14 SES 03 B, Family Education, Parenting and School-Family-Community Links I
Due to (supposedly) increasing demands for parents and families in modern societies, parental and family support programmes have become a fundamental paradigm in the fields of early childhood education and social work in Germany and other European countries. Supported by the policy, since the mid-2000s a substantial number of day care centres and family education centres in Germany have been transformed into so called familiy centres (also parent-child centers) as “nodes on the local network of family-oriented assistance” (BMFSFJ 2013, p. 299). A fundamental idea of the familiy centres approach is to support and empower particularly needy parents – e.g. single parents or parents with a migration background – in the care and education of their children (Schmidt submitted; Schmidt, 2012). Core principles of the familiy centres approach in Germany, as well as in other European countries, are opening to the community, cooperation and networking and low threshold (Diller, Heitkötter & Rauschenbach, 2008; Stöbe-Blossey, Mierau & Tietze, W. 2008). These principles have been transferred from social work to institutions for early childhood education. Major impetus on this came from initiatives in England since the mid 1990s (Whalley, Arnold & Orr, 2013).
The aims of the presentation are, to give A) an overview on relevant concepts of family centres in Germany and B) a critical review of its current status of implementation. The concepts of familiy centres are presented according to specific criteria based on a typology of family centres in Germany by BMFSFJ (2013; see methods/methodology). The two major concepts – family centres based on day care centres and family education centres – are presented in more detail. The critical review of the implementation focuses on political initiatives in the federal states of Germany and is also based on specific criteria (see methods/methodology).
The presentation is supposed to stimulate discussions on similarities and differences in the family centres (or parent-child centers) approach in other European countries. As a basis for comparisons, references to corresponding approaches in other European countries, especially in England, are made.
BMFSFJ (Bundesministerium für Familie, Senioren, Frauen und Jugend) (2013). 14. Kinder- und Jugendbericht. Bericht über die Lebenssituation junger Menschen und die Leistungen der Kinder und Jugendhilfe in Deutschland [14th federal child and youth report]. Paderborn: Bonifatius GmbH. Diller, A., Heitkötter, M., & Rauschenbach, T. (Eds.). (2008). Familie im Zentrum. Kinderfördernde und elternunterstützende Einrichtungen – aktuelle Entwicklungslinien und Herausforderungen [Family in focus. Supporting Institutions for children and parents – current trends and challenges]. München: Verlag Deutsches Jugendinstitut. Fantuzzo, J., McWayne, C., & Perry, M. A. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1-2), 114-128. Schmidt, T. (submitted). Compensatory early childhood education for socially and educationally disadvantaged children in Germany and beyond. Early Child Development and Care. Schmidt, T. (2012). Förderung von Kindern mit Migrationshintergrund. Eine empirische Studie zu Zielen und Maßnahmen im Kindergarten [Support of children with a migration background. An empirical study on the objectives and measures in kindergarten]. Wiesbaden: VS Verlag für Sozialwissenschaften. Schmidt, T., & Smidt, W. (2014). Kompensatorische Förderung benachteiligter Kinder – Entwicklungslinien, Forschungsbefunde und heutige Bedeutung für die Frühpädagogik. [Compensatory education for disadvantaged children - lines of development, research findings and present significance for early childhood education]. Zeitschrift für Pädagogik, 60(1), 132-149. Stöbe-Blossey, S., Mierau, S., & Tietze, W. (2008). Von der Kindertageseinrichtung zum Familienzentrum – Konzeption, Entwicklungen und Erprobung des Gütesiegels „Familienzentrum NRW“ [From the day care center to family center – conception, development and testing of the quality label "Family Center NRW"]. In H.-G. Roßbach & H.-P. Blossfeld (Eds.), Frühpädagogische Förderung in Institutionen [Early educational promotion in institutions]. Zeitschrift für Erziehungswissenschaft, Sonderheft 11, 105-122. Whalley, M. Arnold, C. & Orr, Robert (Eds.) (2013): Working with families in Children’s Centres and Early Years Settings. London: Hodder Education.
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