Dr. Sabine Bollig Praktizierte Betreuungsarrangements Ein ethnographischer Zugang zu den diversen Formen ‘betreuter Kindheit’ Jahrestagung PDfK 2015 Im.

Präsentation zum Thema: "Dr. Sabine Bollig Praktizierte Betreuungsarrangements Ein ethnographischer Zugang zu den diversen Formen ‘betreuter Kindheit’ Jahrestagung PDfK 2015 Im."—  Präsentation transkript:

1 Dr. Sabine Bollig Praktizierte Betreuungsarrangements Ein ethnographischer Zugang zu den diversen Formen ‘betreuter Kindheit’ Jahrestagung PDfK 2015 Im Spannungsfeld zwischen Konstruktion und Normativität: Diversität in der Pädagogik der frühen Kindheit Universität Köln, 05.-07.März

2 Ausgangspunkt Diversität im System der Kindertagesbetreuung 3 Zugänge zu Diversität (Vandenbroeck 2011) -Ökonomische Perspektive Differenzielle Qualitäten und Effekte von den jeweiligen Kindertageseinrichtungen -Erziehungsbezogene Perspektive Reproduktion und Kompensation von Ungleichheiten im professionellen Umgang mit Differenzen in der jeweiligen Kindergruppe -Soziale Perspektive Inklusion/Exklusion bestimmter Kindergruppen durch Zusammenspiel von Kinderbetreuungspolitiken, ‘Entscheidungen’ der Eltern und regionalen Angebotsstrukturen Kindheitssoziologische Perspektive

3 thematisiert Diversität in der frühen Kindheit zunächst als Zusammenhang der gesellschaftlichen Herstellung ‘betreuter Kindheit’ und dem alltäglichen ‘making of the day care child ’ Ausgangspunkt Diversität im System der Kindertagesbetreuung

4 Ausgangspunkt Diversität im Feld der Kindertagesbetreuung Multiperspektivisches Konstrukt, dass die 1) Strukturen und Angeboten der extrafamilialen Betreuung 2) elterliche Betreuungs- und Erziehungsstrategien 3) Kinderbetreuungspolitiken 4) alltägliche Erfahrungen von Kindern mit den Angeboten der Kindertagesbetreuung als Lebens- und Sozialisationskontext in ihrem Zusammenhang thematisiert «Betreute Kindheit» (Honig 2011) Lebensform und Lebensweise

5 Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’ Nationale Wohlfahrtsmodelle und (förderale) Kindertagesbetreuungspolitiken Split oder Unitary System of Education and Care, Schulbezogene oder sozialpädagogische Tradition, (Bennett 2003), hoher/niedriger Invest (Jensen 2009, Olk 2010) Komplexe Betreuungslandschaften und Betreuungsarrangements Home-based, centre-based, relative-based care / single and multiple concurrent care arrangements / stabil and instabil care arrangements (Claessens/Chen 2014, Alt/Riedel/Heitkötter 2014) Regionale Landschaften und ungleicher Zugang zu Kindertagesbetreuung Ungleicher Zugang zu hochqualitative Kindertagesbetreuung, affordability/accessibility/ desireability (Vandenbroeck/Lazzari 2014) Diverse Leitbilder guter ‘betreuter Kindheit’ Globale, nationale, familiale Leitbilder (Betz 2013), milieugebundene Betreuungsüberzeugungen und – strategien von Eltern, Gulløv (2003)“politics of placing children is filled with paradoxes, ambiguities and negotiations” (ibid: 36).

6 Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’ Forschung zu Diversität ‘betreuter Kindheit’ fokussiert Erwachsene ‘Betreute Kindheit’ als Lebensform und als Lebensweise Kinder als Akteure ‘betreuter Kindheit’ Forschung zu ‘Intepretative Reproduktion’ der Kindergartenordnung und Selbstsozialisation in der Peerkultur

