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Opladen; Berlin; Toronto : Verlag Barbara Budrich 2023, 338 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der kleinen Forscher“; 9), “Scientific Studies on the Work of the ‘Haus der kleinen Forscher’ Foundation” is a regularly published series of scientific reports authored by distinguished experts from the field of early education. This series serves to pursue professional dialogue between the Foundation, academia and practice, with the aim of lending sound support to all child-care centres, after-school care centres and primary schools in Germany in their educational mission. This ninth volume of the series, with a foreword by Ilan Chabay, deals with the goals and requirements of computer science education in the elementary and primary sector. In their expert report, Nadine Bergner, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder and Carsten Schulte specify the pedagogical and content-related goal dimensions of computer science education at child-care centres and primary schools. In addition to establishing a theoretical basis for various goal dimensions, the authors discuss the success criteria for effective and efficient early computer science education in practice. They also provide recommendations for the further development of the Foundation’s offerings and scientific accompaniment of the work of the Foundation in the field of computer science. In their expert recommendation, Nadine Bergner and Kathrin Müller describe a selection of informatics systems for children at child-care centres and primary schools and offer suggestions for particularly suitable systems and their use in elementary and primary education based on professional criteria. The final chapter of the volume describes the implementation of these professional recommendations in the programmes of the “Haus der kleinen Forscher” Foundation – with and without computers. (DIPF/Verlag)

Early Childhood Education and Care (ECEC) is believed to contribute to educational equality and to serve social inclusion and democracy. Segregation in day-care centres counteracts these aims but has hardly been researched so far. We explore ethnic/linguistic and social segregation in Germany using data from the National Educational Panel Study (NEPS) and the Early Childhood Education and Care Quality Study in the Socio-Economic Panel (K2ID-SOEP). We find pronounced differences in preschool composition that point to ethnic/linguistic and social segregation that differs for population groups as well as between regions and states. We discuss political implications of our findings. (DIPF/Orig.), Fr��hkindliche Bildung und Betreuung soll zum Abbau von Bildungsungleichheit beitragen und Inklusion f��rdern. Segregation in Kindertageseinrichtungen wirkt diesen Zielen entgegen, ist aber bisher kaum erforscht. Wir untersuchen ethnische/sprachliche und soziale Segregation in Deutschland anhand von Daten des Nationalen Bildungspanels (NEPS) und der Studie ���Kinder und Kitas in Deutschland��� im Rahmen des Sozio-��konomischen Panels (K2ID-SOEP). Wir finden Unterschiede in der Zusammensetzung der Einrichtungen, die f��r Bev��lkerungsgruppen unterschiedlich ausgepr��gt ist und zwischen Regionen und Bundesl��ndern variiert. Wir diskutieren die Implikationen unserer Ergebnisse. (Autor*innen)

The FAQs are intended to help you understand early giftedness. Your fundamental questions such as “giftedness, high ability – what does this mean?” will be answered first. After this, we explain how you can identify young children between the ages of three and six years with high abilities. In the next section we address specific questions on where to find support, for example, through specialized guidance and counseling services. We conclude with information on how you can successfully promote giftedness and the gifted child in the Kita setting. (DIPF/Orig.)

