|  | Feature: Physical Education in Early Childhood | No.51 September 2007 |

Training of Kindergarten Teachers in the Field of Physical Education in Germany Annette Payr & Alexander Woll |
Abstract Motor activity plays an important role in development promotion and education in early childhood, especially in kindergarten settings. The quality and quantity of physical education in kindergarten depends mainly on the qualifications of kindergarten teachers. In Germany, the initial training of kindergarten teachers originally took place at vocational schools on a non-collegiate level. With regard to further training, which has an important impact on the physical education qualification of kindergarten teachers, it has been lacking overall coordination during the past. Currently in Germany, kindergarten teachers’ initial and further training are experiencing a period of change. Among many changes, precursor academic study courses have been invented and kindergarten curricula have been developed. Furthermore, contemporary concepts of early years’ physical education and thereof derived qualification objectives of kindergarten teachers, as well as appropriate didactic concepts, are taken more and more into consideration in both initial and further training. With these changes taking place at the moment, an opportunity exists to coordinate all levels of kindergarten teacher’s education and training and to establish physical education adequately in the field of early years’ education. Introduction Since the publication of the OECD studies “PISA” and “Starting Strong“ (cf. OECD, 2004a; OECD, 2004b) regarding the education systems in different countries, there is ongoing discussion on how to improve early childhood education and care. As the German education system turned out to have some deficits, particularly in terms of early childhood education, several ideas for improvement have been discussed by politicians. In this regard, experts warn of reducing education to intellectual promotion and cognitive performance and the associated transfer of approaches from school to kindergarten. “Learning, thinking and creativity do not only take place within the brain but also require involvement of the body, the senses and emotions.” (Zimmer, 2004a, p.11). Motor activity plays an important role within early years education processes and therefore must be considered as a principle of development. To take the importance of motor activity in kindergarten into consideration, it is crucial to pay regard to the qualifications of kindergarten teachers in terms of physical education. In this contribution, contemporary concepts of early years’ physical education are briefly outlined. The foundation of objectives of kindergarten teacher qualification and the didactics of training are also deduced. Subsequently, the system of education and training of kindergarten teachers in the field of physical education in Germany is discussed with respect to this background. Current changes occurring within this system as well as future perspectives are presented at the end. Concepts of Early Years Physical Education Contemporary early years pedagogy assumes that children are active, competent and able to educate themselves since birth (cf. Gopnik, Kuhl & Meltzoff, 1999). For their self-education, they need a social and physical surrounding that provides on the one hand safety and support and on the other hand freedom for autonomy and self-acting (cf. Bredekamp & Copple, 1997). This concept provides the pedagogic foundation of contemporary early years’ physical education concepts. These concepts pursue the following goals, which are derived from different perspectives: development of motor skills and physical fitness, health promotion, mediation of personal, object and social competencies, compensation of general lack of motor activity in modern childhood, fulfilment of the elemental children’s need to move, provision of realms of experience and development of the whole personality. To realise these goals, physical education concepts aim to provide kindergarten children with both unrestricted opportunities for motor activity and instructed physical education. The degree of utilisation of daily opportunities for unrestricted motor activity depends on day-care facilities’ interior and exterior design and equipment, availability of time during daily routine, and the kindergarten teachers’ attitude towards motor activity. For instructed physical education, different approaches with different emphasis on the above-named goals exists. Within these approaches, the so called “open physical education” (Offene Bewegungserziehung) is judged by experts in Germany as very suitable for the early years in terms of developmentally appropriate physical education and therefore very popular (cf. Hunger, 2001; Krüger, 1998; Prohl & Seewald, 1998). It is based on psychomotor approaches which focus on the close interconnection of perception, experience and action. The aim is to obtain a holistic education through motor activity, by allowing the child to intensely deal with its body, the physical and social surrounding (cf. Naville, 2005; Zimmer, 2004b). Qualification Objectives of Kindergarten Teachers The training of educational staff always requires the consideration of both educational levels: the direct education of the staff and the indirect education of the children. Hence, when formulating qualification objectives of kindergarten teachers, one has to keep in mind the goals, concepts and conditions of motor activity in children, as briefly outlined above. The general qualification objective is global vocational competency in action-taking (Straka, 2001). In terms of physical education, this means that kindergarten teachers need to comprehend the importance of motor activity and need to be able to act accordingly (cf. Zimmer, 2004b). This requires the development of adequate knowledge, comprehension and skills. Specified qualification objectives can be derived from the physical education goals in kindergarten mentioned above. Firstly, kindergarten teachers need to acquire theoretical background knowledge about motor development and the importance of motor activity in childhood (e.g. from an anthropological, developmental psychological, social-ecological, health pedagogical point of view). In addition, pedagogical and conceptual background knowledge about contemporary developmentally appropriate early years physical education is essential (cf. Zimmer, 2004b). Secondly, it is necessary to develop comprehension of underlying causal relationships and complex processes within the holistic development of children, including physical and motor development, as well as the complex interrelationships between children and kindergarten teachers in educational processes (cf. Krenz, 2005a; Schäfer, 2003). Thirdly, it is important to form concrete skills like the skill to observe, to judge and to question motor development and motor behaviour in children. Two other skills of practical relevance are the skill to organise and implement instructed physical education and daily opportunities for motor activity and the skill to consider motor activity on all levels of occupational acting in kindergarten (e.g. promotion of language/mathematic skills; cooperation with parents; integration of immigrants). The setting of the focuses and the implementation of these qualification objectives within the training of kindergarten teachers depends on the educational level of the training. Furthermore, the organisational conditions within the training institutions and the individual conditions of the students and instructors have to be taken into account when planning a training programme. Didactics of Education and Training The didactics of education and training play a very important role in achieving the above mentioned objectives of qualification. The main idea of contemporary didactic concepts is that kindergarten teachers should go through the same learning and teaching experiences that will later be delivered with the children (cf. Fröhlich-Gildhoff, Kasüschke, Engel & Kraus-Gruner, 2006). Analogous to the contemporary pedagogic approaches in terms of childhood education, self education is postulated for kindergarten teachers too. Hence the following conclusions for the education and training of kindergarten teachers can be drawn: principles of problem and action based learning like solving complex problems in authentic contexts, self-monitoring, reflective thinking, taking responsibility within the learning process (cf. Kanes, 2003; Straka, 2001) importance of self-acting within the education process instead of consuming the education, being proactive rather than reactive, being involved rather than passive (cf. Ebert, 2003; Stevenson, 2003), individual and student-focused learning, biographical learning (cf. Musiol, 2002) holistic education of the personality (cf. Krenz, 2005b), importance of sensual-emotional learning besides rational-analytic learning (cf. Ebert, 2003), institutions of learning must be seen as a social and cultural location (cf. Kanes, 2003; Karlsson Lohmander, 2000), principles of life-long learning (cf. Longworth, 2003; von Balluseck, Metzner & Schmitt-Wenkebach, 2003). The subject of physical education is very suitable for the implementation of these approaches. Furthermore, motor activity can be consciously used to improve self-perception, social competencies, or creativity of kindergarten teachers. The following specifies some examples of practical implementation of the above mentioned teaching methods within the physical education training of kindergarten teachers: biographical reflection of importance of motor activity, e.g., with mind map, videos of physical education lessons for observation and discussion (cf. Zimmer, 2006), planning, implementation, presentation and discussion of an intervention in practise (cf. Engler, Haucke, Kleine & Strätz, 2002), working in small groups on topics like how to use motor activity to promote e.g. social or problem-solving skills in children, self-awareness of physical education, such as experimenting with unfamiliar materials (cf. Winkler, I., Kummer, Prohl & Scherer, 1997). Basic Education at Vocational Schools The basic