Schörl pedagogy

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Mater Margarete Schörl around 1980
KEB certification course Schörlpädagoik
KEB certification course for schörl pedagogy
Margarete Schörl
Textbook on Schörl pedagogy

The Schörl pedagogy (also Schörl / Schmaus pedagogy) is a socio-pedagogical concept in kindergartens , named after Mater Margarete Schörl , nun of the Congregatio Jesu ("English Misses"). In the meantime, the "Schörl pedagogy" is rightly renamed "Schörl / Schmaus pedagogy", since the nun developed the early pedagogical concept in close collaboration with Margarete Schmaus . The socio-educational approach assumes that professional education can only be justified on the basis of Christian and humanistic basic values. These are the following axioms of values: human dignity , humanity, solidarity , common good , subsidiarity , freedom and responsibility . Above all, denominational kindergartens work according to the Schörl pedagogy , especially since religious upbringing is a central aspect of the early childhood education concept.

Mission statement

The kindergarten is a family support / complementary facility. He has his own socio-pedagogical education and training mission. His tasks are diverse: The top priority should be the development of humanity . In addition, the kindergarten must u. a. the individual child according to their talents and abilities to optimally promote, accompany and support them in their emotional, mental and physical growth. Another important concern of the kindergarten is to open up, develop and strengthen the children's levels of perception. At the beginning of the education stands the acceptance of the kindergarten child as it is. In this context, his previous development as well as his special ability to learn and expressiveness should be seen. (Free) play and (target-related) play are of central importance for the entire kindergarten time, but within the method of “game management of the room division process and subsequent guidance in general”.

Conceptual principles (selection)

Space division method

The centerpiece of Schörl's pedagogy is the spatial division method that Margarete Schörl had developed with Margarete Schmaus for the kindergarten. The method of the spatial division method was scientifically accompanied by Sylvia Bayr-Klimpfinger , who dealt with the biological principles of living space design. For the psychologist, there were "results of the behavioral researchers Heinrich Hediger and Monika Meyer-Holzapfel , who did 'habitat research' to combat certain behavioral disorders in captive wild animals".

The room division method is a method of subsequent leadership work by the kindergarten teacher, in the narrower sense a socio-pedagogically oriented (indirect) method of game management. It divides or subdivides the group room of the kindergarten into individual small play / activity areas, "seen from the outside, into room parts".

Follow-up guidance

An important aspect of the Schörl pedagogy , based on the pedagogy of Friedrich Fröbel , is the following leadership as an educational principle. Leadership is generally a basic function of education. Especially when dealing with difficult children, the following guidance, with all its partial forms, the observant follow-up , the careful provision, the understanding and helping leadership , is appropriate:

"Leadership is then following when it not only consciously avoids dirigistic and autocratic influence, but also consciously gives the children necessary 'direction' based on systematic observations, of course also based on general developmental laws, but is always ready to step back in favor of the child's activity ... the following guidance is largely based on systematic observation of the children, it has to focus a lot on the individual children; but that also excludes the predominance of collectivism. Nevertheless, the following guidance can also address several children at the same time, including the whole group, but this 'always because of the individual guidance'. This has the effect that subsequent leadership does not use autocratic determination, that it does not dictate what the children do, but prepares, accompanies and encourages them. "

Game and its meaning

The Schörlpädagogik considered the child's game as particularly valuable and worth protecting, especially since it is the way of life of the child, his main activity. Since children, the younger the stronger, have limited access to language, they express themselves through play:

“Play is statement, expression, language without words. Game is coping with the world. Play is self-discovery, self-development. Play is the child's cooperation in becoming human and with others. Play is an outwardly purposeless - but also an inner activity, through which the child deals adequately with his impressions and experiences, processes them and copes with them. "

The game is of enormous importance, especially for children with behavioral difficulties, as they can, so to speak, play out their problems and stressful situations and thus relieve themselves mentally and make it easier:

“Small children always unconsciously seek rescue in play; therefore play is indispensable. The child grows and thrives through play. It plays with life and processes both the beautiful and the uplifting as well as what burdens, torments and frightens it. "

And elsewhere the meaning of the game for the child is described in the following words:

"Without play, a healthy child cannot stay healthy, and a damaged child cannot be healed."

