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首页> 外文期刊>Early Years >A developmental psychology perspective in Germany: co-construction of transitions between family and education system by the child, parents and pedagogues
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A developmental psychology perspective in Germany: co-construction of transitions between family and education system by the child, parents and pedagogues

机译：德国的发展心理学观点：儿童，父母和教育家共同建构家庭与教育系统之间的过渡

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In Germany, there exists a traditional gap between kindergarten and primary school. Transition research has led to a new understanding of the need for cooperation between different educational institutions and the family at this time. This article emphasises that educational transitions affect not only the child but also the parents, who actively cope with a family transition. A team from the State Institute of Early Childhood Education and Research (Staatsinstitut fr Frhpdagogik) in Munich has formulated developmental tasks for children and their parents during transition, based on interviews with children and parents as well as on the research literature. This approach to transition has informed initiatives at different administrative levels within Germany, as well as a European project for training transition experts in order to support children and their parents to cope with transitions, and enhance collaboration between families and educators in kindergartens and primary schools.
机译：在德国，幼儿园与小学之间存在传统的鸿沟。过渡研究使人们对此时不同的教育机构与家庭之间的合作需要有了新的认识。本文强调，教育过渡不仅影响孩子，而且影响积极应对家庭过渡的父母。慕尼黑州立幼儿教育与研究所（Staatsinstitut fr Frhpdagogik）的一个团队根据对儿童和父母的访谈以及研究文献，确定了过渡时期儿童及其父母的发展任务。这种过渡方式为德国境内不同行政级别的举措提供了依据，并且为欧洲培训过渡专家的项目提供了支持，以支持儿童及其父母应对过渡，并加强幼儿园和小学家庭和教育工作者之间的合作。

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