natgillin/translations-raw huggingface dataset:
For anstaltningen er derfor mundet ud i en formel opfordring til at frekventere en førskoleinstitution, uden udtrykkelig forpligtelse til regelmæssigt frem møde, og idet man især søger at overtale forældrene.
The outcome of the measure is therefore to give formal encouragement to attend a preschool establishment without the compulsory obligation to attend regularly, recourse being had mainly to persuasion.
Nedsættelsen af den undervisningspligtige alder til 5 år ville uden tvivl føre til, at nogle lande ville optage disse børn i primærskolen, hvis man skal
Lowering the age of compulsory school attendance to 5 years would doubtless lead some countries to include children of this age in the primary cycle,
dømme efter visse aktuelle tendenser, som vi skal komme tilbage til.
14 - judging by some current trends, which will be discussed later.
Det for enede Kongerige danner et særtilfælde, for selv om den undervisningspligtige alder her er fastsat til 5 år, starter et barn på denne alder ikke i en traditionel primærskole, men i en "Infant School", hvor der, som navnet angiver, som regel hersker en hyggelig atmosfære og er et legevenligt miljø, der kan sammenlignes med forholdene i en god e.m., og det er i sådanne omgivelser, at Darnet, i to eller tre år, i sit eget tempo, lærer de intellektuelle grundteknikker.
The United Kingdom is a separate case since, although the age of compulsory school at tendance there is 5 years, children of that age attend an infant school, not a traditional primary school. As its name suggests, the infant school generally has a warm atmosphere and a play environment comparable to those in a good nursery school and it is in this climate that the child begins to learn basic intellectual skills at his own pace for two or three years.
Parallelt med denne udvidelse af skolen nedefter, men i en meget mindre ud strækning, er der opstået institutioner af vuggestuetypen, der tager imod børn fra 0 til 3 år, hvis mødre har udearbejde eller befinder sig i en van skelig situation.
In parallel with this downward extension of schooling, but to a far more limited extent, establishments of the day nursery type have developed to take children from birth to 3 years whose mothers work or are in difficulty.
I de lande, hvor førskolesystemet ikke omfatter børn under 3 år eller kun råder over et utilstrækkeligt antal pladser til børn i denne alder, beklager man manglen på institutioner for børn, der kommer fra vuggestuerne og endnu ikke er gamle nok til at komme i en førskoleinstitution.
In countries where the preschool system does not take children as young as 3 years or has only an inadequate number of places for children of that age, the lack of facilities for children leaving the day nursery but not yet old enough to enter a preschool establishment is deplored.
Denne mangel føles så meget stærkere, som barnet er vant til at være sammen med andre børn, og dets mor arbejder.
The lack is felt all the more keenly because the child is used to being with other children and the mother is at work.
Denne situation ligger til grund for en række initiativer, hvor brugergrupper slår sig sammen for at afhjælpe manglen på modtagelsesstrukturer (oprettelse af legestuer, fælles børneparkering osv.).
This situation has led to a number of ventures in which consumer groups have been organized to remedy the lack of child-care facilities (formation of play groups, local child-minding centres, etc.).
1 andre lande derimod, hvor e.m. tager imod børn fra 2V år (Belgien) eller 2
In other countries where the nursery schools take children from 2 1/2 (Belgium) or 2 years (France), there is some overlap between two types of institution, with children of 2 to 3 years being able to attend either a day nursery or a nursery school.
Forældrenes valg begrænses dog i virkeligheden af det faktum, at den første institution ikke er gratis, og er meget mindre udbredt end den anden, der oven i købet er gratis.
However, parental choice is limited in reality by the fact that fees are payable at the day nursery, which is far less widespread than the nursery school; in addition, the nursery school is free.
Da de to institutioner er undergivet forskellige statstilsyn, føles denne tingenes tilstand ofte af sundhedsministeriets myndigheder som en overdreven udvidelse af det område, der hører ind under undervisningsministeriets kompetence.
