Children's education centre project
Project title:
Scientific monitoring of the Paderborn model project "Kinderbildungshaus" (together with Dr. Thorsten Bührmann), sponsored by the Peter Gläsel Stiftung Detmold and the Sparkassenstiftung Paderborn and in cooperation with the education office of the city of Paderborn.
Staff member: Agnes Kordulla
Funded by: Peter Gläsel Stiftung Detmold, Sparkassenstiftung Paderborn
Duration: 2010-2013 (completed)
Brief description:
In the Paderborn pilot project "Kinderbildungshaus", innovative forms of sustainable cooperation between a primary school and two day care centres were developed, tested, evaluated and finally implemented in educational practice over the course of a three-year pilot phase.
The core of the innovation was the development of a common understanding of education, which took place in the first three years in the key areas of scientific and technical learning and social learning during the transition. Educators, teachers and a school social worker jointly designed cross-age and cross-institutional learning programmes in the form of thematic "workshops", which were developed and offered in multi-professional teams. At the same time, the project team, scientifically supported by the Paderborn University, worked on the conceptualisation of a connectable educational documentation.
Objective:
Under the guiding principle of educational continuity, the school and kindergarten development project focused on improving children's educational opportunities in the transition from the elementary to the primary sector through intensified cooperation between educational subject areas and teachers.
The aim of the qualitative scientific monitoring was to determine the in-depth structures of the cooperation from the perspective of the relevant stakeholders in order to derive key conditions for success at the institutional and pedagogical level.
By evaluating the learning workshop programmes, it was possible to identify key parameters that need to be taken into account from the perspective of the children and learning facilitators in mixed-age and cross-institutional learning. Against the background of the latest transition and actor theories, a new type of pedagogical-didactic overlap was created here in the sense of a "multiple innovation", which will be continuously developed by the project actors even after the official end of the model phase and extended to other areas of education such as maths and language.
The most important results were presented at a public transfer event in Paderborn Town Hall in November 2013. They can be found in the project handbook of the city of Paderborn (ed.) "Hand in Hand through the Transition - New Ways of Cooperation between Daycare Centres and Primary Schools in the Paderborn Children's Education Centre Model Project" as well as in the final report of the scientific monitoring.
Project-related publications
Büker, P.; Bührmann, Th. & Kordulla, A.; Boehmer, K. (2013). Abschlussbericht. Wissenschaftliche Begleitung des Paderborner Modellprojektes „Kinderbildungshaus“. Paderborn (unveröffentlichtes Dokument, zu erfragen bei Petra Büker).
Büker, P., Bührmann, Th. & Kordulla, A. (2013). Die wissenschaftliche Begleitung des Modellprojektes. In Stadt Paderborn (Hrsg.), Hand in Hand durch den Übergang - Neue Wege der Kooperation zwischen Kita und Grundschule im Modellprojekt Kinderbildungshaus Paderborn (S. 57 – 80). Paderborn (Download möglich beim Bildungsbüro Kind & Ko).
Büker, P. (2013). Entwicklung einer gemeinsamen Bildungsdokumentation für KiTa und Grundschule: Chancen, Hürden und Gelingensbedingungen aus der Perspektive von Erzieherinnen und Grundschullehrer/innen. In: Kopp, B. et al. (Hrsg.), Individuelle Förderung und Lernen in der Gemeinschaft (S. 110-113). Wiesbaden. (Jahrbuch Grundschulforschung; Bd. 17).
Kordulla, A. (2013). KiTa- und Grundschulkinder lernen zusammen. Altersmischung in kooperativen Settings aus Kindersicht. In: Kopp, B. et al. (Hrsg.), Individuelle Förderung und Lernen in der Gemeinschaft (S. 174-177). Wiesbaden. (Jahrbuch Grundschulforschung; Bd. 17).
Bührmann, Th.; Büker, P. & Kordulla, A. (2012). Schnittfeld Schul- und Kindergartenentwicklung: Forschungsmethodologische Herausforderungen im Modellprojekt Kinderbildungshaus. In: Hellmich, F. et al. (Hrsg.), Bedingungen des Lehrens und Lernens in der Grundschule – Bilanz und Perspektiven (S. 135-140). Wiesbaden. (Jahrbuch Grundschulforschung; Bd. 16).
Büker, P.; Kordulla, A. & Bunte, N. (2012). Lernen in multiprofessionellen Teams – Integrierte Praxisforschung im Paderborner Modellprojekt „Kinderbildungshaus“. In: Freitag, C.; von Bargen, I. (Hrsg.), Praxisforschung in der Lehrerbildung. Tagungsband zur Jahrestagung des Nordverbunds Schulbegleitforschung an der Universität Paderborn (S. 145-155). Münster (Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung).
Büker, P.; Kordulla, A.; Pollmann, A. (2011). Eine neue Didaktik für den Übergang? KiTa- und Grundschulkinder forschen gemeinsam In: Die Grundschulzeitschrift, Ausgabe 250/2011, S. 42-45.