Transcript Slide 1

Dr. Sabine Bollig
Praktizierte
Betreuungsarrangements
Ein ethnographischer Zugang zu den
diversen Formen ‘betreuter Kindheit’
Jahrestagung PDfK 2015
Im Spannungsfeld zwischen Konstruktion und Normativität:
Diversität in der Pädagogik der frühen Kindheit
Universität Köln, 05.-07.März
Ausgangspunkt Diversität im System der Kindertagesbetreuung
3 Zugänge zu Diversität (Vandenbroeck 2011)
-
Ökonomische Perspektive
Differenzielle Qualitäten und Effekte von den jeweiligen Kindertageseinrichtungen
-
Erziehungsbezogene Perspektive
Reproduktion und Kompensation von Ungleichheiten im professionellen Umgang mit
Differenzen in der jeweiligen Kindergruppe
-
Soziale Perspektive
Inklusion/Exklusion bestimmter Kindergruppen durch Zusammenspiel von
Kinderbetreuungspolitiken, ‘Entscheidungen’ der Eltern und regionalen
Angebotsstrukturen
Kindheitssoziologische Perspektive
Ausgangspunkt Diversität im System der Kindertagesbetreuung
Kindheitssoziologische Perspektive
thematisiert Diversität in der frühen Kindheit
zunächst als Zusammenhang der
gesellschaftlichen Herstellung ‘betreuter Kindheit’
und dem alltäglichen ‘making of the day care child’
Ausgangspunkt Diversität im Feld der Kindertagesbetreuung
«Betreute Kindheit» (Honig 2011)
Lebensform und Lebensweise
Multiperspektivisches Konstrukt, dass die
1) Strukturen und Angeboten der extrafamilialen Betreuung
2) elterliche Betreuungs- und Erziehungsstrategien
3) Kinderbetreuungspolitiken
4) alltägliche Erfahrungen von Kindern mit den Angeboten der Kindertagesbetreuung als
Lebens- und Sozialisationskontext
in ihrem Zusammenhang thematisiert
Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’
Nationale Wohlfahrtsmodelle und (förderale) Kindertagesbetreuungspolitiken
Split oder Unitary System of Education and Care, Schulbezogene oder sozialpädagogische Tradition,
(Bennett 2003), hoher/niedriger Invest (Jensen 2009, Olk 2010)
Komplexe Betreuungslandschaften und Betreuungsarrangements
Home-based, centre-based, relative-based care / single and multiple concurrent care arrangements /
stabil and instabil care arrangements (Claessens/Chen 2014, Alt/Riedel/Heitkötter 2014)
Regionale Landschaften und ungleicher Zugang zu Kindertagesbetreuung
Ungleicher Zugang zu hochqualitative Kindertagesbetreuung, affordability/accessibility/ desireability
(Vandenbroeck/Lazzari 2014)
Diverse Leitbilder guter ‘betreuter Kindheit’
Globale, nationale, familiale Leitbilder (Betz 2013), milieugebundene Betreuungsüberzeugungen und –
strategien von Eltern, Gulløv (2003)“politics of placing children is filled with paradoxes, ambiguities and
negotiations” (ibid: 36).
Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’
Forschung zu Diversität ‘betreuter Kindheit’ fokussiert Erwachsene
‘Betreute Kindheit’ als Lebensform und als Lebensweise
Kinder als Akteure ‘betreuter Kindheit’
Forschung zu ‘Intepretative Reproduktion’ der Kindergartenordnung und Selbstsozialisation in der
Peerkultur
Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’
Kinder als Akteure ‘betreuter Kindheit’
Kinder arbeiten aktiv an der Reproduktion ihrer diskursiven, organisationalen, soziomaterialien
und interaktiven Ordnungen ‘betreuter Kindheit’ mit, indem sie
•
ihr Spiel organisieren (Strandell 1997)
•
Regeln deuten, missachten, umgehen und einhalten (Corsaro 1990, Waksler 1997, Sumsion et al 2014))
•
Kontrolle über Raum, Zeit und ihre Aktivitäten gewinnen (Gallacher 2005, Markström & Halldén 2008)
•
Kindertageseinrichtungen zu ‘ihrem Platz’ machen (Brooker 2014)
•
ihre ‘multiplen Identiäten’ zwischen dem Zuhause und öffentlicher Kindertagesbetreuung
gestalten (Brooker 2006, Hedegaard/Fleer Brooker 2014, Stratigos/Bradley/Sumsion 2014)
Aber
viel Forschung zu Peer-Kultur Kita/Tagespflege, wenig zu Betreuungsarrangements und
noch weniger zu Diversität von Formen betreuter Kindheit
Projekt Team
Prof. Dr. Michael-Sebastian Honig
Dr. Sabine Bollig
Dr. Bina Mohn
Sylvia Nienhaus, M.A.
