Multi-performance
Multi-performance is a term from developmental psychology and goes back to William Stern .
Concept development
Stern used this term for the first time in his psychology from early childhood to sixth age . In it he contrasted the learning of the play child with that of the school child and was of the opinion that in addition to systematic adaptation learning in kindergarten and school, one should preserve the principle of multi-performance, i.e. unconscious learning selection, so that the child follows the laws of his own psychological nature and according to the progressive needs of his development, he could choose from the abundance of impressions what he liked and what appealed to him. The content that the child constantly re-recorded and their frequent repetition ultimately resulted in a preparation for a later understanding and mastery of what was initially not understood, which will clear up over time and turn out to be a ferment for future understanding.
More than a decade later, Ottomar Wichmann took up this general principle of multi-performance again in his research on the relationship between general pedagogy and specialist science. The starting point for him was the theory of convergence on the child's ideas of apperception . Additional presentation in the educational sense is concretized on the one hand in the assertion of a certain knowledge and ability and in the making accessible of intellectual content and possibilities, on the other hand in a "fundamental unconditional (ideal) possibility of evaluation, as it is in personalities and communities, in historical structures and events represents religious, artistic and poetic creations and is effective for the innermost, holistic desire for freedom and selfhood, personality and community. "
In the fifties and sixties this principle of increased performance was taken up again by Wolfgang Kramp due to the pedagogical problem of premature or excessive demands . Because of the methodological and teaching association associated with this term multiple presentation, Kramp has refused to use it throughout. Instead, he tried to clarify the requirements of a "theory of anticipation" by using the term over-performance synonymously with that of anticipation. He differentiates between four basic forms of anticipation:
- the personal representation
- the deictic performance
- the anticipation of the educational goal
- Representation and execution in the educational community.
After this short excursus, multi-performance can be described and understood in the original sense as an unconscious selection of learning, whereby the child reads out from the abundance of impressions what is positive and interesting according to his development, whereby the constantly recorded new content and its frequent repetition ultimately provide a preparation for a later understanding and mastery of what is initially not understood. Preschoolers in particular tend to want to learn in advance. This kind of learning requires adult giving, for which the concept of multiple performance is constitutive.
Additional presentation is in no way to be regarded as a psychological ternary for the acquisition of intellectual content in the sense of a didactic formal level system in which a teaching sequence of presentation, deepening and application brings the content to the learner. Rather, "multiple performance" should be understood as a principle and a generalizing term that encompasses both educational and educational acts. Basically, we are dealing with a pedagogical anticipation, which in many cases arises unintentionally, is sometimes even desirable, or under certain circumstances proves to be pedagogically necessary. With this approach, prematurity, which often appears as excessive demands, cannot be ruled out. Much can go beyond the understanding of the learner in the hope that what is presented and expected will later be fulfilled with adequate understanding. If the principle of multi-performance proves to be a fundamental educational phenomenon, one can assume that in the history of education all important educators such as Jean-Jacques Rousseau , Jean Paul , Johann Heinrich Pestalozzi , Johann Friedrich Herbart or Friedrich Schleiermacher , who talked about education thought and wrote, also made statements about this problem.
If one wants to give a preliminary characterization or systematization of multiple performance, then three forms could be named that cover the areas of learning and behavior: the pedagogical multiple performance, the ideal multiple performance and the deictic multiple performance.
Pedagogical performance
This use of the term is associated with methodological and teaching associations. Over-performance can occur in the teaching style of a teacher with an authoritative character and in schools with a declared clarity of requirements. In the anticipatory character of language in particular, there is "more" insofar as what is supposedly incomprehensible prepares the child for future understanding in an imperceptible way.
Ideal multi-performance
Essential for ideal additional performance is the entire life, the entire mental development of the child in contact with the surrounding personalities and the values they represent and the sense of community that supports them, as well as the peculiarity of wanting, thinking, feeling and acting through such a presented way of Being human.
Deictic multi-performance
Deictic multi-performance is concretized in a meaningful, pointing and interpreting behavior of the adults in dealing with the child. (Assertion and designation of something outstandingly objective; conveying terms)
literature
- Wolfgang Kramp: premature; Anticipation . In: Pedagogical Lexicon, Hans-Hermann Groothoff and Martin Stallmann [Hrsg.], 2nd edition Stuttgart 1964, pp. 990f.
- Heinz Pütt: The educational problem of multiple performance . Master's thesis at the Westfälische Wilhelms-Universität Münster in 1968
- Heinz Pütt: The didactic problem of increased performance. Reflections on a neglected phenomenon in education. Professor Dr. J. Muth on his 60th birthday. In: Die Deutsche Schule , issue 3/1987
- William Stern: Psychology of Early Childhood to Six Years . with use undedr. Clara Stern's diaries. 7th edition, Heidelberg 1957
- Ottomar Wichmann: Self-rule and educational value of the subjects . Studies on the relationship between general education and specialist science, 2nd edition, Darmstadt 1964
- Ottomar Wichmann: Education and training. Halle Saale - Berlin 1935
Individual evidence
- ↑ William Stern: Psychology of early childhood up to the age of six , 7th edition, Heidelberg 1957. S. 189
- ↑ Ottomar Wichmann: Eigengesetz and educational value of the subjects . Studies on the relationship between general education and specialist science, 2nd edition, Darmstadt 1964 p. XIII
- ^ Heinz Pütt: The educational problem of multiple presentation . Master's thesis ad, Westphalian Wilhelms-Universität Münster 1968