As a result, play care is an important aspect of all educational work in kindergarten.

Mixed age group

The Schörlpädagogik favors the mixed age group , as these form no collective pressure allows the proceeds to the contrary by a group of peers. Developmentally retarded children "always miss out in groups of the same age, as do those whose characters are reluctant to adapt more deeply". In addition, the age-matched group increases the pressure to perform among the children:

“This view seems justified by something that many affirm as a trait of the times: a striving to be ever faster and more agile, always bigger, stronger, smarter and to be and have more than others. This trait of our time, which is carried over from adults ... to the little ones, intensifies the unavoidable pressure to perform among the children in a group of the same age to a very unhealthy level. "

daily routine

The daily routine follows a certain sequence, which however is not dogmatic, but rather serves as an orientation without being arbitrary. The structured daily routine gives the children security. It is divided into two major components: the first and second season. "The first playtime includes the arrival of the children, the rolling breakfast at a table set for this purpose and the role play". The transition to the second season takes place with a musical symbol and an appending game. The first game time is not resolved by arranged tidying up , but by an activity integrated into the game. This can be, for example, the enchanting of the group room by the children. The smooth transition to the second season "should lead the children from the disordered and loud movement of role play to orderly and calm activity ...". In the second season, the children have the opportunity to “go about their work calmly and with concentration, to follow the instructions given by the teacher and to participate”. There are (voluntary) offers such. B. instead of goal-oriented work. However, these are introduced in a very dosed manner by the educator, as too many offers make the children dependent and thus dependent and less responsible. In the second season, the children's design process should rather be actively supported by the educator.

Faith Education

The religious education in early childhood was particularly close to the heart of the religious, "as the number of children who hear about God for the first time in kindergarten and learn their first prayer there" continues to increase. It can “prepare good ground for belief in God; regardless of whether and how a Christian upbringing takes place at home ”. A valuable aid for religious education are, for example, vivid religious images ..., the more so, the poorer the outside world becomes of such signs of faith . The kindergarten children can only recognize the importance of a religious image as such when we award it a special honor - we put flowers in front of it, and occasionally also a light. Of course, this is not enough; we need to identify the picture as a sign of faith by giving an occasional brief explanation and by praying. This is the meaning of a religious image: to use it as a sign of our faith which prompts our prayer. The pictures represent something we believe in, what we love .

Other conceptual aspects

  • Mater Schörl had repeatedly pointed out that the kindergarten is a place of education, and that as early as the early 1950s, when the kindergarten was still seen as a storage facility. Educational work is mainly, but not limited to, language and material. Learning also and especially happens through imitation and identification.
  • In addition to children's play, visual design as an expression process is another important aspect of Schörl pedagogy .
  • The instruction of the children is another important criterion of the Schörl pedagogy. It is the type of teaching the kindergarten teacher is entitled to, by means of which the children are taught how to use objects in their daily life in a meaningful way. The instructions apply to processes and things that can be grasped by small children or can be made comprehensible through the instruction. What the kindergarten teacher shows her children in an emphatically exemplary way, they take in, they memorize, they will imitate in their own independent practice .

Schörl / Schmaus pedagogy today

The Catholic Adult Education Hannover of the Diocese of Hildesheim offers Schörl pedagogy certification courses.

Mater Schörl's 105th birthday was celebrated with the unveiling of a stele. Associated with this was a three-day conference on Schörl pedagogy, which was also the starting event for the Erasmus + EU project, led by Doris Kloimstein . Among other things, Anna Ruschka and Elfriede Lechner designed a workshop: "On the creative footsteps of MM Schörl: Thinking for yourself makes you clever, painting yourself makes you expressive".

