Abstract
This article presents practical pedagogical experience with 2 to 3-year-old children in Preschool Education, with the aim of demonstrating the importance of creating a quality environment in the nursery. The bibliographical research method was used. The study includes participant observations of interactions between children and educator during play situations. The article shows social, cultural and political aspects that a preschool education as a whole should develop as part of inclusive education. It also describes the importance of the quality of the bond between educator and child and demonstrates a pedagogical plan from an inclusive perspective. The observation of the children takes into consideration the cultural-historical context and the process of developing an understanding of the nature of human beings according to Steiner and Vygostsky. The need for a quality environment to enable language acquisition is therefore observed, whereby the educator is a mediator of the process of interaction between children. In attempt to build harmonious bridges with actions, emotions and to enlarge the educational context with spirituality by forming relationships of inclusion between all students.
Zusammenfassung
In diesem Artikel werden praktische pädagogische Erfahrungen mit 2- bis 3-jährigen Kindern in der Vorschulerziehung vorgestellt, um zu demonstrieren, wie wichtig es ist, ein qualitativ hochwertiges Umfeld in den Kindergarten zu schaffen. Für die Studie wurde die bibliographische Forschungsmethode verwendet. Sie beinhaltet Teilnehmerbeobachtungen der Interaktionen zwischen Kindern und Erzieher in Spielsituationen. Der Artikel zeigt soziale, kulturelle und politische Aspekte auf, die eine Vorschulerziehung als Teil einer integrativen Bildung entwickeln sollte. Er beschreibt auch die Bedeutung der Qualität der Bindung zwischen Erzieher und Kind und zeigt ein pädagogischer Plan auch aus einer integrativen Perspektive. Die Beobachtung der Kinder berücksichtigt den kulturhistorischen Kontext und den Entwicklungsprozess eines Verständnisses der Natur des Menschen nach Steiner und Vygostsky. Es wird daher die Notwendigkeit einer Qualitätsumfelds für den Spracherwerb beobachtet, wobei der Erzieher ein Vermittler des Interaktionsprozesses zwischen Kindern ist. In dem Versuch, harmonische Brücken mit Handlungen, Emotionen zu schlagen und den Bildungskontext mit Spiritualität zu erweitern, indem Inklusionsbeziehungen zwischen den Kindern hergestellt werden.
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Siemsen, F. (2021). Inclusion in Preschool Education. In: Stoltz, T., Wiehl, A. (eds) Education – Spirituality – Creativity. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-32968-6_22
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