7 Mögliche Pfade zu diversen Formen ‘betreuter Kindheit’ Kinder als Akteure ‘betreuter Kindheit’ Kinder arbeiten aktiv an der Reproduktion ihrer diskursiven, organisationalen, soziomaterialien und interaktiven Ordnungen ‘betreuter Kindheit’ mit, indem sie ihr Spiel organisieren (Strandell 1997) Regeln deuten, missachten, umgehen und einhalten (Corsaro 1990, Waksler 1997, Sumsion et al 2014)) Kontrolle über Raum, Zeit und ihre Aktivitäten gewinnen (Gallacher 2005, Markström & Halldén 2008) Kindertageseinrichtungen zu ‘ihrem Platz’ machen (Brooker 2014) ihre ‘multiplen Identiäten’ zwischen dem Zuhause und öffentlicher Kindertagesbetreuung gestalten (Brooker 2006, Hedegaard/Fleer Brooker 2014, Stratigos/Bradley/Sumsion 2014) Aber viel Forschung zu Peer-Kultur Kita/Tagespflege, wenig zu Betreuungsarrangements und noch weniger zu Diversität von Formen betreuter Kindheit

8 gefördert du Fonds National de la Recherche (FNR) 2013 – 2015 Projekt Team Prof. Dr. Michael-Sebastian Honig Dr. Sabine Bollig Dr. Bina Mohn Sylvia Nienhaus, M.A. Philipp Müller Katja Seefeldt

9 Forschungsprojekt CHILD fragt nach den diversen Formen ‘betreuter Kindheit’ im Kontext der superdiversen Gesellschaft Luxemburgs und einem hetereogenen Betreuungssystem von der Position der Kinder aus ‘vantage point of children’ (Thorne 1996) Exploratives Forschungsdesign 12 – 15 ethnographische Fallstudien zu den Care-Arrangements von 2-4 jährigen Kindern

10 ‘Luxembourgian’: 298,200 55.5 % ‘Foreigners’: 238,800 44.5 % Luxembourg’s Multicultural and Multilingual Society Total population: 537,000 inhabitants Only 38.8 % of inhabitants were born in Luxembourg and have parents who were born in Luxembourg 47.7 % of children ages 0-4 do not have a Luxembourgian citizenship Other languages very common in Luxembourg Portuguese, English … Three official languages Luxembourgish, German, French

11 The Heterogeneous Luxembourgian ECEC System ECEC System for children aged 0-4 years EDUCATION CARE Education Précoce «Pre-Preschool» Ages 3-4 optional, for free Part-time service Weekdays 8-11:45 Mon/Wed/Fri 14-16 Education Précoce «Pre-Preschool» Ages 3-4 optional, for free Part-time service Weekdays 8-11:45 Mon/Wed/Fri 14-16 Day Care-Centres Different types, including Créches, Maison Relais, Foyer de Jour, Garderie, Foyer Scolaire, Créche de enteprise, and others Licensed via certification (for-profit) or by convention (state-funded) Day Care-Centres Different types, including Créches, Maison Relais, Foyer de Jour, Garderie, Foyer Scolaire, Créche de enteprise, and others Licensed via certification (for-profit) or by convention (state-funded) Day Care-Homes Childminders /Home- based day care licenced by certification Day Care-Homes Childminders /Home- based day care licenced by certification All accept income-related childcare vouchers Cycle 1 Primary School «Preschool» Compulsory at age 4 Cycle 1 Primary School «Preschool» Compulsory at age 4

12 Type of care arrangement 12 case-studies (care-arrangements) in der CHILD-Studie single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

13 Type of care arrangement Formen von care arrangements single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

14 Type of care arrangement Formen von care arrangements single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short- time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

15 Type of care arrangement Formen von care arrangements single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

16 Type of care arrangement Formen von care arrangements single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

17 Type of care arrangement Education-bezogene Einrichtungen (éducation précoce) single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

18 Type of care arrangement Care-orientierte Einrichtungen (Créche, Dageselderen) single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

19 Type of care arrangement Care-orientierte Einrichtungen (Créche, Dageselderen) single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

20 Type of care arrangement Kombination aus Care & Education single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

21 Type of care arrangement Centre-based day care (Kita) single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

22 Type of care arrangement home-based care (Tagespflege) single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

23 Type of care arrangement hauptsächlich gesprochene Sprachen in ECEC-settings Luxemburgisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

24 Type of care arrangement hauptsächlich gesprochene Sprachen in ECEC-settings Luxemburgisch + zu Hause Luxemburgisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

25 Type of care arrangement hauptsächlich gesprochene Sprachen in ECEC-settings Französisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

26 Type of care arrangement hauptsächlich gesprochene Sprachen in ECEC-settings + zu Hause Französisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

