Petra Büker (ed.): Kinderstärken - Kinder stärken. Designing upbringing and education in a resource-orientated way.

The basic volume marks the start of the ten-volume series and serves as a "thematic survey of the field". The editor's introductory article provides a broad foundation for the central idea of "Kinderstärken - Kinder stärken" from a pedagogical, sociological, developmental and learning psychology perspective. Nine further contributions by all the authors of the book series deepen the approach of a strength-oriented pedagogy from birth to adolescence in the form of focussed problem outlines.

Volume 2

Petra Völkel: Development, learning and support for the youngest children.

Petra Völkel looks at the idea of "Kinderstärken - Kinder stärken" from the perspective of developmental psychology for the youngest, i.e. for children from birth to the age of three.

Renate Niesel & Wilfried Griebel: Shaping transitions in a resource-orientated way: From the family to child day care.

Renate Niesel and Wilfried Griebel examine ways of organising the first transition from family to daycare centre in a way that strengthens children. They see this as a joint and very special developmental task for children, parents and educational professionals.

Dagmar Kasüschke: Child-empowering pedagogy and didactics in the daycare centre.

Dagmar Kasüschke examines the question of child-empowering pedagogy in institutional day-care centres.

Melanie Eckerth & Petra Hanke: Designing transitions in a resource-orientated way: From daycare centre to primary school.

Melanie Eckerth and Petra Hanke take a look at the second transition in children's educational biographies and present current research findings and new developments in the practice of the transition from day-care centre to primary school.

Susanne Miller & Katrin Velten: Kinderstärkende Pädagogik in der Grundschule.

Susanne Miller and Katrin Velten discuss the dual perspective of "Kinderstärken - Kinder stärken" for the child's primary school years and ask about the opportunities and limits of this paradigm for schools, teaching and research.

Petra Büker & Julia Höke

Petra Büker and Julia Höke focus on the core pedagogical tasks of observing and documenting children's development, learning and educational processes. A special feature of the volume, in which the experiences of primary school teacher Petra Büker and childhood educator Julia Höke come together, is the overarching consideration of educational documentation in day-care centres, primary schools and in transition. The volume offers a critical analysis of the current subject area discourse and current procedures and outlines a model of educational documentation that strengthens children, is participatory and at the same time professionalises subject areas and teachers. Reflection in dialogue between all those involved is identified as the key to professional educational documentation.

Charlotte Röhner & Marianne Wiedenmann: Strengthening children in language(s) and communication.

Charlotte Röhner and Marianne Wiedenmann dedicate their volume to the pedagogical treatment of multilingual children in day-care centres and primary schools. They consistently pursue the approach of recognising multilingualism as a resource - both for children with and without a migration background. A special focus is placed on language support integrated into everyday life and intercultural communication in learning groups with newly immigrated children.

Ursula Carle & Jana Herding: From primary school to secondary school - organising transitions in a resource-oriented way

In their volume, Ursula Carle and Jana Herding address the question of how the transition from primary school to secondary school, which is marked as a crucial junction for educational trajectories and is still characterised by problems of inequality of opportunity and social selection, can be designed in such a way that it is based on the child's individual and systemic resources. Fundamental scientific positions are also introduced on the basis of an institutional-historical analysis, exemplary transition conditions in the context of inclusion are examined and - as a special feature of this volume - the views of fourth and fifth graders collected in a child study are presented.