Dr. Sabine Bollig Praktizierte Betreuungsarrangements Ein ethnographischer Zugang zu den diversen...
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Transcript of Dr. Sabine Bollig Praktizierte Betreuungsarrangements Ein ethnographischer Zugang zu den diversen...
Dr. Sabine Bollig
Praktizierte Betreuungsarrangements
Ein ethnographischer Zugang zu dendiversen Formen ‘betreuter Kindheit’
Jahrestagung PDfK 2015Im 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
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 System der Kindertagesbetreuung
Ausgangspunkt Diversität im Feld der Kindertagesbetreuung
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
«Betreute Kindheit» (Honig 2011)
Lebensform und Lebensweise
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)
Aberviel Forschung zu Peer-Kultur Kita/Tagespflege, wenig zu Betreuungsarrangements und noch weniger zu Diversität von Formen betreuter Kindheit
gefördert duFonds National de la Recherche (FNR)
2013 – 2015
Projekt Team
Prof. Dr. Michael-Sebastian HonigDr. Sabine BolligDr. Bina MohnSylvia Nienhaus, M.A.Philipp MüllerKatja Seefeldt
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
‘Luxembourgian’: 298,200 55.5 %
‘Foreigners’: 238,800 44.5 %
Luxembourg’s Multicultural and Multilingual Society
Total population: 537,000 inhabitants
Only 38.8 % of inhabitants were born in Luxembourg and have parents who were born in Luxembourg
47.7 % of children
ages 0-4do not have a
Luxembourgian citizenship
Other languages very common in LuxembourgPortuguese, English …
Three official languages Luxembourgish, German, French
The Heterogeneous Luxembourgian ECEC System
ECEC System for children aged 0-4 years
EDUCATION EDUCATION CARECARE
Education Précoce«Pre-Preschool»
•Ages 3-4
•optional, for free•Part-time service•Weekdays 8-11:45Mon/Wed/Fri 14-16
Education Précoce«Pre-Preschool»
•Ages 3-4
•optional, for free•Part-time service•Weekdays 8-11:45Mon/Wed/Fri 14-16
Day Care-Centres
Different types, including Créches, Maison Relais, Foyer de Jour, Garderie, Foyer Scolaire, Créche de enteprise, and others
Licensed via certification (for-profit) or by convention (state-funded)
Day Care-Centres
Different types, including Créches, Maison Relais, Foyer de Jour, Garderie, Foyer Scolaire, Créche de enteprise, and others
Licensed via certification (for-profit) or by convention (state-funded)
Day Care-Homes
Childminders /Home-based day care
licenced by certification
Day Care-Homes
Childminders /Home-based day care
licenced by certification
All accept income-related childcare vouchersCycle 1 Primary School
«Preschool»•Compulsory at age 4
Cycle 1 Primary School«Preschool»
•Compulsory at age 4
Type of care arrangement
12 case-studies (care-arrangements) in der CHILD-Studie
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Formen von care arrangements
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Formen von care arrangements
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and intern
early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Formen von care arrangements
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Formen von care arrangements
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Education-bezogene Einrichtungen (éducation précoce)
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Care-orientierte Einrichtungen (Créche, Dageselderen)
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Care-orientierte Einrichtungen (Créche, Dageselderen)
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Kombination aus Care & Education
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Centre-based day care (Kita)
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
home-based care (Tagespflege)
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
hauptsächlich gesprochene Sprachen in ECEC-settingsLuxemburgisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings Luxemburgisch + zu Hause Luxemburgisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement hauptsächlich gesprochene Sprachen in ECEC-settingsFranzösisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
hauptsächlich gesprochene Sprachen in ECEC-settings+ zu Hause Französisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Mehr als zwei Sprachen in Care-Arrangements Luxemburgisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Mehr als zwei Sprachen in Care-Arrangement
hauptsächlich Luxemburgisch + Französisch Luxemburgisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Mehr als zwei Sprachen in Care-Arrangement
hauptsächlich Luxemburgisch + Portugiesisch Luxemburgisch
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years
day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
Type of care arrangement
Mehr als drei Sprachen zu Hause + Care Arrangement
single care arrangement incl. one ECEC-setting
Hannah, 3 years
(marketbased) day care centre, nursery group and
intern early education group
Lena, 3.5 years
(state-funded) day care centre
Marine*, 3 years
(state-funded) day care centre
Jules*, 3 years
(marketbased) day care centre, nursery-group and
intern early education group
single care arrangement + intense use of relative care
Joe, 2.7 years day care home
Ann-Sophie, 3.5 yearspre-preschool
concurrent multipe care-arrangements with two ECEC-settings
Kim, 3.9 yearspre-preschool +(market-based) day care centre
Tito, 3.5 years pre-preschool +(market-based) day care centre
Lea, 3.5 years pre-preschool +day care home
Carlos, 3.xPre-preschool +day care home
multipe care-arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability)
Jayden*, 3,5 years
pre-preschool(market-based) day care centre +(state-funded) after school care club
Maik, 4.4 years
Preschool + day care home + back-up day care home
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
Forschungsprojekt CHILD
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)
Trajectoriesdie 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
(Trans-)Local geographies of childcare
Organizationalgeographies of childcare settings
Individual geographies of care arrangements
Expert interviews incl. childcare providersReview of statistical and local data Family interviews
Family ‘diaries’
Participant observations, accompanying children through their ECEC days
Interviews with caregivers
Participant observation in settings
Kim’s Care Arrangement
Kim’s Care Arrangement
7:55 8:00 9:00 10:00 11:45 12:00 1:45 2:00 4:00 4:15 5:30 6:00
Monday
Tuesday
Wednesday
Thursday
Friday
By car with his father
Via the day care centre’s bus service with his main educator (driver) and other schoolchildren
On foot with his mother
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
Kim’s Care Arrangement
Trajectory: Multiple Languages
Èducation précoce: “Kim, Jule und Paolo spielen mit den Autos auf dem Boden. Jules flüstert seinenSpielkameraden 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”.
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
Kim’s Care Arrangement
Trajectory: Multiple Languages
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 KimMultiple languages-trajectory geeignet um praktizierte Betreuungsarrangement und ihre diversen Akteure und ‘sites’ in ihrem Zusammenhang sichtbar zu machen
Kontrastierendes Beispielcare arrangement JoeAltersordnungen-trajectory, extenden-home care arrangement Joe
Auswahl von trajectories im Wechselspiel von empirischer Analyse und Potential
im Datenset eine ‘andere Geschichte’ zu erzählen