Previous research has found that ethnic educational inequalities arise even before children enroll in primary school. It has been shown that especially for migrants, early participation in education has a positive impact on later educational outcomes, with the acquisition of the host-country language being one of the main mechanisms driving this effect. With the influx of over one million refugees into Germany in recent years, the integration of migrant children, especially refugee children, into the educational system is more salient in educational politics than ever. The first empirical findings on early and preschool education among refugees have shown that while a considerable share of refugee children attend a daycare center, they do so at lower rates than native and other migrant children. This paper aims to examine whether inequalities in the early education of refugee children can be explained by different socioeconomic and migration-related factors known to be associated with inequality in daycare attendance and to explore whether additional refugee-specific factors affect the likelihood of enrollment in preschool education. With data from the IAB-BAMF-SOEP Survey of Refugees in Germany and the study Refugees in the German Educational System (ReGES), we show that conventional explanatory variables do affect refugee children’s attendance of daycare centers. In addition to children’s age, the employment status of the mother, and the length of stay in Germany are particularly important. However, we see regional differences in participation in preschool education that cannot be explained by the municipal childcare supply. (DIPF/Orig.), Bisherige Studien haben gezeigt, dass ethnische Bildungsungleichheiten bereits vor der Einschulung entstehen. Es wurde gezeigt, dass insbesondere für Lernende mit Migrationshintergrund eine frühe Bildungsbeteiligung einen positiven Einfluss auf die späteren Bildungsergebnisse hat, wobei der Erwerb der Sprache des Aufnahmelandes einer der Hauptmechanismen für diesen Effekt ist. Mit der Zuwanderung von über einer Million Schutzsuchenden nach Deutschland in den letzten Jahren ist die Integration von Migrantenkindern, insbesondere von geflüchteten Kindern, in das Bildungssystem bildungspolitisch aktueller denn je. Erste empirische Befunde zur frühkindlichen und vorschulischen Bildung von Geflüchteten haben gezeigt, dass zwar ein erheblicher Anteil der geflüchteten Kinder eine Kindertagesstätte besucht, ihre Betreuungsquoten sind jedoch geringer als die von einheimischen und anderen Migrantenkindern. In diesem Beitrag soll untersucht werden, ob Ungleichheiten in der frühen Bildung von geflüchteten Kindern durch verschiedene sozioökonomische und migrationsspezifische Faktoren erklärt werden können, von denen aus der Literatur bekannt ist, dass sie mit Ungleichheiten im Kindertagesstättenbesuch einhergehen, und ob zusätzliche flüchtlingsspezifische Faktoren die Wahrscheinlichkeit den Besuch einer Kindertagesstätte beeinflussen. Mit Daten aus der IAB-BAMFSOEP-Befragung von Geflüchteten in Deutschland und der Studie Refugees in the German Educational System (ReGES) zeigen wir, dass bekannte Determinanten den Kindertagesstättenbesuch von geflüchteten Kindern tatsächlich beeinflussen. Neben dem Alter der Kinder sind vor allem der Erwerbsstatus der Mutter und die Dauer des Aufenthalts in Deutschland von Bedeutung. Wir sehen jedoch regionale Unterschiede in der frühkindlichen Bildungsbeteiligung, die nicht durch das kommunale Kinderbetreuungsangebot erklärt werden können. (DIPF/Orig.)

A total of 3,080 pigs (5.5 to 21.8 kg) were utilized to determine the estimated daily water intake of pigs during a 41-d nursery period. The data set included results from 11 experiments with 28 pens (10 pigs per pen). Pigs were weaned between 18–22 d of age and housed in an environmentally-controlled nursery. Pigs were blocked by BW and allocated to pens upon arrival. Pens contained one stainless steel feeder and one cup waterer (Suevia model 929TM). Waterers had a water meter (Assured Automation WM-PD seriesTM) tracking daily intake and meter values were recorded at a similar time daily in each experiment. Barn temperature at arrival was 31.1 oC and decreased 1 oC per week. Pigs were fed standard corn-soybean meal diets formulated to meet or exceed swine NRC requirements (2012) for nursery pigs in a 4 or 5-phase feeding program. Data were analyzed using SAS to generate a regression equation and correlation between intake by day using PROC REG/PROC COR. Pen served as experimental unit with day as the dependent variable and intake the independent variable. Pen water intake was corrected to daily water intake/pig by dividing pen water intake by pig days. Average daily water intake during the nursery period was 1.70 ± 0.30 L/pig and total volume of water consumed during the nursery period was 65.5 ± 13 L/pig. There was a strong linear increase (P < 0.001) in water intake as days progressed with a prediction equation: Daily water intake, L/pig = (0.06983*day) + 0.24892 (R2 = 0.73). Water intake and day were highly correlated (r = 0.85; P < 0.0001). There was no effect of experiment or pen on prediction of water intake. In conclusion, water intake increases as nursery days increase and can be predicted based on day in the nursery.