Since the two institutions come under different administrative bodies, this state of affairs is often resented by the authorities at the Ministry of Health as an abusive extension of the sphere of activity for which the Ministry of Education is responsible.
Selv om førskoleopdragelsen i sin mangfoldighed i høj grad er efterspurgt i alle de europæiske lande, sættes de institutionelle former, som den antager, og dens opdragende målsætninger i de senere år mere og mere til debat igen.
Although preschool education, in all its diversity, is in great demand in all European countries, the institutional forms which it takes and its educational objectives have for some years been called increasingly in question.
Man tvivler på deres tilpasning efter behovene og på deres effektivitet.
Their adjustment to requirements and their effectiveness are being examined.
En gennemgang af disse pressioner og den deraf følgende problematik er emnet for de følgende kapitler.
Consideration of these pressures and the problems arising from them will be the subject of the following Chapters.
"ECOLE MATERNELLE" SAT UNDER DEBAT IGEN
REAPPRAISAL OF THE NURSERY SCHOOL
To væsentlige kendsgerninger, der gør sig gældende med stadig større styrke, har forstyrret e.m.'s hidtidige uforstyrrede tilværelse:
Two major facts, which became increasingly apprent, roused the nursery school from its quietude:
1) Der er en forbindelse mellem hjemmets sociale niveau og den måde, børnene klarer sig på i skolen.
(1) there is a correlation between family social level and the scholastic suc cess of children;
2) Det, det enkelte barn tilegner sig i den tidlige barndom, har afgørende betydning for dets fremtidige udvikling.
(2) attainments in early childhood are of capital importance to the individu al's future development.
Pludselig er førskoleopdragelsen blevet anset som en oplagt mulighed for at opveje de "socio-kulturelle handicap" og således føre til, "at der gives alle lige chancer".
Suddenly the preschool establishment was regarded as the obvious means of compensating for 'socio-cultural handicaps', thereby leading to 'equality of opportunity'.
Med den øgede interesse for e.m. har denne udviklet sig hastigt i forskellig udstrækning i de fleste lande (se tabel nr. 6).
Interest thus being aroused, the nursery school expanded rapidly, to varying degrees, in most of the EC Member States (see Table 6).
Denne udvikling er som regel sket på en ikke-diskriminerende måde i de lande, hvor undervisningsministeriet fuldt ud fremmer dette undervisningstrin fra 2, 3 eller 4-års alderen (Belgien, Frankrig, Irland, Luxembourg, Nederlandene), men med en forret for udearbejdende mødres børn, når der ikke er pladser nok til de yngste; eller på en favoriserende måde (positiv diskriminering) for de børn, der har det største behov (f.eks. i Danmark).
The expansion was generally effected without discrimination in countries where the Ministry of Education is developing this level of education fully as from 2, 3 or 4 years (Belgium, France, Ireland, Luxembourg, Netherlands) but with priority for the children of working mothers when the number of places for the youngest chil dren was inadequate. Alternatively, it was effected with preference ('positive discrimination') for children in greatest need (in Denmark, for instance).
Man konstaterer ikke desto mindre, at det som regel er de socialt bedst stillede klasser, der er mest ivrige efter at benytte førskoleinstitutionerne.
However, it is generally the more privileged social classes who are particularly eager to avail themselves of preschool facilities.
E.m.'s opdragende karakter anskueliggøres heraf, og i lande som Frankrig, hvor dette for længst er anerkendt, får det en ny betydning.
Attention has thus been drawn to the educational character of the nursery school and, in countries such as France, where it has long been recognized, it is acquiring new importance.
Programmer, der omfatter "kompenserende undervisning" for børn fra socialt dårligt stillede miljøer, er opstået i næsten alle de europæiske lande.
'Compensatory education' programmes for children from underprivileged back grounds have arisen in almost all European countries.
