1. 1 Fakultät für Erziehungswissenschaft Sabine Andresen Children in Germany. Methodology and Results about a new Survey Sydney, 3. 4. 2009

2. 2 Fakultät für Erziehungswissenschaft Topics 1. Methodological Questions in Childhood Studies 2. World Vision Survey “Children in Germany 2007” 3. Justice, the "Good Life“ and well-being 4. Growing Spaces for Disadvantaged Children. An ethnographic Study 5. Conclusion

3. 3 Fakultät für Erziehungswissenschaft Perspectives What do we know about the situation of socially disadvantaged children and poverty in Germany? What do the children themselves think about fairness and justice? How does the experience of being disadvantaged and poor relate to self-efficacy? What would be a universal list of the good life in the eyes of children? And How can we solve methodological problems?

4. 4 Fakultät für Erziehungswissenschaft World Vision Survey „Children in Germany 2007“ Children as experts on their lives Quantitative, standardized survey of almost 1,600 children aged 8-11 years; Qualitative interviews with selected 6- to 11-year-old children;

5. 5 Fakultät für Erziehungswissenschaft Fatma’s socialspatial and psychosocial network (World Vision 2007)

6. 6 Fakultät für Erziehungswissenschaft The impact of social disadvantage The child's dependence on social origins; 4 social risk factors: Migration, single parents, low class background, growing up in new German states; Continuous gainful employment of both parents makes a major contribution to the child's well-being;

7. 7 Fakultät für Erziehungswissenschaft Parental unemployment In total: 8% had one parent who was currently unemployed; 23% % reported that one of their parents had been unemployed for at least 3 months during the previous 2 years. migration background: 14% and34% single parents: 20% and 32% among children living in the new German states: 21% and 47% Lower class children: 23% and 39%

8. 8 Fakultät für Erziehungswissenschaft Children's normative attitudes 28% children are treated unfairly or very unfairly; 31% the aged are treated unfairly or very unfairly; 42% people with handicaps are treated unfairly or very unfairly; 46% foreigners are treated unfairly or very unfairly.

9. 9 Fakultät für Erziehungswissenschaft Justice and the "Good Life„ Judith Shklar: “Sense of injustice" Martha Nussbaum: strong but vague conception of the good UNICEF Report "Child poverty in perspective: An overview of child well-being in rich countries" (2007) Perspective of children

10. 10 Fakultät für Erziehungswissenschaft Child poverty in perspective: An overview of child well-being in rich countries The material situation of children Health Education Relations to parents and peers Lifestyles and risks The children's own appraisal of their health

11. 11 Fakultät für Erziehungswissenschaft World Vision Survey: Definition of Well-Being Parental style of education Friends and quality of friendship Well-Being in schools

12. 12 Fakultät für Erziehungswissenschaft Growing space The children's values and ideas about the "good life" Decision-making and action scopes from the children's perspective Real-life spatial and temporal options from the children's perspective The children's social environment and daily lives Psychosocial conditions from the children's perspective Leisure-time options from the perspective of the children

13. 13 Fakultät für Erziehungswissenschaft Methods Participant observation and situational interviews, Photo methods and interviews with children aged 6-12 years, Questionnaire survey of ideas about a "good life"

14. 14 Fakultät für Erziehungswissenschaft The Nussbaum list Life Bodily Health Bodily Integrity Senses, Imgagination, and Thought Emotions Practical Reason

15. 15 Fakultät für Erziehungswissenschaft The Nussbaum List Affiliation Other Species Play Control over One‘s Envirnment: political and material

16. 16 Fakultät für Erziehungswissenschaft The list in a language to which children can relate We would really like to know what you think: How important do you think it is that all children should … … be loved by their parents … have the right to feel angry sometimes … be able to like somebody very much … not be beaten … not be bullied … have good friends

17. 17 Fakultät für Erziehungswissenschaft The list in a language to which children can relate Do you also think it is important for all children … … to get to know their home town and other places … to be able to have a pet … to have time off for play … to have somewhere safe to play … to be able to go away on vacation … to be asked what they think … to be able to make their contribution to any decision that has to be made

18. 18 Fakultät für Erziehungswissenschaft Results from an educational point of view Self-efficacy and the problem of stigmatisiation Familiy: „A roof over one‘s head“ The relevance of relationships in institutions The lack of non formal education The relevance of friendship

19. 19 Fakultät für Erziehungswissenschaft Thank you!