1. Transnational meeting Göteborg 28. Sept. 2015 Jutta Schneider Prof. Klaus Fischer Uni Köln A Joint Effort for More Scope of Action: Play Area Design - The Gateway to the Development of a Culture of Participation in Children’s Day Care Centres

2. Overview 1.The German Project 1.1 Participation in children`s day care centres 1.2 Participation and Bildung/education 1.3 Importance of play areas for a participatory education 2.Needs Analysis 2.1 Analysis of different ways in which the concept of participation is dealt with by the educational plans of the federal states in Germany 2.2 Analysis of the project partner’s (day care centre Saßmicke) requirements for the implementation of participatory processes

3. Overview 3. The national Curriculum 3.1 Background/motivation of the curriculum 3.2 Conditions for a successful participation 3.3 Theoretical foundation and principles 3.4 Structure of the curriculum 3.5 Modules and isssues 3.6 Implementation of the curriculum 4. Results and conclusions

4. The national Curriculum Background and motivation Although there are clear legal foundations for participatory processes in the educational system, such processes are not implemented everywhere to the same standard. The provisions are rather generalized and universal, leaving the details of their implementation to teachers and public officials.

5. Background Educational policy plans and laws are generally too abstract and offer little help for educational practitioners. Professionals find it very hard to break down the concept of participation to the level of their every-day work.  There are no concepts of how to implement and control participation processes in day care centres in germany

6. Recommendation “The National Plan of Action therefore proposes certain instruments of how to involve children and young people effectively. The development of quality standards for participation processes and the embedding of children’s and young people’s participation rights into curricula, apprenticeships and study regulations as well as into training schemes for young professionals are of specific importance in this respect.“ (Federal Ministry for Families, Senior Citizens, Women and Youth)

7. Theoretical foundation of the Curriculum Basic assumption: – Participation is an educational attitude, not simply a (school) subject or even a cross- subject learning objective of early education Concept of developping a prof. attitude Knowledge Expertise Experience Self awareness Pedagogical behavior Professional attitude Reflection

8. Two conclusions that affect the structure of the curriculum – 1.Learning objective: self-awareness/self- experience  project-oriented strategy – 2. Learning objective: knowledge  Advice and the provision of training courses to create a skilled and highly professional workforce

9. Quality standard requirements for participation Federal Ministry for Families, Senior Citizens, Women and Youth: Attitude: “Participation can only succeed if the educators show that they respect the children. This requires the educators to reflect upon their own view of human beings and its relevance for educational acts.” And on the subject of participatory skills: “Participation can only succeed if the educators have the proper methodological skills.“

10. Structure of the Curriculum

11. Modules and project stages of the Curriculum 1. Columm Receiving information – Preparing the ground Getting a hearing – Taking stock of existent views – Firing the imagination. – Brainstorming – Turning ideas into detailed proposals and plans Co-determination – Arriving together at decisions Joint realization oft he project plan

12. Modules and issues of the Curriculum 2. Columm Familiarization with participatory concepts of Bildung and the concept of participation – Bildung/education and Participation – Participation and spatial conditions (spatial concepts) – Definitions, stages and levels of participation – Legal foundations of participation in children’s day care centres – Conceptual frameworks and objectives of participation – Areas and forms of participation

13. Modules and issues of the Curriculum 2. Columm Methodological qualification of the professionals – Principles of “Open Work“ and their practical implementation – Learning in educational workshops (Lernwerkstattarbeit) – Project work – How to conduct dialogues – Voting mechanisms – Organs of participation – Cooperation with parents – Team cooperation and networking

14. Modules and issues of the Curriculum 2. Columm Transparency within the team – Discussion and development of a new interior design and pedagogical concepts (how to work in future) – Restructuring of the team and of individual responsibilities – Personal experiences, attitudes to participation – How to handle power, loss of power and power sharing – Roles and requirements of teachers – Scopes for the decision-making of children and parents

15. Modules and issues of the Curriculum 2. Columm Development of structures – How to establish the new spatial and pedagogical concept – How to draft a binding “constitution“ for children’s day care centres and similar tasks Dissemination – How to familiarize parents and children with new structures

16. Thank you for your attention Jutta Schneider and your participation!