Der Kindergarten als Bildungsinstitution: Hintergründe und Perspektiven (German Edition)

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  1. The Spirit of Hindu Law.
  2. Just Folks Earthy Tales of the Prairie Heartland.
  3. Kindergarten: A Place for Historical Thinking.
  4. Kindergarten – Wo historisches Denken geformt wird.
  5. Working the Angles: The Shape of Pastoral Integrity: Trigonometry for Pastoral Work.

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Martin Luther University Halle-Wittenberg

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English Choose a language for shopping. Not Enabled Word Wise: Not Enabled Enhanced Typesetting: In other words, the children encounter society for the first time. It is obvious that ideas regarding life in society, freedom, and participation are shaped in the kindergarten setting. There are already some exciting concepts available for this type of civic education in kindergartens.

In terms of history education, kindergartens remain an underdeveloped opportunity. The research only offers a few systematic insights. In Austria, kindergarten teachers attend upper secondary, graduating with a general qualification for university admission. Therefore, it is currently the educational sciences that address kindergarten education. There is at present little room for historical education there and such instruction at the kindergarten level generally remains informal in the form of toys, dolls, picture books, and visits to historical places during outings.

These help young children come into contact with history while in kindergarten. If kindergarten is to be taken seriously as an educational institution, it will, in the future, need to focus on creating professional curricula and learning strategies for educating young children in history and historical thinking.

Since there are no traditions of such education in Austria, it makes sense to draw on the lessons taught by other countries with an eye to what the children will be expected to learn later on. While Austria, Switzerland, and Germany are still discussing ways to pay more attention to history and the historical contexts of the contemporary world in elementary schools, young children in Israel are already being introduced to such sensitive topics at an early age. In the German-speaking world, it is the Swiss who seem most interested in early childhood history instruction. Children in kindergarten there are asked to begin developing ideas about the connections between past and present to help explain the contemporary world.

However, if history education is to shift from the haphazard or the individual efforts of committed educators, it will be necessary for researchers in the teaching of history to accept their responsibility for history education for all ages and become involved in developing appropriate curricula and educational programmes. It is important to remember that children have additional opportunities for encounters with the past and with history that go beyond the state-approved curricula in middle school.