Beginning class
Since the foundation of the primary school, the beginning lessons have had a specific position and a special task within the primary level lessons .
The initial lesson is not clearly defined as a period of time. Hellmich includes the first two years of school, Denzel equates it with the first year of school, Hacker, Knörzer and Grass limit initial lessons to the first few weeks after starting school.
Meaning for the student
The initial lessons have a lasting impact on attitudes towards school and school-based learning and can influence further school success. Children in the beginning class experience school both as a new social situation and as a new place of learning.
tasks
The initial lesson has the task of introducing basic learning and working methods and of developing a positive attitude and willingness to work in the students. Particular challenges for teachers can be language problems of children with a migration background , learning difficulties of children with special educational needs and difficulties in acquiring skills in children with abnormal behavior. Because of the heterogeneity of those starting school, the first class has different tasks to perform:
- Strengthening the ego competence
- the development of social-emotional competence
- the promotion of communicative competence
- the strengthening of planning and action skills
- the development of expertise
Pedagogical action
Several different concepts have been developed for the different learning areas of the initial lesson, which are closely related to open lessons. This can be daily and weekly plan work or free work , workshop lessons , station learning and project work . In order to create an environment that is individually connectable and stimulates the student to learn, it is necessary to observe, interpret and document the way the students think and act.
performance evaluation
Learning performance in the initial class relates to both the learning outcome and the learning process of the individual student. The performance appraisal in the form of a verbal assessment is aimed at diagnosis, learning advice and learning support. It is based on the factual and above all on the individual reference norm and serves in particular as feedback for the child in his learning process. Further forms of performance evaluation in the beginning lessons are the digit evaluation and the development report .
Models of the beginning class
Since the 1990s, new models have been designed again and again for the first class. The objectives are to ensure equal opportunities with regard to the entry requirements of school beginners and to prevent children from being postponed from attending school for a year. In the past few years, different models of an integrative school entry level have been tested in 15 federal states as part of model experiments. The aim is, in different ways, that students can stay in the first and second year of school for different lengths of time, depending on their learning and performance development. The majority of children attend school for two years. Particularly high-performing children can complete the entry level in just one year, while lower-performing students can spend three years in the entry level.
literature
- Hartmut Hacker: First class. In: Handbuch Grundschulpädagogik und Grundschuldidaktik. Edited by Einsiedler, Götz, Hacker, Kahlert, Keck, Sandfuchs. Klinkhart, Bad Heilbrunn 2005, pp. 461–466.
- Petra Hanke: First class. Beltz, Weinheim / Basel 2007.
- Frank Hellmich: Introduction to the first class. Kohlhammer, Stuttgart 2010.
- Tassilo Knauf: Introduction to elementary school didactics. Learning, development support and worlds of experience in primary school. Kohlhammer, Cologne / Stuttgart / Berlin 2001. ISBN 3-17015905-4
- Günther Schorch: Study book primary school pedagogy. Klinkhart, Bad Heilbrunn 2007.