Philipp Müller
Katja Seefeldt
gefördert du
Fonds National de la Recherche (FNR)
2013 – 2015
Forschungsprojekt CHILD
fragt nach
den diversen Formen ‘betreuter Kindheit’
im Kontext der superdiversen Gesellschaft Luxemburgs
und einem hetereogenen Betreuungssystem
von der Position der Kinder aus
‘vantage point of children’ (Thorne 1996)
Exploratives Forschungsdesign
12 – 15 ethnographische Fallstudien
zu den Care-Arrangements von 2-4 jährigen Kindern
Luxembourg’s Multicultural and Multilingual Society
Total population: 537,000 inhabitants
‘Luxembourgian’: 298,200
55.5 %
‘Foreigners’:
44.5 %
238,800
47.7 %
of children
ages 0-4
do not have a
Luxembourgian
citizenship
Only 38.8 % of inhabitants were born in Luxembourg and
have parents who were born in Luxembourg
Three official languages
Luxembourgish, German, French
Other languages very common in Luxembourg
Portuguese, English …
The Heterogeneous Luxembourgian ECEC System
ECEC System
for children aged 0-4 years
CARE
EDUCATION
Education Précoce
«Pre-Preschool»
•Ages 3-4
•optional, for free
•Part-time service
•Weekdays 8-11:45
Mon/Wed/Fri 14-16
Day Care-Centres
Day Care-Homes
Different types, including
Créches, Maison Relais,
Foyer de Jour, Garderie,
Foyer Scolaire, Créche de
enteprise, and others
Childminders /Homebased day care
licenced by
certification
Licensed via certification
(for-profit) or by convention
(state-funded)
Cycle 1 Primary School
«Preschool»
•Compulsory at age 4
All accept income-related childcare vouchers
Type of care
arrangement
12 case-studies (care-arrangements) in der CHILD-Studie
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Formen von care arrangements
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Formen von care arrangements
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and intern
early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more
then two ECECsettings (regularly
concurrent or with shorttime-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after school
care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Formen von care arrangements
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Formen von care arrangements
Type of care
arrangement
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Education-bezogene Einrichtungen (éducation précoce)
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Care-orientierte Einrichtungen (Créche, Dageselderen)
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Care-orientierte Einrichtungen (Créche, Dageselderen)
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Kombination aus Care & Education
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Centre-based day care (Kita)
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
home-based care (Tagespflege)
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings
Luxemburgisch
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings
Luxemburgisch + zu Hause Luxemburgisch
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings
Französisch
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings
+ zu Hause Französisch
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Mehr als zwei Sprachen in Care-Arrangements
Luxemburgisch
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Mehr als zwei Sprachen in Care-Arrangement
hauptsächlich
Luxemburgisch + Französisch
Luxemburgisch
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Mehr als zwei Sprachen in Care-Arrangement
hauptsächlich
Luxemburgisch + Portugiesisch
Luxemburgisch
Hannah, 3 years
single care arrangement
incl. one ECEC-setting
(marketbased) day care
centre, nursery group and
intern early education group
single care arrangement
+ intense use of relative
care
concurrent multipe carearrangements with two
ECEC-settings
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
Joe, 2.7 years
day care home
Lena, 3.5 years
Marine*, 3 years
(state-funded) day care
centre
(state-funded) day care
centre
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Ann-Sophie, 3.5 years
pre-preschool
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
Lea, 3.5 years
pre-preschool +
day care home
Carlos, 3.x
Pre-preschool +
day care home
Type of care
arrangement
Mehr als drei Sprachen
zu Hause + Care Arrangement
Hannah, 3 years
Lena, 3.5 years
Marine*, 3 years
intern early education group
(state-funded) day care
centre
(state-funded) day care
centre
single care arrangement
+ intense use of relative
care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 years
pre-preschool
concurrent multipe carearrangements with two
ECEC-settings
Kim, 3.9 years
pre-preschool +