27 Type of care arrangement Mehr als zwei Sprachen in Care-Arrangements Luxemburgisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

28 Type of care arrangement Mehr als zwei Sprachen in Care-Arrangement hauptsächlich Luxemburgisch + Französisch Luxemburgisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

29 Type of care arrangement Mehr als zwei Sprachen in Care-Arrangement hauptsächlich Luxemburgisch + Portugiesisch Luxemburgisch single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

30 Type of care arrangement Mehr als drei Sprachen zu Hause + Care Arrangement single care arrangement incl. one ECEC-setting Hannah, 3 years (marketbased) day care centre, nursery group and intern early education group Lena, 3.5 years (state-funded) day care centre Marine*, 3 years (state-funded) day care centre Jules*, 3 years (marketbased) day care centre, nursery-group and intern early education group single care arrangement + intense use of relative care Joe, 2.7 years day care home Ann-Sophie, 3.5 years pre-preschool concurrent multipe care- arrangements with two ECEC-settings Kim, 3.9 years pre-preschool + (market-based) day care centre Tito, 3.5 years pre-preschool + (market-based) day care centre Lea, 3.5 years pre-preschool + day care home Carlos, 3.x Pre-preschool + day care home multipe care- arrangements, more then two ECEC- settings (regularly concurrent or with short-time-instability) Jayden*, 3,5 years pre-preschool (market-based) day care centre + (state-funded) after school care club Maik, 4.4 years Preschool + day care home + back-up day care home

31 Praxistheoretische Perspektive, die Theorie der Praktiken mit einer Theorie von Arrangements verknüpft (‘site of the social’ Schatzki 2002) Praktiken als “spatially dispersed and temporally enfolded nexuses of doings and sayings” (Schatzki 2002) Flache Vorstellung des Sozialen, in denen sich “bundels of practice-/arrangements” praktisch miteinder verbinden Forschungsprojekt CHILD Analytischer Begriff von Care-Arrangements die praktizierten Räume, in denen ECEC-policies, regionale und lokale Betreuungslandschaften, elterliche überzeugungen und Entscheidungen, institutionelle Ordnungen und Leitbilder und die Praktiken der Kinder sich verbinden und zusammenspielen

32 Forschungsprojekt CHILD Place, Space, Trajectories (Massey 2005) Raum, nicht euklidisch sondern relational, wird pemanent hergestellt / praktiziert, space und place stellen sich wechseleitig her Place (Orte) = meaningful localities, wie ‘zuHause’ oder ‘Vorschule’, die durch vielfältige Relationierungen in Raum und Zeit praktisch und lokal hergestellt werden “place manifest many unique qualities, which are located and bounded […] but which cannot be understood from within a fixed local context”. Instead, they have to be understood as the “products, or better moments, of coalescing and colliding chains of events and movements ” (Lagendijk et al. 2011) Place inhabits multiple identies, locus of heteregenitey and negotiation (Massey 2005)

33 Forschungsprojekt CHILD Place, Space, Trajectories (Massey 2005) “place manifest many unique qualities, which are located and bounded […] but which cannot be understood from within a fixed local context”. Instead, they have to be understood as the “products, or better moments, of coalescing and colliding chains of events and movements” (Lagendijk et al. 2011) Trajectories die material und symbolisch ‘geknüpften’ Ketten von Ereignissen und Bewegungen, die einerseits ‘Orte’ herstellen, die aber auch in den lokalen Praktiken des ‘place-making’ hergestellt werden, was wiederum Raum herstellt “contemporaneous existence of a plurality of trajectories (Massey 2005) Praktisches Problem: Welche trajectories in denen Raum und Orte sich wechselseitig herstellen sollen herausgearbeitet werden? Fokus Care-Arrangements

34 Time-Space-Geographien des Untersuchungsdesigns (Trans-)Local geographies of childcare Organizational geographies of childcare settings Individual geographies of care arrangements Expert interviews incl. childcare providers Review of statistical and local data Family interviews Family ‘diaries’ Participant observations, accompanying children through their ECEC days Interviews with caregivers Participant observation in settings

35 Kim’s Care Arrangement Home Èducation Précoce (Pre-Preschool) Foyer de Jour (Day Care Centre)

36 Kim’s Care Arrangement Home Èducation Précoce (Pre-Preschool) Foyer de Jour (Day Care Centre) 7:558:009:0010:0011:4512:001:452:004:004:155:306:00 Monday Tuesday Wednesday Thursday Friday By car with his father Via the day care centre’s bus service with his main educator (driver) and other schoolchildren On foot with his mother