Drawing on experiential learning and transformative learning theory, a transformative model of continuing professional development (CPD) was employed to implement symbolic gesturing in a day nursery. The model of CPD aimed to empower practitioners working with infants to have autonomy over their professional learning. Perspectives of the nursery staff about the CPD were captured in narrative semi-structured interviews pre and post the three months of implementation, and from reflective diaries used during this period. Practitioners concluded that the model was successful because it allowed them flexibility to use symbolic gesturing in a way that was navigated independently by each practitioner as part of their daily routine rather than as a specific, formal course of instruction requiring formulaic adoption. Findings also indicate that the CPD model had beneficial learning outcomes in both cognitive and affective domains for practitioners and the infants in their care. Limitations of the small-scale study are acknowledged but the study highlights implications for practice and theorising about CPD in early years settings. The model could be of interest to researchers and practitioners wishing to develop effective CPD in other nursery settings to introduce symbolic gesturing, or more generally other professional development initiatives.

Evidence from organizational psychology for the benefits of goal setting for performance is promising, but it is unclear whether these findings also apply to preschool teachers. The present study explored this and found that preschool teachers’ team goal setting was positively associated with pedagogical process quality in the domain of science education, but not language education and social-emotional support. Es gibt vielversprechende Erkenntnisse aus der Organisationspsychologie zum Zusammenhang zwischen Zielsetzung und Leistung, aber es ist unklar, ob diese Erkenntnisse auch für frühpädagogische Fachkräfte gelten. Mit der vorliegenden Studie wurde dies untersucht. Die Zielsetzung des Teams frühpädagogischer Fachkräfte war positiv mit der pädagogischen Prozessqualität im Bereich der naturwissenschaftlichen Bildung, nicht aber in den Bereichen sprachliche Bildung und sozial-emotionale Unterstützung assoziiert., bildungsforschung, Bd. 2 Nr. 18 (2020): Frühkindliche Bildung und Entwicklung

This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability education activities. This, we argue, becomes a barrier for inclusive sustainability education, but it also prevents attention being paid to ambivalent emotions connected with relations to nature that could be a key to developing further the content of early childhood sustainability education. (DIPF/Orig.), Dieser Artikel untersucht die Beziehungen und Spannungen zwischen Nachhaltigkeitsbildung und sozialer Integration im Kontext der nordischen frühkindlichen Bildung. Basierend auf ethnographischen Feldstudien zur ökologischen Nachhaltigkeitsbildung in sozial gefährdeten Nachbarschaften diskutieren die Autoren, wie ein Fokus auf den Zugang zu Naturerfahrungen und Naturbildung gesellschaftliche Ausgrenzungsmechanismen zu übersehen scheint, die Aktivitäten der Nachhaltigkeitsbildung einrahmen und mit diesen verflochten sind. Dies, so argumentieren die Autoren, wird zu einer Barriere für eine inklusive Nachhaltigkeitsbildung, aber es behindert auch die Aufmerksamkeit für ambivalente Emotionen in den Naturbeziehungen, was ein Schlüssel zur Weiterentwicklung der Inhalte frühkindlicher Nachhaltigkeitsbildung sein könnte. (DIPF/Orig.)

