Download - Playground@Landscape

Foto: Fotolia / © Daniel Etzold
Auf Basis dieser Kategorisierung zeigt sich deutlich, dass die
Befragten mit einem Anteil von 70,6% der Stichprobe die
Bedeutung Bewegung als „Medium zur Entwicklungsförderung“
priorisieren 4 . Den geringsten Stellenwert nimmt das
Bedeutungsfeld „Bewegung als Medium des Lernens“ ein
(18,2 %).
Die Ergebnisse zeigen zudem, dass die Untersuchungsteilnehmerinnen
größtenteils Antwortmöglichkeiten
zu allen vier Bedeutungsfeldern ankreuzen.
Dies kann als Anhaltspunkt dafür gesehen
werden, dass bei den Fachkräften kein einseitiges,
sondern ein relativ komplexes Verständnis zum
Thema Bewegung bei Kindern im Alter von 0-6
Jahren vorherrscht. Zudem wird deutlich, dass
die „Negativ-Assoziationen“ nur sehr selten angekreuzt
wurden (vgl. Stahl-von Zabern u.a.,
2013 i.Dr.).
Bewegungsbezogene
Ausbildungsschwerpunkte und
Fortbildungswünsche
Die Ergebnisse sprechen für eine mehrheitlich
positive Bewertung (hoch bzw. sehr hoch) der Bedeutung
von Bewegung für die gesamte Entwicklung
und die förderliche Wirkung auf Gesundheit
und Bildung von Kindern im Alter von 0 – 6 Jahren
von Seiten der Fachkräfte. Um den Bildungsbereich
Bewegung im Kita-Alltag adäquat umzusetzen, ist
neben struktureller Rahmenbedingungen (Personalschlüssel,
Raum-, Materialangebot etc.) auch eine breite
Wissensbasis der Fachkraft eine Voraussetzung. Hierzu stellt
sich die Frage nach der angemessenen fachspezifischen Ausbildung
der frühpädagogischen Fachkräfte. Anhand einer
the fundamental
approach of
each text and document.
Coloured highlighting of text passages
made it possible to prepare profiles of the
various preschool education guidelines and to compare these systematically
with each other 2 .In all the curricula and guidelines issued by the
states in the years 2004 – 2011, exercise is treated as a separate subject.
The terminology most commonly used as a designation for the subject
is “Body, exercise, health”. When it comes to the purpose of teaching
children this subject, the objective of “Exercise to promote development”
is significantly preferred over that of health education as such or the concepts
of exercise and physicality. The strategy of linking exercise and performance
capacity with other aspects of education (exercise as a means
of learning) is rarely accounted for. Those responsible for drawing up
guidelines seem to consider exercise and physical movement to be essentially
little more than a means to an end; the establishment of a wide
ranging programme of exercises is not their primary objective.
The role of exercise from the point of
view of early childhood educators
Selected findings of the survey conducted as part of the BiK project 1,3 are
cited in the following in order to illustrate this aspect as it applies to the
preschool educational sector. The purpose of the empirical study was to
undertake a detailed analysis of the actual status of the implementation
of and the relevance accorded to exercise strategies at child day care
centres and of the extent to which early childhood educators receive training
or continued training in this subject. The results obtained during the
project were used to redefine specifications for training courses and further
education programmes in this area. Data was collected by means of
an online survey of early childhood educators conducted in 2012. The
total of 2400 responders can be said to be a representative sample of those
educators working in the various states and for the various support organisations.
The survey responders were asked about what they associated
with the topic of exercise in the case of children in the age range
0 – 6 years. The four categories were listed, and a significant percentage
(70.6%) assigned priority to the concept of exercise as a “Means of
promoting development”4. The category that was assigned the least
importance was “Exercise as a means of learning” (18.2%). The results
also demonstrated that the majority of survey participants tended to
select possible responses to all four options. This can be seen as an
indication that educators do not have a standardised but relatively complex
view of the role of exercise in children aged 0 – 6 years. Another
significant finding was the fact that “negative associations” were only
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