ABSTRACT

Talking about a specific child’s development and current issues is an organisationally integral part of the partnership between parents / families and educational institutions with respect to children’s upbringing and education. In Germany, the programmatic emphasis on the equality of all participants in annual formal meetings of parents and pedagogic staff in early childhood education results in a double-bind situation between safeguarding a child’s well-being, the staff’s authority and professionalism, and families’ claims, hopes, knowledge and expectations. By analysing these formal meetings using the ‘documentary method’ (Bohnsack, R. 2017. Praxeologische Wissenssoziologie. Opladen, Toronto: Budrich), we qualitatively and longitudinally reconstruct how staff and parents outline transitions among children with special needs in inclusive settings. The article implements a perspective of ‘doing transitions’ (Wanka, A., M. Rieger-Ladich, B. Stauber, and A. Walther. 2020. “Doing Transitions: Perspektiven und Ziele einer reflexiven Übergangsforschung.” In Reflexive Übergangsforschung. Theoretische Grundlagen und methodologische Herausforderungen, edited by A. Walther, B. Stauber, M. Rieger-Ladich, and A. Wanka, 11–36. Leverkusen: Barbara Budrich) and shows how the reconstructed discourse characteristics of problematisation and de-problematisation work together in terms of safeguarding.

摘要

谈论特定儿童的发展和当前问题是父母/家庭和教育机构之间在儿童抚养和教育方面的伙伴关系的组织组成部分。在德国，幼儿教育中家长和教师年度正式会议的所有参与者平等的方案强调导致在保障儿童的福祉、工作人员的权威和专业精神以及家庭的主张之间存在双重约束。 、希望、知识和期望。通过使用“文献方法”分析这些正式会议（Bohnsack, R. 2017. Praxeologische Wissenssoziologie. 奥普拉登，多伦多：Budrich），我们定性和纵向重建工作人员和家长如何概述在包容性环境中有特殊需求的儿童之间的过渡。这篇文章实现了“进行过渡”的观点（Wanka, A.、M. Rieger-Ladich、B. Stauber 和 A. Walther。2020。“Doing Transitions: Perspektiven und Ziele einer reflexiven Übergangsforschung。”In Reflexive Übergangsforschung。Theorere Grundlagen und methodologische Herausforderungen，由 A. Walther、B. Stauber、M. Rieger-Ladich 和 A. Wanka 编辑，11-36。勒沃库森：Barbara Budrich）并展示了问题化和去问题化的重构话语特征如何协同工作在保障方面。