Mainz : Johannes Gutenberg-Universität, Institut für Erziehungswissenschaft 2020, 87 S. - (Kindheitsforschung - Working Paper; 1)

The concept of equal opportunity for all students is deeply embedded in the Serbian constitution and in education laws. On that level, there is no doubt that everyone is ensured an opportunity to receive quality education. Many measures in education policy have been created specifically to achieve this objective and make the system fair and inclusive. The ColemanReport was linked to a wave of optimism that certain educational measures would help in achieving these noble goals. This aim is a high priority in education in a democratic country, and due to its importance needs to be re-examined. Thus, the present research examines the equity of students in the Serbian education system, detecting areas on all educationallevels that could be (or already are) systemic sources of inequity (e.g., criteria for preschool institution enrolment, the system of student awards, rationalisation of the school network, the concept of entrance exams to secondary school or university, etc.). A number of measures have already been taken in the system specifically to deal with inequity (e.g., the Preschool Preparatory Programme, dropout measures, inclusion, scholarships, etc.). The effects of these measures in particular are analysed in the present work. In addition to an analysis of the systemic sources of inequity in the Serbian education system, the article also makes recommendations for their overcoming.

This study focused on the theoretical background and empirical testing of quality indicators to assess preschool teachers' stimulation quality in the domain counting, magnitudes, numbers in Germany. Theoretical assumptions, factor analysis based on polychoric correlation and internal consistency indicated that clarity of mathematical content, cognitive activation and constructive learner support allow for maximal distinction between preschool teachers' stimulation quality. Results were drawn from the observation of 25 preschool teachers working in Berlin and Brandenburg. Existing instruments used to measure preschool teachers' instructional quality mainly stem from the US-American context following a school-oriented approach. (DIPF/Orig.), Diese Studie analysiert die theoretische Herleitung und empirische Testung von Qualit��tsindikatoren zur Erfassung der Anregungsqualit��t fr��hp��dagogischer Fachkr��fte im Bereich 'Z��hlen, Mengen, Zahlen' in Deutschland. Theoretische Annahmen, Faktorenanalyse basierend auf polychorischer Korrelation und interne Konsistenz zeigen, dass mathematische Klarheit, kognitive Aktivierung und konstruktive Lernunterst��tzung maximal zwischen der Anregungsqualit��t fr��hp��dagogischer Fachkr��fte unterscheiden. Die Ergebnisse beruhen auf der Beobachtung von 25 in Berlin und Brandenburg arbeitenden Fachkr��ften. Existierende Instrumente stammen vorrangig aus dem US-amerikanischen Raum und folgen einem schulorientierten Ansatz. (DIPF/Orig.)

The paper presents a brief historical overview of the evolution of maternal and child health care in Russia. A system of Public Health Service in the Central Black Earth Region governments (territorial subdivisions of Russia, 1708-1929) is taken as an example. A retrospective of the review is limited to the last third of the XIX century. The paper discusses historical aspects of the problem, which are mainly concentrated in the first quarter of the XX century. Organizational aspects of the medical staff training, problems with the obstetric aid organization are also considered. Characteristics of the governments in their activity to fight with infant mortality are stated in the paper.

In recent years, continuous subcutaneous insulin infusion (CSII) using a rapid-acting insulin analog (Ra) has increasingly been utilized for young children with type 1 diabetes mellitus (T1DM). Blood glucose levels are highly variable, and achieving adequate diabetes control is quite difficult for this age group with T1DM. Studies have demonstrated CSII using Ra to be useful for improving glycemic control and making insulin delivery more convenient (1,2,3,4,5,6). This treatment option seems more suited than any other insulin regimen for young children with T1DM. Recent insulin pumps used for CSII allow programming of various basal insulin rates at different times of day to accommodate changes in the required insulin level. Nevertheless, the children themselves or their parents need to push a button to administer insulin boluses before each meal. Accordingly, administration of the boluses is very difficult for children attending a kindergarten or day nursery because neither kindergarten teachers nor nurses can give the boluses in place of a child’s parents. Therefore, we introduced an increment in the insulin basal rate during a one-hour mealtime in place of pre-meal boluses in 4 preschoolers with T1DM using CSII.

