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Diskurs Kindheits- Und Jugendforschung Discourse Diskurs Kindheits- und Jugendforschung Discourse. Journal of Childhood and Adolescence Research Jahrgang 10 Heft 4 Inhalt Schwerpunkt Friedrich Fröbel und die Kindheitspädagogik heute Karl Neumann, Bernhard Kalicki Editorial ..................................................................................................................... 365 Helmut Heiland 175 Jahre Kindergarten. Friedrich Fröbel und sein pädagogisches Erbe ................. 367 Karl Neumann Lebenskompetenz entwickeln im Dialog – Zur Aktualität der Pädagogik Friedrich Fröbels ........................................................ 381 Sigrid Ebert Kindergärtnerin – Erzieherin – Kindheitspädagogin. Zur Jahrhundertproblematik des Erzieherinnenberufs in Deutschland .................... 399 Allgemeiner Teil Freie Beiträge Stefanie Bischoff, Alex Knoll Förderbedürftige Kindheit – Zur Konstruktion eines Kindheitsbildes aus der Sicht von Eltern ............................. 415 Ulrike Beate Müller Gemeinsamer Schuleintritt und Übergangsbewältigung ........................................... 431 Vera Schwarz, Gerit Götzenbrucker, Fares Kayali Du bist dran! Spielerisch die Welt verändern? Eine qualitative Längsschnittstudie und Spielintervention zum Thema Klassismus und Rassismus unter Wiener Jugendlichen mit ArbeiterInneneltern ........................ 445 Diskurs Kindheits- und Jugendforschung/ Discourse. Journal of Childhood and Adolescence Research Heft 4-2015, S. 363-364 364 Inhaltsverzeichnis Kurzbeiträge Elisabeth Resa, Yvonne Anders, Hannah Ulferts, Maria Odemarck Frühkindliche Bildung und Betreuung in Europa: Erste Ergebnisse des EU-Projektes CARE ................................................................ 461 Bernd Holthusen Erfahrungen und Perspektiven minderjähriger Flüchtlinge – Start eines neuen Forschungsprojektes am Deutschen Jugendinstitut ....................... 469 Rezensionen Claus Tully Sammelrezension: Generationen: Von ‚unter Druck‘ bis gestalterisch aktiv ............ 477 Barbro Walker Nicole Becker (2014): „Schwierig oder krank?“ ADHS zwischen Pädagogik und Psychiatrie ............................................................. 485 Autorinnen und Autoren ............................................................................................ 489 Editorial Friedrich Fröbel und die Kindheitspädagogik heute Karl Neumann, Bernhard Kalicki Die Pädagogik der frühen Kindheit erfährt seit etwa fünfzehn Jahren einen enormen Auf- trieb. Tageseinrichtungen für Kinder werden nicht mehr primär als Betreuungsmöglich- keiten betrachtet, sondern als erstes Segment des allgemeinen Bildungssystems. Diese Entwicklung hat erhebliche Implikationen für die theoretische Fundierung einer Kind- heitspädagogik, das Professionsverständnis und die Anforderungen an eine Professionali- sierung dieses Praxisfeldes, einschließlich der bildungspolitischen und -ökonomischen Herausforderungen und Konsequenzen. Alle diese Themen hat Friedrich Fröbel (1782- 1852) bereits aufgegriffen, und zwar nicht nur in seinen theoretischen Schriften. Sein pä- dagogisches Lebenswerk zeichnet sich geradezu exemplarisch dadurch aus, dass er sein facettenreiches theoretisches Werk zur „Menschenerziehung“ immer auch direkt in Be- ziehung gebracht hat zu eigenen Projekten konkreter pädagogischer Praxis und politi- schem Engagement. Sie haben so – die Idee des Kindergartens ist dafür ein Musterbei- spiel – eine bis in die pädagogische Praxis der Gegenwart reichende, im Falle des Kinder- gartens bekanntlich sogar globale Innovationskraft entwickelt. Das vorliegende Heft wählt als Themenschwerpunkt die Sichtung und Reflexion der Beiträge Fröbels zu aktu- ellen Fragen der Kindheitspädagogik und greift dabei drei zentrale Fragestellungen her- aus. Helmut Heiland konturiert die Pädagogik Fröbels unter ihrem systematisch bildungs- theoretischen Anspruch, einmal mit Blick auf die konzeptionelle Idee und die Spielpraxis des „Kindergartens“, dann mit Blick auf die Person und Position des Erziehers im päda- gogischen Prozess, und zwar in der spezifischen Verbindung von biographischer und pro- fessioneller Perspektive. Dabei werden auch die Verknüpfungsmöglichkeiten der authen- tischen Fröbel-Texte mit der gegenwärtigen didaktischen Diskussion in der Frühpädago- gik skizziert. Hier wird neben der inzwischen eigentümlich anmutenden Sprache die brei- te Ideenwelt dieses Denkers sichtbar. Karl Neumann arbeitet am Beispiel der Spielpäda- gogik die hohe Anschlussfähigkeit der Arbeiten Fröbels zu aktuellen Diskursen und Kon- zepten der Frühpädagogik heraus. Dabei werden zum einen Bezüge zum Diskurs der Bil- dungsstandard-Paradigmatik herausgestellt, zum anderen die für Fröbel grundlegende Verbindung von Bildung und Religion zum Erwerb von Lebenskompetenz. Ausgehend von