education of kindergarten teachers takes place generally at vocational social pedagogic schools. In Germany, these schools are organised on a federal state level (e.g., for Bavaria) and not on a national level. Therefore, the following statements may not apply to all states. Nevertheless, in the majority of cases the aims of “sports courses” in vocational schools are, besides attainment of work qualification, is to give students the opportunity to play sports like volleyball or aerobics for themselves. The “dual function“ of these courses brings about some of the following problems reported by Krüger (1985): insufficient quantitative and qualitative definition of physical education within the curricula, lack of appropriate equipment for the work qualifying part of the course, different qualifications of instructors implementing these courses, lacked of applicability of what was learned in practice . These problems have long-term consequences concerning motor activity in day-care facilities. Some studies (cf. Hunger, 2001; Krüger, 1998) investigated the evolution in practice and drew the following conclusions. Few kindergarten teachers possess consolidated knowledge about contemporary early years’ physical education concepts and consider this knowledge in practice. In contrast, functional orientated concepts with a strong focus on sports are still wide spread within preschool education. Those kindergarten teachers who are up to date and focus on developmentally appropriate physical education approaches acquired their knowledge mainly from further education. Apparently, the physical education qualification of kindergarten teachers depends a lot on their own interest and engagement. In 2000, reforms of the kindergarten teacher education were initiated by the Standing Conference of State Ministers of Education and Culture (Kultusministerkonferenz (KMK)). The KMK laid down a new concept for the education of kindergarten teachers on vocational schools in its “Framing Agreements” (Rahmenvereinbarungen). These Agreements contain, for example, the formulation of key qualifications and learning fields, a special focus on the relation of learning in school and in practise and a new overall didactic concept (cf. Ebert, 2000). Despite these overall improvements, no recommendations were published in terms of physical education. Furthermore, physical education does not appear within the six named learning fields. As the detailed definition of the curricula is still dependent on the competence of states and schools, the learning field of physical education has the chance, as well as the risk, of being omitted. Again, there are changes taking place at the moment. Most of the federal states have developed kindergarten curricula for the first time within the past three years. Although the field of motor activity is represented in different quantitative and qualitative ways, there are a lot of good concepts. Furthermore, these curricula may influence education in the vocational social pedagogic schools in a positive way in the future. Further Training As mentioned before, further education plays a prominent role within the education system for kindergarten teachers in Germany. Further education is provided by many different institutions, e.g., responsible bodies of kindergartens, social pedagogic institutes, non-profit associations, private schools (see databases Bildungsserver, Kindergarten-heute, Kursnet for an overview). There are various further education programmes and concepts which differ in terms of content, quality, duration and structure. All in all, the situation is very unclear and it is hard to get an overall impression (cf. Becker, 2000). Sabo (2002) reports that within the field of health promotion, about one third of the further education programs refer to physical education. These programs include some well designed further education programs (see Table1), which rely on contemporary early years physical education concepts and have a good didactic concept as well. There is evidence that these programs are able to change kindergarten teachers’ attitudes towards physical education and thereby have a positive influence on the quality and quantity of motor activity in kindergartens, as shown in some research projects (e.g. Henkel & Heim, 2006; Rumpeltin & Schülert, 1997; Ungerer-Röhrich, 1997; Winkler et al., 1997). There are, however, some general problems concerning the further education situation as a whole in Germany (cf. Becker, 2000): missing coordination of further education programs, even within the same institution, insufficient availability of information about the content and objectives of the programs, the qualification of the instructors and the final fees, lack of quality standards. The main problem at the moment might be that it is left a bit to chance whether a kindergarten teacher, who wishes to improve his skills, receives a helpful further education program or a program of low quality. Thus, proposals have been made to build a nationwide institutional and independent organisation which sets quality standards, provides information, analyses the existing programs and develops and offers programs itself (cf. Becker, 2000; Irskens, 2000). Table 1: Two Examples of Early Years Physical Education Further Training Programs