Journal for educational research online 8 (2016) 1, S. 110-131, In Germany the gap between children growing up in privileged conditions and those living in poverty on the fringe of society is widening. Neglect and violence in early childhood may lead to future psychosomatic and mental illnesses such as depression and addiction. Therefore it deems necessary to provide early interventions to children, their parents, and caretakers in institutions in socially challenged neighborhoods, in order to prevent socio-emotional disturbance in children at risk. How this can be done, will be exemplified in this paper by the EVA study (Evaluation of two prevention programs in early childhood care centres with children-at-risk) in which two prevention programs – “Eearly Steps”and “Faustlos” (“Without fists”) – are implemented in early childhood care centers (ECCCs) in Frankfurt am Main, Germany. The EVA study was conceptualized as a longitudinal cluster randomized study, where the ECCCs – randomly chosen on the basis of a representative baseline survey conducted in 2003 of all ECCCs in Frankfurt am Main (n = 5,300) – are all located in socioeconomically deprived neighborhoods. It is a good example for early intervention. The trial involved 298 children aged 3 to 4. Some preliminary findings illustrated with case examples serve to discuss implications on how early intervention may help to prevent socio-emotional disturbances. (DIPF/Orig.), In Deutschland klafft die Schere immer weiter auseinander zwischen Kindern, die unter Bedingungen aufwachsen, die gerade in diesem Land historisch wohl so gut sind wie noch kaum zuvor, und solchen, die am Rand der Gesellschaft leben und Armut sowie einer Kumulation von Risikofaktoren für ihre Entwicklung ausgesetzt sind. Frühverwahrlosung, Gewalt und eine Zunahme psychosomatischer und psychischer Erkrankungen wie Depression und Sucht gehören zu den möglichen Folgen. Deshalb ist es notwendig Kindern und ihren Eltern sowie den Erziehern und Erzieherinnen in Kindertagesstätten in Stadtteilen mit erhöhter sozialer Problemlage frühe Interventionsmaßnahmen anzubieten, um solchen sozioemotionalen Störungen vorzubeugen. Wie eine solche Frühprävention realisiert werden kann, wird am Beispiel des EVA Projekts (Evaluation der beiden Frühpräventionsprojekte „Frühe Schritte“ und „Faustlos“) aufgezeigt. Die EVA-Studie wurde als cluster-randomisiertes Design zur Evaluation der Wirkung zweier Präventionsprogramme in 14 Kindergärten in Stadtteilen mit erhöhter sozialer Problemlage konzeptualisiert. Die Studie mag exemplarisch die Chancen und Grenzen von Frühpräventionen bei „children-at-risk“ illustrieren. Die Einrichtungen wurden aufgrund einer Basiserhebung an 5300 Kindern aller städtischen Kindertagesstätten in Frankfurt und soziologischen Daten zufällig den beiden Präventionsprogrammen zugeordnet. In der Studie konnten 298 Kinder im Alter von 3–4 Jahren mit einer breiten Palette verschiedener Messinstrumente untersucht werden. Erste Ergebnisse werden vorgestellt und mit exemplarischen Fallbeispielen illustriert. (DIPF/Orig.)