Fröbels bahnbrechenden Plänen und Projekten zur Etablierung einer qualitätsorien- tierten Ausbildung für den Erzieherberuf beleuchtet Sigrid Ebert schließlich die Ge- Diskurs Kindheits- und Jugendforschung/ Discourse. Journal of Childhood and Adolescence Research Heft 4-2015, S. 365-366 366 K. Neumann, B. Kalicki: Friedrich Fröbel und die Kindheitspädagogik heute schichte des Erzieherinnenberufs, die sie mit Blick auf die Professionsentwicklung als ei- ne Chronik der verpassten Chancen beschreibt. Anlass für die Realisierung dieses Themenschwerpunkts war das 175-jährige Jubilä- um der Gründung des ersten Allgemeinen Kindergartens durch Friedrich Fröbel, das der Pestalozzi-Fröbel-Verband (PFV), die International Froebel Society (IFS) und das Fried- rich-Fröbel-Museum am 26./27. Juni 2015 im thüringischen Bad Blankenburg mit der Fachtagung „Kindergarten – ein Bildungsort für alle“ würdigten. Die Schwerpunktbeiträ- ge dieses Hefts fußen auf den Vorträgen dieser Fachtagung. An dieser Stelle soll auch an ein zweites Jubiläum erinnert werden, das ebenfalls in der Heftplanung aufgegriffen wird: Im Juli 2015 veranstalteten Herausgeber/-innen und Verlag unter dem Titel „Aufwachsen im Blick der Wissenschaft – Zehn Jahre Diskurs Kindheits- und Jugendforschung“ in Berlin ein wissenschaftliches Symposium zur Refle- xion aktueller Trends dieses Forschungsfelds und zur Vergewisserung des Auftrags unse- rer Zeitschrift. Im Rahmen dieser Festveranstaltung, die übrigens auf der Internetseite der Zeitschrift (budrich-journals.de) ansprechend dokumentiert ist, wurde mit Heinz- Hermann Krüger ein Gründungsherausgeber der Zeitschrift für sein wissenschaftliches Werk geehrt. Die Beiträge dieses Symposiums, mit denen sich Herausgeberkreis und Ver- leger bei allen Beteiligten (Autorinnen und Autoren, Gutachterinnen und Gutachter, Lese- rinnen und Leser) bedanken wollen, werden im kommenden Jahr in einem eigenen Schwerpunkt versammelt. Schwerpunkt 175 Jahre Kindergarten. Friedrich Fröbel und sein pädagogisches Erbe Helmut Heiland Zusammenfassung Der Beitrag kennzeichnet im ersten Teil Fröbels Schöpfung, seinen „Kindergarten“ (Entstehung, Struktur und Zielsetzung), geht im zweiten Teil auf Fröbels Charakterisierung des „Erziehers“ ein und bestimmt abschließend den Zusammenhang von Fröbelforschung (Historik) und Fröbels pädagogischem Erbe. Schlagworte: Kindergarten, Fröbel-Pädagogik, Erzieher, historische Pädagogik, Frühpädagogik 175 years of kindergarten. Friedrich Froebel and his pedagogical heritage Abstract In the first part, this article describes Froebel’s creation, the “kindergarten” regarding its development, structure and objectives. Subsequently, the “educator” according to Froebel is characterized. Finally, the relation between historical research on Froebel and his pedagogical heritage is discussed. Keywords: Kindergarten, Froebel’s pedagogy, educator, history of education, early education 1 Der „Kindergarten“ – Fröbels Schöpfung: Entstehung, Struktur und Zielsetzung Der Kindergarten, diese weltweit verbreitete Einrichtung für die Betreuung drei- bis sechsjähriger Kinder, ist bekanntlich die Schöpfung des Thüringer Pädagogen Friedrich Fröbel (1782-1852). Dieses Jahr wurde das 175jährige Jubiläum des „Allgemeinen Kin- dergartens“ gefeiert, der Einrichtung, die Fröbel am 28. Juni 1840 im Blankenburger Rat- haus als nationale „Stiftung“ propagiert hat. Der Kindergarten als weit verbreitete frühpä- dagogische Institution verdankt also Fröbel seinen Namen und seine Struktur. Fröbel prägte Zielsetzung wie Tätigkeitsfelder des Kindergartens, dessen Theorie wie seine Pra- xis. Aber diese Einrichtung ist aufgekommen in einer durch die Wirkungsgeschichte Frö- bels bestimmten und vielfach veränderten Gestalt und sie stand und steht in Konkurrenz zu anderen frühpädagogischen Theorien und Praxisfeldern. Der „Kindergarten“ Fröbels ist daher keine absolute Größe. Er bedarf immer wieder erneut der geschichtlichen Be- stimmung. Diese Institution „Kindergarten“ muss mit ihren gegenwärtigen Leistungen, Aufgaben und Problemen diskutiert werden, also die aktuelle Situation des Kindergartens Diskurs Kindheits- und Jugendforschung/ Discourse. Journal of Childhood and Adolescence Research Heft 4-2015, S. 367-380 368 H. Heiland: 175 Jahre Kindergarten. Friedrich Fröbel und sein pädagogisches Erbe beschrieben und auf Fröbels ursprüngliche Konzeption bezogen werden. Fröbel kann aber kein „Führer aus den Nöten der Gegenwart“ (Leutheußer/Döpel 1932) in dem Sinne sein, dass seine Konzeption absolut verbindlichen Modellcharakter erhielte, der Kinder- garten gewissermaßen eine radikale „Rückkehr zum Ursprung“ Fröbel – wie Bollnow (1952) gefordert hat – vollziehen müsse und könne. Denn auch Fröbels Schöpfung, sein Kindergarten, ist mit eigenen zeitbedingten Problemen und Einseitigkeiten
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