EDIT - Development of Dialogue-Based Interaction and Participation

Sub-project 1: Designing dialogue-based participation under conditions of heterogeneity

In sub-project 1, linguistic indications of participatory interaction formats are analysed, particularly with regard to their effects on the development of children from disadvantaged families or with non-German family languages. Sub-project 1 focuses in particular on (1) language support, (2) dialogue-based participation of children and (3) integration of children with special needs, especially children with a non-German family language.

Sub-project 2: Shaping quality development with children

In sub-project 2, formats integrated into everyday life are developed that enable children to participate in the quality development of their child day care centre. Children can express themselves and have ideas about the pedagogical design of the daycare centre and they have the right to be heard on all matters that affect them. Nevertheless, it is rare for them to be involved in quality development and to be able to influence what is changed or developed as a quality concept in their daycare centre. In a participatory process, perspectives can be brought together and a shared image of quality can be developed. Sub-project 2 also examines the role of children in the system of child day care centres - using the example of the development of a quality handbook.

Sub-project 3: Developing discursive rationality in dialogue

Equal opportunities and the participation of all children are central goals of early education practice. Developing the ability to participate in reasoning practices (exchanging arguments and weighing up processes, forming opinions) has a significant influence on the participation of children in everyday daycare centre life. Educators in daycare centres and crèches can shape participation by stimulating thought processes and responding to children's questions and thought-provoking impulses.

Sub-project 3 investigates how pedagogical interactions can influence the development of discursive rationality in children. In addition to recognising individuality and enabling experiences of self-efficacy, acknowledging an "inner world" is the basis for the ability to express oneself, to contribute one's own thoughts and feelings, intentions and ideas and to justify them in joint discussions. This "navigating in the space of reasons" (Sellars, 1956; McDowell, 1994) is guided by the norms of theoretical and practical rationality that enable autonomous thinking.

Publications

Glauer, R., Hildebrandt, F. (2020). No facts without perspectives. Synthese. https://doi.org/10.1007/s11229-020-02958-9
Contribution by Frauke Hildebrandt in the 16th Children and Youth Report "Promoting democratic education in childhood and adolescence" by the BMFSFJ - Chapter 5 on the topic of "Child day care". https://www.bmfsfj.de/kinder-und-jugendbericht/gesamt
"Is what's on the table eaten?", interview with Frauke Hildebrandt in Wamiki - Das pädagogische Fachmagazin (5/2020). https://wamiki.de/wamiki/5-2020-schoener-essen/
Hildebrandt, F., Glauer, R., Kachel, G. (2020). Coming from a world without objects. Mind & Language. https://doi.org/10.1111/mila.12313
Hildebrandt, F., Lonnemann, J., Glauer, R. (2020). Why Not Just Features? Reconsidering Infants' Behaviour in Individuation Tasks. Frontiers Psychology 11.564807. https://doi.org/10.3389/fpsyg.2020.564807
"Learning to sense tiredness. On self-regulation and children's need for rest" - Interview with Frauke Hildebrandt in Kindergarten heute (9/2020). https://www.herder.de/kiga-heute/fachmagazin/archiv/2020-50-jg/9-2020/d…

Project page of the University of Potsdam https://www.uni-potsdam.de/de/eki/projekte/edit