Paths to Participatory Autonomy: The Meanings of Work for Children in Germany

Autor/inn/en	Hungerland, Beatrice; Liebel, Manfred; Liesecke, Anja; Wihstutz, Anne
Titel	Paths to Participatory Autonomy: The Meanings of Work for Children in Germany
Quelle	In: Childhood: A Global Journal of Child Research, 14 (2007) 2, S.257-277 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0907-5682
DOI	10.1177/0907568207078343
Schlagwörter	Foreign Countries; Social Environment; Work Experience; Social Status; Child Labor; Education Work Relationship; School Business Relationship; Qualitative Research; Motivation; Childhood Attitudes; Children; Adolescents; Work Attitudes; Empowerment; Context Effect; Self Concept; Data Analysis; Classification; Parent Child Relationship; Employment; Conceptual Tempo; Self Esteem; Role; Family Financial Resources; Family (Sociological Unit); Germany + Suchen Sie Ihr Suchwort? Ausland; Soziales Umfeld; Employment experience; Job experience; Occupational experience; Berufserfahrung; Sozialer Status; Child labour; Kinderarbeit; Qualitative Forschung; psychologische; Motivation (psychologisch); Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Work attitude; Arbeitshaltung; Selbstkonzept; Auswertung; Classification system; Klassifikation; Klassifikationssystem; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Dienstverhältnis; Self-esteem; Selbstaufmerksamkeit; Rollen; Familie; Deutschland
Abstract	This article examines the experiences of working children aged between 9 and 14 years in a German city, and the meanings the children ascribe to their work. This qualitative study is based upon a broad concept of work, which includes both unpaid and paid work. As far as work is concerned, the most important thing for children is being able to act independently and find approval for their work. They prefer to receive adequate payment as a form of recognition, but money is not a necessary motive nor the only motive for working. Children's attitude towards their work differs according to a number of factors: whether it offers the opportunity to perform their skills; the concrete use it has for others, and how far that work is appreciated by adults in their social environment. Work is not regarded as being in competition with school, but is seen as an additional opportunity for children to gain new experiences and expand their scope of activities. Work experience can become an important element in children's participative autonomy. Thus it can potentially strengthen their social status and encourage girls and boys to play an active role in society. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10