SUMMARY: This study aimed at knowing and describing the nutritional condition of 12 to 48-month-old infants, enrolled in a municipal day nursery at the outskirts of Ribeirão Preto-Sp in 2000. It is a descriptive and exploratory research. The sample was composed of 58 children enrolled in the institution. The growth and development of them were assessed by the somatometric system and the families of children presenting a percentile below 10, considered unsatisfactory, were visited. Results obtained showed that 53.4% of the children were below P10, 48.3% of those being 24 months old. On the other hand, 12% of the children were above P90, 71.4% of those being 36 months old. The remnant 34.4% of them presented normal percentiles. All of them came from poor families, with monthly wages from 2 to 3 minimum wages, schooling between incomplete primary and secondary levels, most of them jobless. Data points out to the need of implementing a health educational program intended for both the families and the day nursery team. KEYWORDS: infant’s growth and development, day nursery, family. RESUMEN: El objetivo de este estudio es conocer y describir el estado nutricional de niños con rango de edad entre los 12 y los 48 meses , matriculados en una guardería municipal ubicada en la zona periférica de la ciudad de Ribeirão Preto-SP, durante el año 2000. La investigación es del de tipo descriptivo y de reconocimiento. La muestra está formada por 58 niños matriculados en la mencionada institución ,en la cual se realizó la evaluación del crecimiento y desarrollo a través de la somatometría y la realización de visitas a las familias de los niños que presentaron un percentil por debajo del Percentil 10, lo cual es considerado insatisfactorio. Los resultados obtenidos indicaron que: un 53,4% de los niños están por debajo del P10, siendo que de estos niños, un 48,3% se encuentran en el rango de edad de 24 meses; un 12% están por sobre el Percentil 90, siendo que el mayor grupo está en el rango de edad de los 36 meses con 71,4%, y un 34,4% están dentro del índice de normalidad. Todos los niños provienen de familias pobres, con una renta mensual de 2 a 3 sueldos-mínimos, con una escolaridad de enseñaza Básica y Media incompleta y la mayoría desempleados. Los datos encontrados apuntan a la necesidad de que se implante un programa de educación para la salud, no sólo para las famílias sino tambien para el equipo de la guardería. TERMINOS CLAVES: crecimiento y desarrollo infantil, guardería, familia. RESUMO: O objetivo deste estudo é conhecer e descrever o estado nutricional de crianças na faixa etária de 12 a 48 meses de idade, matriculadas em uma creche municipal situada na periferia da cidade de Ribeirão Preto-SP no ano de 2000. A pesquisa é de cunho descritivo e exploratório. A amostra constitui-se de 58 crianças matriculadas nessa instituição em que foi realizada avaliação do crescimento e desenvolvimento pela somatometria e realizado visita às famílias das crianças que apresentaram abaixo do Percentil 10, considerado insatisfatório. Os resultados obtidos indicam que: 53,4% das crianças estão abaixo do P10, sendo que destas 48,3% encontram-se na faixa etária de 24 meses; 12%estão acima do Percentil 90, sendo que o maior contingente está na faixa etária de 36 meses com 71,4%, e 34,4% estão dentro do índice de normalidade. Todas as crianças são oriundas de famílias com renda mensal de 2 a 3 salários-mínimos, escolaridade entre primeiro e segundo grau incompleto e maioria desempregada. Os dados encontrados apontam que há necessidade de ser implantado um programa de educação para a saúde tanto para as famílias como para a equipe da creche PALAVRAS CHAVES: crescimento e desenvolvimento infantil, creche, família.

CEPS Journal 5 (2015) 1, S. 111-130, Preschool teachers play a very important but highly sensitive role in preschool children’s play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children’s play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students’ preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children’s play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education. (DIPF/Orig.)

International audience; This study investigated the production of spontaneous pointing gestures in 26 toddlers, who were observed during free play time at day nursery. Pointing gestures and their di erent features (e.g., handedness, vocalizations, form and function of gesture) were recorded for a total observation time of 100 hours. Re- sults revealed that the vast majority of pointing gestures were right-handed and accompanied by vocalizations, emphasizing the tight interconnection between speech and gesture from an early stage of development. Whole-hand gestures were more frequently used in imperative contexts, whereas index extensions were more frequently produced in declarative ones. Moreover, the use of declara- tive gestures and index extensions were found to increase with age. Implications concerning the origins of imperative and declarative pointing are discussed.

