Child orientation

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Under child orientation one is didactic concept understood that sets the child as a learning subject in the design of teaching in the first place.

Historically, the idea of ​​child orientation came into the focus of pedagogy with the work of the Italian pediatrician Maria Montessori for the first time.

Child orientation (or child-friendly teaching) was often contrasted with science-oriented specialist teaching and the concept of child orientation was combined with various ideas. The spectrum ranges from clarity, comprehensibility, lively content selection and presentation, playful methods, interest orientation to learning with all senses . Under the term “ student-centered teaching ”, this approach found its way into practical implementation in schools in the 1970s by the psychologists exchange / exchange . Under the extended terms “age equality” or “individuation and socialization”, child orientation has meanwhile established itself as a didactic principle in teaching that applies to all learning processes , in that it generally emphasizes the learner as a particularly important part of the learning process.

With the principle of child orientation, emphasis is placed on the "teacher-student-learning material relationship". According to this approach, the role of the teacher should change from “instructing” to “observing” and “accompanying” self-active learning processes.

Child-oriented teaching should be designed in such a way that it is productive and represents subjective experiences. It has been practiced as multi-dimensional learning since the 1970s , in which the children learn communicatively and cooperatively with one another and from one another, which can also be done in mixed-age groups. Mostly, however, child orientation is not methodologically specific, but only brought into the discussion as an ideal norm and understood under the diffuse term open teaching . However, openness or child orientation are only very general programmatic postulates. You do not yet say how lessons can be structured in terms of learning objectives, content, methodology and organization.

See also

literature

  • Maria Montessori: The Discovery of the Child. Edited and introduced by Paul Oswald and Günter Schulz-Benesch. 4th edition. Herder, Freiburg (Breisgau) a. a. 1974, ISBN 3-451-14795-5 .
  • Reinhard Tausch , Anne-Marie Tausch : Educational Psychology. Person-to-person encounter. 11th, corrected edition. Hogrefe - Publishing House for Psychology, Göttingen u. a. 1998, ISBN 3-8017-1000-9 .
  • Siegbert Warwitz : Traffic education from the child. Perceive - play - think - act. 6th, updated edition. Schneider-Verlag Hohengehren, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 .

Individual evidence

  1. ^ Siegbert Warwitz: Traffic education from the child. 6th, updated edition. 2009, pp. 35-53.
  2. ^ Maria Montessori: The discovery of the child. 4th edition. 1974.
  3. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. 11th, corrected edition. 1998.
  4. ^ Siegbert Warwitz: Didactic principles. In: Siegbert Warwitz: Traffic education from the child. 6th, updated edition. 2009, pp. 69-72.
  5. ↑ Edmund Kösel: Didactic Form Creation. Principles and postulates. In: Edmund Kösel: The modeling of learning worlds. Volume 1: The theory of subjective didactics. 4th edition, revised and expanded to 4 volumes. SD-Verlag for Subjective Didactics, Balingen 2002, ISBN 3-8311-3224-0 , p. 194 ff.