At the end of the Erasmus + Eu project on Schörl pedagogy , the brochure Schörln wir mal was published in December 2018 . Schörl pedagogy for the home , published by the diocese of St. Pölten. From July 2nd to 5th, 2019, a symposium on "Schörl / Schmaus pedagogy in the context of selected early childhood education concepts" took place in Ulm. Due to the high demand, this was repeated in Munich from March 2nd to 5th, 2020. At both events, the Schörl / Schmaus pedagogy expert Manfred Berger gave the main lecture on the topic: "Schörl / Schmaus pedagogy in the context of the latest scientific research results on early childhood education" (published in the documentation report on the conferences). In his lectures, the speaker considered previously completely unknown (undiscovered) essays by Mater Schörl and Margarete Schmaus on the room division process and the subsequent guided tour by the kindergarten teacher. The conferences were combined with an exhibition on Schörl / Schmaus pedagogy.

literature

  • Manfred Berger : Mater Margarete Schörl. In: Our Children, 1997, pp. 100–101.
  • Ders .: Margarete Schörl, in: kindergarten heute 2012 / H. 9, pp. 34-39
  • Ders .: The work of the kindergarten teacher is a risk into the unknown . On the 100th birthday of Margarete Schörl, in: Theory and Practice of Social Pedagogy 2012 / H. 7, pp. 52-53
  • Ders .: The child needs a good place . Mater Margarte Schörl's life and work for the kindergarten, in: Our children 2012 / H. 6, pp. 22-25
  • Ders .: Mater Margarete Schörl - Your life and work, in: heilpaedagogik.de 2013 / H. 2, pp. 20-24
  • Ders: Schörlpädagogik, in: Irmgard M. Burtscher (Ed.): Handbook for educators in crèche, kindergarten, daycare and after-school care center, edition 73, Munich 2013, pp. 1–12
  • Ders: The child is the focus - Mater M. Margarete Schörl - life, work and focus of your kindergarten pedagogy, in: curative pedagogy. Trade journal of the Curative Education Society Austria 2016 / H. 1, pp. 22-29
  • Ders .: History of the kindergarten. From the first pre-school facilities in the 18th century to day care centers in the 21st century, Frankfurt / Main 2016, pp. 147–151
  • Ders: Schörl pedagogy. Introduction to a classic kindergarten concept, Göttingen 2019
  • Caritasverband Hannover (Ed.): Freiraum Kindergarten, Hannover o. J.
  • Groh Maria: Development of a spatial concept, in: Charlotte Niederle (Ed.): Methods of the Kindergarten, Volume 1, Linz 2002, pp. 7-13
  • Elfriede Hilbers / Sr. M. Virginis Jostock: Making everyday life in kindergarten an educational way. Experience from practice for practice, Lingen 1989
  • Wilma Neuwirth: The group room - tools used by the kindergarten teacher, Linz o. J.
  • Margarete Schmaus / Margarete Schörl: The socio-educational work of the kindergarten teacher, Munich 1964
  • This: social pedagogical work in kindergarten, Munich 1978
  • This: Renewal of Faith Education, Munich 1968
  • Margarete Schörl: Freedom as much as possible, guidance as much as necessary, in: Kindergartenmagazin 1952, pp. 21–34
  • This: The spatial division process and its significance for children's play in kindergarten, in: Kindergartenmagazin 1952, pp. 67–72
  • This: freedom of play and leadership, in: Kindergartenmagazin 1953, pp. 12-16
  • This: What kind of thinking does the kindergarten child have ?, in: Kindergartenmagazin 1953, pp. 35–38
  • This: The room in the kindergarten: Lebens- und Freiraum, in: Kindergartenmagazin 1953, pp. 49–53
  • This: The following leading kindergarten teacher, in: Kindergartenmagazin 1953, pp. 65–71
  • This: The teachings of Froebel and Montessori in the educational situation of our time, in: Children's home 1956, pp. 214–223
  • Brigitta Riedel: Thinking for yourself makes you smart. A technical workbook on Schörl pedagogy, Bad Salzdetfurth 2003
  • Diaconal work of the Evangelical Lutheran Regional Church Hannover e. V. (Ed.): Stau über Gott und die Welt, Hannover 2006, p. 49
  • Pastoral services, family area of ​​the diocese of St. Pölten (ed.): Thinking for yourself is smart. Schörl pedagogy today. Festschrift for the 100th birthday of M. Margarete Schörl, St. Pölten 2012
  • Diocese of St. Pölten (Ed.): Schörln let's go. Schörl education for home, St. Pölten 2018
  • Doris Kloimstein: Elementary Education and the Parable of the Good Shepherd. On the topicality of pedagogy according to Margarete Schörl (1912–1991), in: Veit Neumann / Josef Spindelböck / Sigmund Bonk (eds.): Faith and Church in Times of Change. Festschrift for Josef Kreiml, Regensburg 2018, pp. 875–883
  • Heidemarie Lex-Nalis / Katharina Rösler: History of elementary education in Austria , Weinheim / Basel 2019, pp. 123–126
  • Alexa Schütze: Schörl / Schmauspädagogik. A classic kindergarten concept in the context of current early childhood education concepts, Ulm 2019
  • Christine Schneider-Bayer: Schörl / Schmaus pedagogy in practice - demonstrated using the example of six selected Bavarian daycare centers, Munich 2019