Da disse programmer ikke har opfyldt alle de forventninger, der var stillet til dem, har det medført, at denne form for institution er sat under debat igen:
Having failed to satisfy all the hopes placed in them, a reappraisal of the institution as a whole has followed, with criticism of the following points:
1) en uhensigtsmæssig drift - tider, der ikke svarer til hjemmenes behov - for store grupper (se tabel nr. 7)
(1) unsuitable method of operation: (a) hours not in keeping with family requirements, (b) excessively large groups (see Table 7);
2) en kostbar institution, hvis udnyttelsesgrad pr. år og pr. dag bevirker, at den ikke er særlig rentabel (se tabel nr. 10)
(2) expensive institution with a limited period of operation each year and each day, which makes it unprofitable (see Table 10);
3) stivhed og ensartethed i modtagelsesstrukturerne, der passer dårligt til særtilfældene
(3) rigidity and uniformity of child-care facilities, which are badly adjusted to individual needs;
4) en institution, der er utilstrækkelig åben over for hjemmet og fællesskabet. bet.
(4) institution which is not sufficiently accessible to families and the community; munity;
5) en institution, der ikke er godt nok forbundet med andre institutioner, der står til børnenes og hjemmenes rådighed, og især ikke med primærskolen
(5) establishment which has inadequate connections with other institutions available in the service of children and families, in particular with the primary school ;
6) en institution, der begunstiger den ensidige gengivelse af et vist kultur mønster og derfor privilegerer børn fra visse sociale klasser
(6) institution which encourages exclusive reproduction of a certain cultural pattern, thereby placing the children of certain social classes in a privileged position;
7) en pædagogik, der anses for forældet, kunstig eller for autoritær, eller for utilstrækkelig, eller ikke tilstrækkelig målbevidst
(7) teaching methods thought to be out of date or artificial, or too formal, or not sufficiently creative, or too poor, or not sufficiently aware of their objectives;
Denne mere eller mindre radikale kritik har ført til forsøg med nye former, der følger en af to hovedretninger, alt efter om de fremhæver problemets sociale eller pædagogiske aspekt.
These somewhat radical points of criticism have led to experiments with new forms of preschool education, which follow two major directions depending on whether they place greater emphasis on the social aspect or the teaching as pect of the problem.
I de to følgende kapitler vil vi foretage en kritisk undersøgelse heraf.
A critical discussion of the new forms is given in the next two Chapters.
"ECOLE MATERNELLE", EN INTEGRERET SOCIAL TJENESTEGREN
THE NURSERY SCHOOL: AN INTEGRATED SOCIAL SERVICE
Da de klassiske førskoleinstitutioner (børnehaver, nursery schools, "écoles maternelles" ikke kan opfylde alle pasnings-, pleje- og opdragelsesmæssige behov hos børn, hvis mødre er heldagsbeskæftigede eller befinder sig i en vanskelig situation, er man blevet nødt til
Since the standard preschool establishments (kindergartens, nursery schools, 'écoles maternelles'...) are unable to meet all the child-care and educational requirements of children whose mothers work all day or are in difficulties, the authorities have had to:
1) at udvide disse institutioners åbningstider - enten ved at overlade pasningen af børnene i de ekstra timer (løsning som længe har været praktiseret i Belgien og Frankrig) til et andet personale (der somme tider er meget utilstrækkeligt kvalificeret) - eller ved at forskyde timeplanen for pædagogerne, når de er i tilstrækkeligt antal (f.eks. i Danmark)
(1) extend the working hours of such establishments either by: (a) entrusting care of the children to different staff (sometimes very inadequately qualified) during the extra hours (a solution which has been practised in Belgium and France for some considerable time), or by (b) staggering the staff's working hours, where the staff is sufficiently numerous (in Denmark, for instance);
2) at udvide den årlige åbningstid, f.eks. ved at lade visse institutioner fungere som fritidscentre om sommeren
(2) extend the annual opening period, for instance by running some establish ments as leisure centres during the summer;
3) at knytte førskoleinstitutionen til andre tjenestegrene, der henvender sig til mindre børn og til hjemmene: vuggestuer og "garderies" (børnepasningssteder) og legesteder, fritidscentre eller ("maisons de l'enfance") daginstitutioner, konsultationscentre for mødre før og efter fødslen, familieplanlægningscentre osv. Det er ideen bag "centres de la petite enfance" (Frankrig, Belgien) , der er overdraget et hold af forskellige fagfolk be stående af pædagoger, psykologer, socialrådgivere, læger, sygeplejersker, barneplejersker, idet lignende forsøg har fundet sted i forskellige lande (Danmark, Storbritannien).