37 Familiale Suche und Navigation eines ‘guten care-arrangements’ Differenzierung und Re-Kombination von gesprochenen Sprachen Language of education / language of care Zweitsprache / Muttersprache Mother: “so the first priority was ‘Maison Relais’ [municipal care service for pupils] as people recommended, and then we wanted to choose in some way … for the first thing, who can speak Italian? […] so we found crèches here and babysitters, and we just said everyone is good for us. The teacher [in the pre-preschool] told me about the crèche and the foyer, and we went there and actually we know some people who speak Italian there and the lady… the manager there, […] her husband is Italian so she can speak Italian and there are some other kids who can speak Italian” (24.07.14, interview conducted in English). Kim’s Care Arrangement Trajectory: Multiple Languages

38 Familiale Suche und Navigation eines ‘guten care-arrangements’ Differenzierung und Re-Kombination von gesprochenen Sprachen Place making: Skalierungs- und Vergleichspraktiken ‘Trans-lokale Care-Culturen’ nation, region, local, body Mother: So, Kim told me that there [éducation précoce] is just one Luxemburgish child and all the other have another nationality. So then he told me, ok I am not so different than the other kids’. And the kids speak different languages there. He speaks Italian, so he is not so different. When he goes to the day care centre it´s another story (24.07.2014). Kim’s Care Arrangement Trajectory: Multiple Languages

39 Sprachpolitiken: Kim’s sprachliches Pendeln zwischen Vor-Vorschule und Hort Pendeln zwischen Erwachsenen-Kind und Peer-Sprachen Pendeln zwischen legitimen und nicht-legitimen Sprachen Kim’s Care Arrangement Trajectory: Multiple Languages Èducation précoce: “Kim, Jule und Paolo spielen mit den Autos auf dem Boden. Jules flüstert seinen Spielkameraden etwas zu, ich verstehe nur ‘cours’ [Rennen]. Kim steigt direkt begeistert darauf ein, fängt an mit den Schienen eine Art Strasse zu bauen, “Non, non” ruft Jule. “Jule, mer schwätzen elo äwwer letzebuergesch”, ermahnt ihn die Lehrerin. Jule beachtet es nicht weiter. Im weiteren bauen sie eine Rennstrecke mit Kisten und sprechen sich dabei sehr leise, aber weiter auf französisch ab”.

40 Sprachpolitiken: Kim’s sprachliches Pendeln zwischen Vor-Vorschule und Hort ‘sheltered places’: Flüstern als ‘language of belonging’ mit denen Kim sein ‘multiple concurrent care arrangement’ als Raum herstellt Kim’s Care Arrangement Trajectory: Multiple Languages Hort am Nachmittag auf dem Spielplatz: Kim zeigt Carla, seiner Mitschülerin aus der éducation précoce die Steine in seiner offenen Hand “Kuck elo, steen”. Carla schwingt weiter mit dem Oberkörper auf der Schaukel hin und her: “Nao” antwortet sie in Portugiesisch. […] als Kim durch die grösseren Kinder regelrecht in die 2. Reihe gedrängt wird, kommt Carla nimmt die Steine und schlägt auf Luxemburgisch “mei” [mehr] vor. Sie flüstert ihm etwas zu und marschiert davon, Kim folgt ihr und die nächsten 15 Minuten sortieren sie kleine Steine, die sie vom Boden aufheben. Sie kommentieren und regulieren diese Arbeit fortlaufend sprachlich, alledings in sehr leisem Ton. Um sie herum toben die anderen Kinder und spielen begleitet von lauten Rufen und Lachen ein Fangen-Spiel, das der Erzieher initiiert hat.

41 Konklusion Beispiel care arrangement Kim Multiple languages-trajectory geeignet um praktizierte Betreuungsarrangement und ihre diversen Akteure und ‘sites’ in ihrem Zusammenhang sichtbar zu machen Kontrastierendes Beispiel care arrangement Joe Altersordnungen-trajectory, extenden-home care arrangement Joe Auswahl von trajectories im Wechselspiel von empirischer Analyse und Potential im Datenset eine ‘andere Geschichte’ zu erzählen