the previous methodological steps, the third phase of the study will be to comprise the development of a quantitative survey with parents and children as well as a teaching staff survey in kindergartens and primary schools. These surveys will be conducted in two comparable cities. Subsequently, qualitative partially structured interviews will be conducted with children, parents and teachers. The interview partners will be chosen from different social milieus, including Germany’s two largest groups of immigrants.
During the fourth phase of the study all results will be linked to the quality of political reporting, the training and further education of the teaching staff in kindergartens and primary schools.
Scientific coordinator
Members of staff
Stefanie Bischoff
Frederick de Moll
Funding
Volkswagen Foundation