Label | Further Training Program - Early Years Motor Activity Promotion | Online Course - Education & Movement
Institution | Social Pedagogic Institute of the University of Applied Science Cologne in cooperation with the German Sports University Cologne | Sport Science Institute of the University of Bayreuth with support from the Bavarian Social and Research Ministry
Duration | 120 hours in 7 months | 4 months with individual timing
Goals | Basic competencies to develop a special emphasis on motor activity in kindergartens : Planning, implementation, evaluationInterior design Consulting with colleagues, parents, etc.Cooperation | Competencies for the implementation of the new kindergarten curricula Linking the field of physical education to other learning fields Competencies to develop a good surrounding for motor activity and education Media skills
Content | Motor activity promotion in a situation-based approach Observation of children Design of rooms for motor activity Propagation and consulting Theoretical background Practise Basic forms of motor activity Playing and construction Perception Motor activity in water Personal and social competencies Cognitive learning Creativity | Getting to know the virtual learning environment Learning through and with motor activity Design of surroundings for motor activity Promotion of different fields through motor activity Social skills Healthy living Language and communication skills Education in mathematics and natural science
Didactic Concept | Student-centred learning (assuming the conditions, possibilities and needs of participants and their workplaces) Regular exchange and feedback of implementation and problems in practise Implementation of a concomitant project at their workplace and presentation at the end | Self-organised and flexible learning Structure of topics: Knowledge: basics, theory, concepts Practise: examples, videos Tasks: virtual and cooperative solving of tasks in internet bulletin boards Support of learning by tutors
Information | cf. Engler et al., 2002; SozialpädagogischesInstitut | cf. Ungerer-Röhrich, Brunner, Michaelsen, Popp & Thieme, 2004; UniBayreuth
New Academic Study Courses The Robert Bosch foundation recognised these problems within the education system of kindergarten teachers in Germany and started the programme “Profis in Kitas (PiK)” (translates to ‘experts in day-care centres’). The aim of the programme is to initiate development of nationwide standards for education in vocational schools as well as for further education and the creation of academic study courses for kindergarten teachers for the first time (cf. RobertBoschStiftung, 2006). Germany is one of the last countries in Europe in which kindergarten teachers are not usually trained to academic standards. During recent years, some colleges (e.g., in Berlin, Bremen, Freiburg) have started precursor study courses. The PiK programme brings together these colleges so that they can work together on nationwide standards for these new academic study courses. Within this working group, a physical education concept is currently being developed from a contemporary theoretical, conceptual, and didactic background. Conclusion Early years training is currently experiencing a period of change in Germany. This can be seen in the nation-wide development of kindergarten curricula by all states over the last few years, the implementation of new didactic concepts in initial and further training, and design of new academic study courses for the first time. These changes taking place provide the opportunity to coordinate all levels of education and training regarding content, structure and didactics in the field of early years’ education. In addition, these changes allow the possibility of anchoring motor activity and physical education adequately into day-care facilities as well as in education and training. Many steps towards these goals have already been started and will hopefully be continued in the future. References Becker, W. (2000). 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Gelebte Psychomotorik im Kindergarten. Kinder und Erzieherinnen gemeinsam in Bewegung. Schorndorf: Hofmann. Zimmer, R. (2004a). Bildung im Rückwärtsgang?- Pädagogik nach PISA. In R. Zimmer & I. Hunger (Hrsg.), Wahrnehmen, Bewegen, Lernen. Kindheit in Bewegung. (S. 11-18). Schorndorf: Hofmann. Zimmer, R. (2004b). Handbuch der Bewegungserziehung. Grundlagen für Ausbildung und pädagogische Praxis. Freiburg i. Br.: Herder. Zimmer, R. (2006). Der bewegte Kindergarten [DVD]. Freiburg i. Br.: Herder. Contact Annette Payr University of Konstanz Sports Science Konstanz, Germany Email: Annette.Payr@uni-konstanz.de Prof. Dr. Alexander Woll University of Konstanz Sports Science Konstanz, Germany Email: Alexander.Woll@uni-konstanz.de http://www.icsspe.org/portal/index.php?w=1&z=5 Training of Kindergarten Teachers in the Field of Physical Education in Germany Annette Payr & Alexander Woll