(market-based) day care
centre
Tito, 3.5 years
pre-preschool +
(market-based) day care
centre
Jayden*, 3,5 years
Maik, 4.4 years
pre-preschool
(market-based) day care
centre +
(state-funded) after
school care club
Preschool +
day care home +
back-up day care home
single care arrangement
incl. one ECEC-setting
multipe carearrangements, more then
two ECEC- settings
(regularly concurrent or
with short-time-instability)
(marketbased) day care
centre, nursery group and
Lea, 3.5 years
pre-preschool +
day care home
Jules*, 3 years
(marketbased) day care
centre, nursery-group and
intern early education group
Carlos, 3.x
Pre-preschool +
day care home
Forschungsprojekt CHILD
Praxistheoretische Perspektive,
die Theorie der Praktiken mit einer Theorie von Arrangements verknüpft
(‘site of the social’ Schatzki 2002)
Praktiken als “spatially dispersed and temporally enfolded nexuses of doings and sayings” (Schatzki 2002)
Flache Vorstellung des Sozialen, in denen sich “bundels of practice-/arrangements” praktisch miteinder
verbinden
Analytischer Begriff von Care-Arrangements
die praktizierten Räume, in denen ECEC-policies, regionale und lokale
Betreuungslandschaften, elterliche überzeugungen und
Entscheidungen, institutionelle Ordnungen und Leitbilder und die
Praktiken der Kinder sich verbinden und zusammenspielen
Forschungsprojekt CHILD
Place, Space, Trajectories (Massey 2005)
Raum, nicht euklidisch sondern relational, wird pemanent hergestellt / praktiziert,
space und place stellen sich wechseleitig her
Place (Orte) = meaningful localities, wie ‘zuHause’ oder ‘Vorschule’,
die durch vielfältige Relationierungen in
Raum und Zeit praktisch und lokal hergestellt werden
“place manifest many unique qualities, which are located and bounded […] but which cannot be
understood from within a fixed local context”.
Instead, they have to be understood as the
“products, or better moments, of coalescing
and colliding chains of events and movements”
(Lagendijk et al. 2011)
Place inhabits multiple identies, locus of heteregenitey and negotiation (Massey 2005)
Forschungsprojekt CHILD
Place, Space, Trajectories (Massey 2005)
“place manifest many unique qualities, which are located and bounded […] but which cannot be understood
from within a fixed local context”.
Instead, they have to be understood as the
“products, or better moments, of coalescing
and colliding chains of events and movements”
(Lagendijk et al. 2011)
Trajectories
die material und symbolisch ‘geknüpften’ Ketten von Ereignissen und Bewegungen,
die einerseits ‘Orte’ herstellen, die aber auch in den lokalen Praktiken des
‘place-making’ hergestellt werden, was wiederum Raum herstellt
“contemporaneous existence of a plurality of trajectories (Massey 2005)
Praktisches Problem: Welche trajectories in denen Raum und Orte
sich wechselseitig herstellen sollen herausgearbeitet werden? Fokus Care-Arrangements
Time-Space-Geographien des Untersuchungsdesigns
Expert interviews incl. childcare providers
Review of statistical and local data
Family interviews
Interviews with caregivers
(Trans-)Local
geographies
of childcare
Participant observation in settings
Individual geographies of
care arrangements
Family ‘diaries’
Participant observations,
accompanying children through
their ECEC days
Organizational
geographies of
childcare settings
Kim’s Care Arrangement
Home
Èducation Précoce (Pre-Preschool)
Foyer de Jour (Day Care Centre)
Kim’s Care Arrangement
By car with his father
On foot with his mother
Via the day care centre’s bus service
with his main educator (driver) and other schoolchildren
Home
Èducation Précoce (Pre-Preschool)
Foyer de Jour (Day Care Centre)
7:55 8:00
Monday
Tuesday
Wednesday
Thursday
Friday
9:00
10:00
11:45 12:00
1:45 2:00
4:00 4:15
5:30 6:00
Kim’s Care Arrangement
Trajectory: Multiple Languages
Familiale Suche und Navigation eines ‘guten care-arrangements’
Differenzierung und Re-Kombination von gesprochenen Sprachen
Language of education / language of care
Zweitsprache / Muttersprache
Mother: “so the first priority was ‘Maison Relais’ [municipal care service for
pupils] as people recommended, and then we wanted to choose in some
way … for the first thing, who can speak Italian? […] so we found crèches
here and babysitters, and we just said everyone is good for us. The teacher
[in the pre-preschool] told me about the crèche and the foyer, and we went
there and actually we know some people who speak Italian there and the
lady… the manager there, […] her husband is Italian so she can speak
Italian and there are some other kids who can speak Italian”
(24.07.14, interview conducted in English).
