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Hans-Günther Roßbach 《Zeitschrift für Erziehungswissenschaft》2000,3(1):21-34
Zusammenfassung Der Beitrag berichtet über einige übergreifende gesellschaftliche Rahmenentwicklungen im Bereich von Kindergarten und Grundschule
(Schülerzahlen, mütterliche Erwerbst?tigkeit, Alleinerziehende. Gestaltungsautonomie) und diskutiert die m?glichen Auswirkungen
dieser Entwicklungen auf zukünftige Ver?nderungen im Bereich von Kindergarten und Grundschule sowie die Verzahnung dieser
beiden Bereiche.
Summary Development in Kindergarten and Primary School The article considers some general societal structural developments in the areas of kindergarten and primary school (number of students in the classroom, maternal employment, single parenting, school autonomy). It also discusses the possible effects of these developments on future changes in the areas of kindergarten and primary school, as well as the integration of these two sectors.相似文献
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In Germany, age and readiness for school are still the main criteria for school entry decisions. As a result some children start school earlier or later than scheduled. Since the 1970s it is well known that school entries not according to the cut-off date are coupled with the social and ethnic family background of these children and result in differential school careers. Thus an early or delayed school entry may be seen as the starting point of cumulative educational inequalities. New results from three series of interviews with parents, Kindergarten teachers, and school headmasters being part of the longitudinal study BiKS (“Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter”, educational processes, competence development and selection decisions in pre- and primary school age) now reveal how these decisions develop. One of these qualitative studies is dedicated to school entry decisions in families with Turkish migration background. It is concluded that especially two measures can reduce these early inequalities: (1) better information for the parents and (2) early preventive support for all children making delayed school entries no more necessary. 相似文献
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Hans-Günther Roßbach Hans-Peter Blossfeld 《Zeitschrift für Erziehungswissenschaft》2007,10(3):297-298
Ohne Zusammenfassung 相似文献
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Susanne Ebert Kathrin Lockl Sabine Weinert Yvonne Anders Katharina Kluczniok Hans-Günther Rossbach 《School Effectiveness & School Improvement》2013,24(2):138-154
Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller. 相似文献
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Hans-Günter Heimbrock 《British Journal of Religious Education》2004,26(2):119-131
This article examines phenomena of late modern religiosity that have been called a ‘return of the sacred’, especially in relation to the life experience and religious experience of adolescents. The article starts with information about recent pilot studies within religious education, and moves on to evaluate developmental theories as well as ideas from religious studies about the nature and function of the sacred. There follows a proposal for suitable methods for further RE developmental research, drawing on the psychological theory of ‘transitional objects’. Finally, some consequences for a broader understanding of religion and the task of RE are discussed. 相似文献
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Yvonne Anders Christiane Grosse Hans-Günther Rossbach Susanne Ebert Sabine Weinert 《School Effectiveness & School Improvement》2013,24(2):195-211
Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany. 相似文献