EDIT – Development of dialogical interaction and participation

Subproject 1: Shaping Dialogical Participation under Conditions of Heterogeneity

In Subproject 1, linguistic indications of participatory interaction formats are investigated, especially with regard to their effects on the development of children from disadvantaged families or with non-German family languages. In subproject 1, there is a particular focus on (1) linguistic support, (2) dialogical production of children's participation, and (3) integration of children with special needs, especially children with non-German family languages.

Subproject 2: Designing quality development with children

In subproject 2, formats integrated into everyday life are worked out that enable children to participate in the quality development of their daycare center. Children can express themselves and have ideas about pedagogical design in the daycare center, and they have the right to be heard on all matters that affect them. Nevertheless, it rarely happens that they are involved in quality development and can influence what is changed or developed as a quality vision in their day care center. In a participatory process, perspectives can be brought together and a common picture of quality can be developed. Subproject 2 also examines children's agency in the system of day care centers - using the development of a quality manual as an example.

Subproject 3: Developing discursive rationality in dialogue

Equal opportunity and participation of all children are central goals of early childhood education practice. The development of the ability to participate in reasoning practices (exchange of arguments and consideration processes, formation of opinions) significantly influences the participation of children in the day-to-day life of a daycare center. Educators in the daycare center can shape participation by stimulating thought processes and responding to children's questions and thought-provoking impulses.

Subproject 3 investigates how pedagogical interactions can influence the development of discursive rationality in children. In addition to recognizing individuality and enabling experiences of self-efficacy, the recognition of an "inner world" is the basis for the ability to express oneself, to contribute one's own thoughts and feelings, intentions and ideas, and to justify them in joint discussions. This "navigating the space of reasons" (Sellars, 1956; McDowell, 1994) is guided by the norms of theoretical and practical rationality that enable autonomous thinking.

Publications

• Glauer, R., Hildebrandt, F. (2020). No facts without perspectives. Synthesis. 
• Contribution by Frauke Hildebrandt in the 16th Child and Youth Report "Promoting Democratic Education in Childhood and Adolescence" by BMFSFJ - Chapter 5 on the topic of "Child Day Care". 
• "Is eaten what is put on the table?", interview with Frauke Hildebrandt in Wamiki - Das pädagogische Fachmagazin (5/2020). 
• Hildebrandt, F., Glauer, R., Kachel, G. (2020). Coming from a world without objects. Mind & Language.
• Hildebrandt, F., Lonnemann, J., Glauer, R. (2020). Why Not Just Features? Reconsidering Infants' Behavior in Individuation Tasks. Frontiers Psychology 11.564807. 
• "Learning to Feel Fatigue. About self-regulation and the need for rest in children" - Interview with Frauke Hildebrandt in Kindergarten heute (9/2020).