(3) combine the preschool establishment with other services for young chil dren and families, such as day nurseries, long or short period child-minding centres, leisure centre or children's home, ante-natal and post-natal clinic, family planning, etc. This is the concept of the 'nursery centre' (France, Belgium) run by a multi-discipline team of teachers, psychologists, social workers, doctors, nurses, nursery nurses; similar projects are being tried in various countries (Denmark, England).
Dette giver mange fordele:
The centres have many advantages :
1) mødrene behøver ikke søge ekstra pasningsformer (nabo, familie, privat dagpleje).
(1) Mothers do not have to find additional child-minders (neighbour, relative, approved child-minder).
Førskoleinstitutionen tager sig af barnet, om muligt i al den tid moderen arbejder
If possible, the preschool establishment looks after the child throughout the mother's work period.
2) forældre med flere små børn finder de forskellige sociale tjenesteydelser, de har brug for, på et og samme sted
(2) Parents with several young children find all the various social services which they need in one place.
3) idet disse centre tilbyder samlede tjenesteydelser, kan de for hver enkelt institution stille hele holdet af fagfolk med forskellig kompetence (social, sundhedsmæssig, opdragende) til disposition
(3) Since the centres have combined services, they can make available to each unit the various services (social, medical, educational) of the full multi-discipline team.
4) institutionerne udnyttes i højere grad fuldt ud, stilles i større udstrækning til fællesskabets disposition og tager mere hensyn til de forskellige behov
(4) The facilities are more fully utilized, are placed more at the service of the community and make better provision for requirements.
5) børnene slæbes ikke fra det ene sted til det andet.
18 facilities and staff which meet their needs.
Der kommer en større helhed og tryghed over deres tilværelse.
Their life gains in unity and security.
Imidlertid er denne situation i praksis ikke nær så fordelagtig for barnet, som det lyder.
However, this situation is not as beneficial to the child in practice as it appears to be in theory.
Hver gang, man udvider åbningstiderne i en førskoleinstitution, konstaterer man, at nogle børn bliver der i den fulde åbningstid.
Each time the opening period of a preschool establishment is extended, it is found that some children stay there throughout the full opening period.
Herefter nævnes nogle eksempler fra tre lande:
Below are some examples taken from three countries:
- i en Nursery School i Coventry (Det forenede Kongerige) bliver 6 børn fra kl. 7 til 17.45
(1) in a nursery school in Coventry (United Kingdom) six children are present from 7 am to 5.45 pm;
- i en børnehave i Bruxelles bliver 20 børn (ca. 1/10 af børnetallet) fra kl. 7 til 18
(2) in a nursery school in Brussels 20 children (roughly one-tenth of the children on the register) are present from 7 am to 6 pm;
- i en e.m. i Frankrig, tilsluttet et socialt center, bliver nogle børn fra kl. 7.15 til 19. Det bemærkes, at ud af de 35 børn, der er plads til i centret, er der 10, hvis forældre har en månedlig indtægt på over 5 000 FF (som ligger på mellem 5 000 og 10 000 FF).
(3) in France, in a nursery school attached to a Social Centre, some children attend from 7.15 am to 7 pm; it should be noted that out of the 35 chil dren accepted at this centre, there are ten whose families have a monthly income of more than FF 5 000 (ranging from FF 5 000 to 10 000).