A senior consultant paediatrician has been suspended from her job pending an independent review of her clinical practice after she was strongly criticised by a High Court judge for her role in wrongly branding two former day nursery workers guilty of abusing their charges. Camille San Lazaro has been suspended by Newcastle Hospitals NHS Trust, which has commissioned the inquiry into her practice. She has also been suspended from her appointment as a senior lecturer at Newcastle University. Dr San Lazaro also faces a complaint to the General …

ZSE : Zeitschrift für Soziologie der Erziehung und Sozialisation 22 (2002) 3, S. 267-284, This article provides a general historical overview of the emergence and development of early childhood education and care (ECEC) in post-war Britain, before focusing on the twin influences of New Labour and feminism in the promotion of various forms of ECEC as part of wider political and ideological agendas. These agendas, it is argued, have led, and continue to lead, to what in effect is the commodification of motherhood and the neglect of virtually all ethical considerations of ECEC as institutional practice. The extent to which certain political and economic agendas are ethically compatible with respectfor children 's entitlements needs to be examined and the latter should be given paramount consideration. (DIPF/Orig.), Der Artikel gibt einen allgemeinen historischen Überblick über Entstehung und Entwicklung institutioneller Erziehung und Bildung der frühen Kindheit in Großbritannien nach dem 2. Weltkrieg. Sodann geht er auf die Einflüsse ein, die New Labour und der Feminismus im Rahmen ihrer breiteren politischen und ideologischen Programme auf die Förderung des Früherziehungssystems nehmen. Diese Programme, so wird argumentiert - haben in der Vergangenheit dazu geführt und führen auch weiterhin im Ergebnis zur Erwerbsförmigkeit der Mutterrolle sowie zur Vernachlässigung nahezu aller ethischen Erwägungen zur institutionellen Erziehung und Bildung in früher Kindheit. Das Ausmaß, in dem bestimmte politische und ökonomische Programme mit den Ansprüchen von Kindern vereinbar sind, muß geprüft werden; dabei sollte diesen höchste Priorität eingeräumt werden. (DIPF/Orig.)

This paper illustrates some of the repercussions, particularly the advantages, in adopting deconstructive approaches to those meanings that are brought to an account of young children's play within a teacher research enquiry. In describing and interpreting an example offered here, the objective is not to fix a definitive or accurate explanation to it. Instead, the ambition is to disperse rather than capture meanings, to offer multiple and open-ended interpretations and, in so doing, disturb the equilibrium of the reported perspective that gave rise to the account. Through such an approach, it is suggested, we can challenge ingrained ways of knowing and doing that inhibit opportunities to question 'authoritarian fictions' present in the way we often describe the learning of young children, which because they are habitual and collective have come to be regarded as 'natural' and 'truths'.

SUMMARYA point source outbreak of Campylobacter jejuni affected 11 children in a day nursery. Milk consumed by the children was known to have been pecked by magpies on occasions. Illness was significantly associated with consumption of milk on a single morning. Examination of milk from a bottle pecked after the outbreak yielded campylobacters. The level of contamination was approximately six cells of C. jejuni per 500 ml of milk.

Measurements of indoor atmospheric environment were carried out in a day nursery and a kindergarten, in which natural air infiltration supplied the rooms with only 1–2 m 3 fresh air per person and hour under the prescribed occupancy. The exposure situation from the field was duplicated under controlled conditions in a climate chamber. The results indicate unacceptably high concentrations of carbon dioxide, and emphasize the need for more elaborate building design in airtight buildings.

An examination was made of peer social interaction in the first year of life (8‐10 months) with regard to: (1) the content of the interactions; (2) the effects of partner familiarity on the interactions. Five infants were observed in a pair, at 8 and 10 months of age, respectively, before and after a period of familiarization. The same infants were also observed in a pair with an unfamiliar peer, before and after the familiarization period (control condition). Both experimental and control sessions were videotaped in a playroom inside the day nursery attended by the 5 infants. Results show that familiarization affects peer interaction in this age range. All the infants showed an increase in positive social interactions and a decrease in negative interactions with the familiar peer, while the opposite occurred with with the unfamiliar one. Physical contact decreased in both the experimental and the control sessions irrespective of familiarity. These results suggest the need to differentiate the effects of ...