Web links

Commons : Schörlpädagogik  - collection of pictures, videos and audio files

Individual evidence

  1. ↑ cf. Berger 2019
  2. ↑ cf. Sagittarius 2019
  3. ↑ cf. Schneider-Bayer 2019
  4. ↑ https://www.socialnet.de/lexikon/Schoerlpaedagogik
  5. ↑ https://www.nifbe.de/component/themensammlung?view=item&id=307:schoerl-paedagogik&catid=37:paedagogik
  6. ↑ z. B. https://www.st-heinrich-hannover.de/einrichtungen/kindergarten/kindestagesstaette-st-heinrich/paedagogisches-konzept.html#.XMF6-OgzaMo
  7. ↑ z. B. https://www.kath-kita-garbsen.de/
  8. ↑ z. B. https://studylibde.com/doc/2066731/p%C3%A4dagogisches-konzept
  9. ↑ cf. Diaconal work of the Evangelical Lutheran Regional Church Hannover e. V. 2006, p. 49
  10. ↑ cf. Schmaus / Schörl 1978, p. 10 ff.
  11. ↑ Schmaus / Schörl 1978, p. 75
  12. ↑ https://www.mediathek.at/atom/018AA05A-145-01863-00000484-0189A3E5
  13. ↑ Groh 2002, p. 8
  14. ↑ Schmaus / Schörl 1978, p. 30
  15. ↑ Schmaus / Schörl 1968, p. 72
  16. ↑ Schmaus / Schörl 1978, p. 63
  17. ↑ Riedel 2003, p. 86
  18. ↑ Schmaus / Schörl 1978, p. 146
  19. ↑ Schmaus / Schörl 1964, p. 247
  20. ↑ Schmaus / Schörl 1964, p. 84
  21. ↑ Schmaus / Schörl 1964, p. 84
  22. ↑ Caritasverband n.d., p. 75
  23. ↑ Caritasverband n.d., p. 75
  24. ↑ Caritasverband n.d., p. 75
  25. ↑ Schmaus / Schörl 1968, p. 9
  26. ↑ Riedel 2003, p. 109
  27. ↑ Schmaus / Schörl 1968, p. 112
  28. ↑ Schamus / Schörl 1968, p. 112
  29. ↑ see Caritasverband Hannover n.d., pp. 35–63
  30. ↑ see Hilbers / Jostock 1989, pp. 121-140
  31. ↑ cf. Schmaus / Schörl 1978, p. 48 ff. And Hilbers / Jostock 1989, p. 156 ff.
  32. ↑ Schmaus / Schörl 1968, p. 76
  33. ↑ keb-net.de
  34. ↑ http://www.noen.at/niederoesterreich/gesellschaft/mater-margarete-schoerl-denkmal-fuer-kleinkindpaedagogik-pionierin-enthuellt/62.270.185
  35. ↑ https://presse.dsp.at/einrichtungen/kommunikation/artikel/2017/denkmal-fuer-kleinkindpaedagogik-pionierin-m-margarete
  36. ↑ https://www.mein Bezirk.at/st-poelten/lokales/kleinkind-paedagogik-pionierin-wird-ein-denkmal-etzt-d2250282.html
  37. ↑ http://www.p3tv.at/webtv/8206-gedenkbueste-fuer-margarete-schoerl-enthuellt
  38. ↑ https://www.congregatiojesu.de/denkmal-fuer-kleinkindpaedagogik-pionierin-m-margarete-schoerl-enthuellt
  39. ↑ The festival magazine is available (for a postage fee) from: Pastorale Dienst, Familie Familie, 3100 St. Pölten, Klostergasse 15