Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

Abstract

The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in German-speaking countries. The model – as a basis for discussion – describes specific features of teaching at this level and at the same time provides a framework for the teachers’ activities. The aim is to make appropriate didactic decisions in an environment alternating between free and instructed activities for children as well as between specific and interdisciplinary orientation. The model and its potential will be discussed on the basis of a practical example.

The End of Playtime? The Time at Kindergarten and School from a Cultural-Theoretical Perspective

“…These ideas also pertain to the "crea-tive potential of the imaginary" (Hummrich, 2015, 73), which takes the developmental space of school into consideration. Thus, class settings would be conceivable both in kindergarten and in primary school, situationally and adequately arranging for children's free activities and instructed activities, relating them and keeping a balance between them (Streit, Künzli & Hildebrandt, 2016). Thus, irrespective of concrete, different teaching settings, one can argue that ultimately it could be unimportant whether the activities of the children were at first glance labeled as "work" or "play", but rather that "playfulness" were part of the children's activities and learning.…”

“…The rhetoric is that of a gradual change of focus from a "developmental" (Kindergarten) to a "subject-oriented" focus (primary school), which should ensue, according to the "curriculum 21", within the first cycle (kindergarten to 2nd grade primary phase). But the rhetoric of gradual change within these years is again subverted by the same description -beside the above mentioned teleology of a final end of playful learning -, as, on the one hand, even in kindergarten the themes and objects of any given sequence have, of course, language-specific, mathematical or other subject-specific dimensions (Streit, Künzli & Hildebrandt, 2016) and, on the other hand, after kindergarten or after 2nd grade primary school the development of the children naturally doesn't stop. Development and school subjects are in fact two different levels of perspective on any teaching situation, not two phases that (however gradually) follow each other.…”