Entwicklungserwartungen deutscher und türkisch-deutscher Mütter von Vorschulkindern

Otyakmaz, Berrin Özlem

doi:10.1026/2191-9186/a000074

Cited by 6 publications

(2 citation statements)

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“…Moreover they gather together all the social, cultural and lingual norms that produce both mixed culture and language (Dirim & Auer, 2004;Heinrich Böll Stiftung, 2010;Jørgensen 2003a,b;Kilinc, 2014;King & Kilinc, 2013;Mueller, 2006;Otyakmaz, 2008;Röhrborn, 2002;Reich et al, 2002;Schmidt, 2011;Pfaff, 2001;Yada, 2005). In this sense they have their own personal histories of dual identity and their own strategies for balancing Turkish traditions and German influences on their own lives (Horrocks & Kolinsky, 1996, p.xxi).…”

Section: Group In This Study: "German Turks"mentioning

confidence: 99%

“…Whereas children can take advantage of both Turkish and German norms facultatively in the early years, the use of German language and culture becomes formal and compulsory during their preschool or school education in Germany (Meyer & Prediger, 2011a,b;Prediger & Wessel 2011;Otyakmaz, 2008;Yada, 2005;Dirim & Auer, 2004;Jørgensen 2003a,b;Röhrborn, 2002;Reich et al, 2002;Pfaff, 2001). Their mathematical thinking and learning process comes to be a "jigsaw" (Pound, 2006, p.23), in which they make dual connections -German and Turkish -between things that are known and new information and experiences.…”

Section: / 500mentioning

confidence: 99%

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Interactional niche in the development of geometrical and spatial thinking in the familial context

Bayraktar¹

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In the analysis of mathematics education in early childhood it is necessary to consider the familial context, which has a significant influence on development in early childhood. Many reputable international research studies emphasize that the more children experience mathematical situations in their families, the more different emerging forms of participation occur for the children that enable them to learn mathematics in the early years. In this sense mathematical activities in the familial context are cornerstones of children’s mathematical development, which is also affected by the ethnic, cultural, educational and linguistic features of their families. Germany has a population of approximately 82 million, about 7.2 million of whom are immigrants (Statisches Bundesamt 2009, pp.28-32). Children in immigrant families grow up with multiculturalism and multilingualism, therefore these children are categorized as a risk group in Germany. “Early Steps in Mathematics Learning – Family Study” (erStMaL-FaSt) is the one of the first familial studies in Germany to deal with the impact of familial socialization on mathematics learning. The study enables us to observe children from different ethnic groups with their family members in different mathematical play situations. The family study (erStMaL-FaSt) is empirically performed within the framework of the erStMaL (Early Steps in Mathematics Learning) project, which relates to the investigation of longitudinal mathematical cognitive development in preschool and early primary-school ages from a socio-constructivist perspective. This study uses two selected mathematical domains, Geometry and Measurement, and four play situations within these two mathematical domains. My PhD study is situated in erStMaL-FaSt. Therefore, in the beginning of this first chapter, I briefly touch upon IDeA Centre and the erStMaL project and then elaborate on erStMaL-FaSt. As parts of my research concepts, I specify two themes of erStMaL-FaSt: family and play. Thereafter I elaborate upon my research interest. The aim of my study is the research and development of theoretical insights in the functioning of familial interactions for the formation of geometrical (spatial) thinking and learning of children of Turkish ethnic background. Therefore, still in Chapter 1, I present some background on the Turkish people who live in Germany and the spatial development of the children. This study is designed as a longitudinal study and constructed from interactionist and socio-constructivist perspectives. From a socio-constructivist perspective the cognitive development of an individual is constitutively bound to the participation of this individual in a variety of social interactions. In this regard the presence of each family member provides the child with some “learning opportunities” that are embedded in the interactive process of negotiation of meaning about mathematical play. During the interaction of such various mathematical learning situations, there occur different emerging forms of participation and support. For the purpose of analysing the spatial development of a child in interaction processes in play situations with family members, various statuses of participation are constructed and theoretically described in terms of the concept of the “interactional niche in the development of mathematical thinking in the familial context” (NMT-Family) (Acar & Krummheuer, 2011), which is adapted to the special needs of familial interaction processes. The concept of the “interactional niche in the development of mathematical thinking” (NMT) consists of the “learning offerings” provided by a group or society, which are specific to their culture and are categorized as aspects of “allocation”, and of the situationally emerging performance occurring in the process of meaning negotiation, both of which are subsumed under the aspect of the “situation”, and of the individual contribution of the particular child, which constitutes the aspect of “child’s contribution” (Krummheuer 2011a, 2011b, 2012, 2014; Krummheuer & Schütte 2014). Thereby NMT-Family is constructed as a subconcept of NMT, which offers the advantage of closer analyses and comparisons between familial mathematical learning occasions in early childhood and primary school ages. Within the scope of NMT-Family, a “mathematics learning support system” (MLSS) is an interactional system which may emerge between the child and the family members in the course of the interaction process of concrete situations in play (Krummheuer & Acar Bayraktar, 2011). All these topics are addressed in Chapter 2 as theoretical approaches and in Chapter 3 as the research method of this study. In Chapter 4 the data collection and analysis is clarified in respect of these approaches...

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