Kim’s Care Arrangement
Trajectory: Multiple Languages
Familiale Suche und Navigation eines ‘guten care-arrangements’
Differenzierung und Re-Kombination von gesprochenen Sprachen
Place making: Skalierungs- und Vergleichspraktiken
‘Trans-lokale Care-Culturen’
nation, region, local, body
Mother: So, Kim told me that there [éducation
précoce] is just one Luxemburgish child and all the
other have another nationality. So then he told me, ok
I am not so different than the other kids’. And the kids
speak different languages there. He speaks Italian, so
he is not so different. When he goes to the day care
centre it´s another story (24.07.2014).
Kim’s Care Arrangement
Trajectory: Multiple Languages
Sprachpolitiken: Kim’s sprachliches Pendeln zwischen Vor-Vorschule und Hort
Pendeln zwischen Erwachsenen-Kind und Peer-Sprachen
Pendeln zwischen legitimen und nicht-legitimen Sprachen
Èducation précoce:
“Kim, Jule und Paolo spielen mit den Autos auf dem Boden. Jules flüstert seinen
Spielkameraden etwas zu, ich verstehe nur ‘cours’ [Rennen]. Kim steigt direkt
begeistert darauf ein, fängt an mit den Schienen eine Art Strasse zu bauen, “Non,
non” ruft Jule. “Jule, mer schwätzen elo äwwer letzebuergesch”, ermahnt ihn die
Lehrerin. Jule beachtet es nicht weiter. Im weiteren bauen sie eine Rennstrecke mit
Kisten und sprechen sich dabei sehr leise, aber weiter auf französisch ab”.
Kim’s Care Arrangement
Trajectory: Multiple Languages
Sprachpolitiken: Kim’s sprachliches Pendeln zwischen Vor-Vorschule und Hort
‘sheltered places’: Flüstern als ‘language of belonging’
mit denen Kim sein ‘multiple concurrent care arrangement’ als Raum herstellt
Hort am Nachmittag auf dem Spielplatz:
Kim zeigt Carla, seiner Mitschülerin aus der éducation précoce die Steine in seiner
offenen Hand “Kuck elo, steen”. Carla schwingt weiter mit dem Oberkörper auf der
Schaukel hin und her: “Nao” antwortet sie in Portugiesisch.
[…] als Kim durch die grösseren Kinder regelrecht in die 2. Reihe gedrängt wird,
kommt Carla nimmt die Steine und schlägt auf Luxemburgisch “mei” [mehr] vor. Sie
flüstert ihm etwas zu und marschiert davon, Kim folgt ihr und die nächsten 15
Minuten sortieren sie kleine Steine, die sie vom Boden aufheben. Sie kommentieren
und regulieren diese Arbeit fortlaufend sprachlich, alledings in sehr leisem Ton.
Um sie herum toben die anderen Kinder und spielen begleitet von lauten Rufen und
Lachen ein Fangen-Spiel, das der Erzieher initiiert hat.
Konklusion
Beispiel care arrangement Kim
Multiple languages-trajectory geeignet um praktizierte Betreuungsarrangement und ihre
diversen Akteure und ‘sites’ in ihrem Zusammenhang sichtbar zu machen
Kontrastierendes Beispiel
care arrangement Joe
Altersordnungen-trajectory, extenden-home care arrangement Joe
Auswahl von trajectories im Wechselspiel
von empirischer Analyse und Potential
im Datenset eine ‘andere Geschichte’ zu erzählen