Elementary level

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The elementary level (also known as the elementary level) describes the first level of the German education system , in which institutions of pre-school support, education and care for children of not yet compulsory school age are combined.

The primary area follows on from the elementary level .

For school-age children but not of school age, there are additional facilities in some countries, e.g. B. School kindergartens , preliminary classes or elementary school support classes . Whether these are assigned to the elementary or primary sector is regulated differently in the federal states. Visiting these facilities is usually voluntary, but can be ordered in most of the countries concerned.

Internationally, the so-called elementary level in Germany is classified in the International Standard Classification of Education (ISCED) as Level 0 in the education system.

historical development

According to a definition of the German Education Council in 1970 in the structural plan for the education system , elementary level was understood to mean all facilities for supplementary family education and upbringing for children of pre-school age after the age of three. The elementary level was explicitly understood as an indispensable part of the entire education system, whereby considered and planned learning processes should take place within the framework of elementary education, which must be designed for continuity and checked for quality.

In 1973, Bavaria was the first federal state to set guidelines for educational work (DVBayKiG) for recognized kindergartens.

As a result of debates about early childhood education and the massive creation of childcare places for children under 3 years of age, such institutions are now also understood as elementary care .

Pre-school facilities

Today, the elementary sector includes all institutions of independent and public child and youth welfare organizations that take children in until they start school and look after, educate and educate them.

These are facilities such as kindergartens , day-care centers , crèches , preschools and similar facilities.

Since 2005 child day care has been upgraded as an alternative form of care of equal importance. The statutory educational mandate also extends to child day care.

The facilities of the pre-school area are almost exclusively assigned to the area of child and youth welfare . Responsibility at federal level in the context of public welfare lies with the Federal Ministry for Family, Seniors, Women and Youth (BMFSFJ) and at state level with the youth and social ministries, and in some cases also with the ministries of education .

education

In 2004 the Standing Conference adopted a framework concept for the educational processes in the elementary sector. The federal states should agree on common principles of educational work in day-care centers. These framework conditions should be concretized, filled in and expanded through educational plans at state level. The aim was also to ensure the link between pre-primary and primary education and to improve the transition.

As a result, many countries have developed educational plans for pre-school. Examples of this are the orientation plans that have emerged in Baden-Württemberg or Lower Saxony or the Bavarian education plan.

According to the common framework of the federal states for early education in day-care centers , the primary focus of upbringing and educational efforts in the elementary sector is the imparting of basic skills and the development and strengthening of personal resources that motivate the child and prepare them for future life and learning tasks manage to participate responsibly in social life and to learn for a lifetime.

In addition to personal development, various content-related educational areas were explicitly recorded.

According to the common framework of the federal states for early education in day-care centers , these are (valid for children from two to three years of age):

  • Language, writing, communication
  • Personal and social development, values ​​education / religious education
  • Mathematics, natural science, (information) technology
  • Music education / dealing with media
  • Body, exercise, health
  • Nature and cultural environments

This was implemented differently in the countries. In the Baden-Württemberg orientation plan, for example, the fields of education and development "body", "senses", "language", "thinking", "feeling and compassion", "sense, values ​​and religion" have emerged.

However, for the elementary level, there are neither subjects nor the number of hours per week given, nor are curricula developed in the school sense.

organization

The pedagogical staff in the pre-primary sector does not have the status of teaching staff and is generally not employed. The staff in the elementary sector consists primarily of educational specialists such as educators , in some cases also social and childhood educators and educational auxiliaries such as child carers and social assistants .

In contrast to primary education, the responsibility for the quality of a day-care center rests with the respective institution.

In Germany, attendance at the elementary level is not compulsory, although there are occasional discussions about a compulsory last year of kindergarten.

Since August 1, 2013, however, there has been a legal right to a childcare place for children under 3 years of age. At the same time, however, there is still no nationwide expansion of such facilities.

financing

In 2009, according to financing statistics, public budgets spent 14.1 billion euros on day-care centers. The share of the federal states amounted to 5.7 billion euros or 40.1 percent of the expenditures for the elementary sector and the share of the municipalities amounted to 8.4 billion euros or 59.5 percent of the expenditures.

Individual evidence

  1. ↑ National Information Dossier 2011/2012: The Education System in the Federal Republic of Germany
  2. ^ German Education Council 1970: Definition of the elementary sector
  3. ↑ Kindergartens in Bavaria ( Memento of the original from July 14, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.stmas.bayern.de
  4. ↑ Kultusministerkonferenz: The Education System in the Federal Republic of Germany 2011/2012 Presentation of competencies, structures and educational policy developments for the exchange of information in Europe. (PDF; 257 kB) (No longer available online.) 2013, archived from the original on December 15, 2013 ; Retrieved October 11, 2013 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.kmk.org
  5. ↑ Kultusministerkonferenz: The Education System in the Federal Republic of Germany 2011/2012 Presentation of competencies, structures and educational policy developments for the exchange of information in Europe. (PDF; 2.3 MB) 2013, accessed on October 11, 2013 .
  6. ↑ Kultusministerkonferenz: The Education System in the Federal Republic of Germany 2011/2012 Presentation of competencies, structures and educational policy developments for the exchange of information in Europe. (PDF; 2.3 MB) 2013, accessed on October 11, 2013 .
  7. ↑ Kultusministerkonferenz: Common framework of the federal states for early education in day-care centers. (PDF; 46 kB) June 2004, accessed on October 13, 2013 .
  8. ↑ The orientation plan for education and training for kindergartens in Baden-Württemberg
  9. ↑ Orientation plan for education and training, Lower Saxony
  10. ↑ Bavarian Education Plan ( Memento of the original from November 17, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.ifp.bayern.de
  11. ↑ Kultusministerkonferenz: Common framework of the federal states for early education in day-care centers. (PDF; 46 kB) June 2004, accessed in 2013 .
  12. ^ Norbert Kühne : Early development and upbringing - The critical period, in: Teaching materials Pedagogy - Psychology, No. 694, Stark Verlag, Hallbergmoos
  13. ↑ Kultusministerkonferenz: The Education System in the Federal Republic of Germany 2011/2012 Presentation of competencies, structures and educational policy developments for the exchange of information in Europe. (PDF; 2.3 MB) 2013, accessed on October 11, 2013 .
  14. ↑ Süddeutsche Zeitung, June 8, 2011: Discussion about a mandatory final year of kindergarten
  15. ↑ Legal entitlement to a kindergarten place ( memento of the original from October 26, 2013 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.bmfsfj.de
  16. ↑ Federal Statistical Office - Child day care in Germany 2012
  17. ↑ Kultusministerkonferenz: The Education System in the Federal Republic of Germany 2011/2012 Presentation of competencies, structures and educational policy developments for the exchange of information in Europe. (PDF; 2.3 MB) 2013, accessed on October 11, 2013 .

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