Early Childhood Education in Germany

This book draws on the perspectives of leading German scholars to provide a systematic overview of early childhood education and care (ECEC) in Germany, furthering international understanding of the complexities involved in ECEC topics in Germany.
The book provides a unique insight into parts of German ECEC rarely seen outside of the country. Offering in-depth insights into historical developments, theoretical approaches and empirical research, the volume discusses Germany's long tradition in ECEC against the backdrop of Froebel and other pedagogues and traditions. Chapters consider ECEC in Germany from the perspectives of theory, institutions and professionalization. The book draws on international literature and current debates to highlight the features and peculiarities of ECEC in Germany, contributing to dialogue on research into early childhood education and care.
Providing a much-needed, internationally relevant insight into ECEC in Germany, this text will be essential reading for academics, researchers and post-graduate students involved in the field of early childhood education, international education, educational theory, and those researching educational policy and politics more widely.

Bianca Bloch is Research Associate and Doctoral Candidate at the Department of Childhood Education at Justus Liebig University Giessen, Germany. Melanie Kuhn is Professor of Educational Science with a main emphasis on education and inequality at the Heidelberg University of Education, Germany. Marc Schulz is a Full Professor of sociology of childhood and family at TH Köln/University of Applied Sciences, Germany. Wilfried Smidt is a Full Professor of Educational Science with a Main Focus on Early Childhood Education at the University of Innsbruck, Austria. Ursula Stenger is Professor of Educational Science, with a focus on early childhood education and family at the University of Cologne, Germany.

Introduction and Structure of the Edited Volume Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula Stenger Part 1: Framings The Matrix of the Academic ECEC Discourse Ursula Stenger, Melanie Kuhn, Marc Schulz, Bianca Bloch, and Wilfried Smidt Historical Development and Current Frameworks Marc Schulz, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula Stenger Part 2: Theoretical Perspectives Shifts between Education, Upbringing and Childcare. On the Transformation of Basic Concepts of Early Childhood Pedagogy in the Professional Discourse of Germany Cornelie Dietrich & Claus Stieve Paradigms of Childhood in Early Childhood Education Roswitha Staege & Elmar Drieschner Phenomena: Play and Learning Oktay Bilgi & Ursula Stenger Didactics in Institutions of ECEC - a Critical Review Dagmar Kasüschke & Florian Frank Difference and Early Childhood Education in Germany. Qualitative Research and Educational Programme Claudia Machold & Raphael Bak Part 3: Institutions and Actors The German ECEC System: Governance Structure, Policies, and Constitutive Norms Nicole Klinkhammer & Antonia Scholz Child and Childhood Dominik Farrenberg Families and Parenthood Melanie Kubandt & Dominik Krinninger Primary School in Relation to Kindergarten Karin Kämpfe & Britta Menzel Part 4: Professionalization The Professionalization Discourse in German Early Childhood Education and Care and its Social Scientific References Peter Cloos & Stefan Faas Competence Orientation as a Key Concept in Professionalization and Quality Development Processes Iris Nentwig-Gesemann & Klaus Fröhlich-Gildhoff Action Amid Contradictions - Research Perspectives on Areas of Tension within Professional ECEC Practice in Germany Stefanie Bischoff-Pabst & Peter Cloos Evidence- and Efficiency-Based Models of Professionalisation - How do they Contribute to Improving Early Childhood Education? Tina Friederich & Regine Schelle