"Prozess" als erziehungstheoretischer Begriff in der Pädagogik der frühen Kindheit.

Autor/in	Sauerbrey, Ulf
Titel	"Prozess" als erziehungstheoretischer Begriff in der Pädagogik der frühen Kindheit.
Quelle	In: Bildung und Erziehung, 69 (2016) 3, S. 371-385Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
DOI	10.7788/bue-2016-0309
Schlagwörter	Bildungsforschung; Frühe Kindheit; Elementarbereich; Frühpädagogik; Prozesstheorie; Prozess; Theorie
Abstract	Early Childhood Education, as a relatively new sub-discipline in educational science, still stands at the beginning of a conceptual, theoretical, and systematic development. In this article, this situation will be clarified with a view on the concept of process widely used in the current sub-discipline, which was not embedded in general education or otherwise descriptive-analytical perspectives. This concept of process was based on a pragmatic quality-guided perspective and got integrated into in the pedagogical research on early childhood education. As a pragmatic concept of process, it has a problematic narrowness and a theoretical indeterminacy, due to its normative view of classifying 'good' and 'bad' educational activities and interactions. For this reason, a descriptive-analytical concept of process is proposed in this article. This concept can be anchored in general educational theory, and thus a fundamental desideratum in the current research on early childhood education - the lack of theoretical foundation - can be replaced in a critical and constructive perspective. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2018/2