Resultatet er, at børnehavebørnene tilbringer det meste af deres tid uden for deres hjem.
It is thus the small children of preschool age who spend the longest day away from home.
Man konstaterer således, at jo vanskeligere et barn er, desto me re tilbøjelige er forældrene til at lade det blive passet så længe som muligt, hvilket ikke forbedrer dets situation.
In addition, the more difficult the child, the more the parents tend to leave it at the nursery for as long as possible, a situation which does not improve matters.
Denne tingenes tilstand anses ikke for foruroligende af dem, der mener, at mange forældre er ude af stand til at opdrage deres børn ordentligt og, at jo længere disse børn bliver i institutionerne, desto større opdragelsesmuligheder får de.
This state of affairs is not considered alarming by those who feel that many families are incapable of bringing up their children properly and that the longer such children are in institutions, the greater their educational chances.
Men i virkeligheden ender disse børn med at føle sig som fremmede i deres hjem og med at betragte sig selv som generende elementer.
Yet in reality such children come to feel like instruders in their own home and to think that they are a nuisance.
Desuden vi ser resultaterne fra de specielle programmer for børn fra socialt dårligt stillede miljøer, at hjemmets indflydelse under alle omstændigheder forbliver den fremherskende, og at det er vigtigt at tage dette i betragtning.
The results of special programmes for children from underprivileged backgrounds also show that the family's influence is still predominant and that it is important to take it into account.
Udvidelsen af førskoleinstitutionernes åbningstider giver ofte kun en illusion om en opdragelseskontinuitet, fordi de voksne er til stede i kortere tid end børnene.
Extension of the working hours of preschool establishments often brings only the illusion of educational continuity since the hours attended by the adults are shorter than those attended by the children.
Når de overlades til et personale med en anden status, kan disse børn komme til at opleve et brud, når de flyttes fra deres egen lærerinde over til medhjælpere på grund af de udvidede åbningstider.
When they are placed in the care of staff of a different status, the children may be upset when they are handed over by their teacher to staff filling in during the extension period.
Medens de bliver passet på disse tidspunkter, er ofte kun en lille del af lokalet til børnenes disposition, der ofte kun har en næsten tom legestue.
Frequently during these child-minding periods, only a small part of the build ing is available to the children, who sometimes have only a fairly empty play room.
Utilstrækkelig eller dårligt udstyret udenomsplads, omskiftelige vejrforhold, for lidt personale og rutinen bevirker ofte, at disse børn ikke kommer uden for institutionen i de 8 - 10 timer, de er der.
Owing to insufficient or badly equipped space outdoors, bad weather, insufficient supervisory staff and the nursery routine, the children often remain inside the building for the eight or ten hours which they spend there.
Forskydningen i de ansvarlige pædagogers timeplan, som det praktiseres i nogle lande, forhindrer disse afbrydelser i institutionernes livsstil.
Staggering the working hours of the teachers in charge, as is the practice in some countries, prevents interruptions in the routine of the establishment.
Men når man ser nærmere på tingene, opdager man, at de børn, der har en meget lang timeplan, trods alt har deres små genvordigheder at slås med. I en dansk in stitution er der f.eks.
On closer inspection, however, it is found that children with extreme hours nevertheless have their trials and tribulations.
1 voksen, når de første børn ankommer, kl. 7 er der 3, og kl. 8 er der 6.
In one Danish nursery, for instance, there is one adult for the first arrivals at 6 am, three adults at 7 am and six adults at 8 am.
Det medfører hver gang en ændring af grupperne og lokale skift. Om aftenen gentages samme proces.
Each time, groups are changed and moved about.
Hvis man tilføjer, at der blandt personalet er 3, der er halvtidsbeskæftiget, og 2, der er 3/4-tidsbeskæftiget, vil man forstå, at nogle børn trods alt i løbet af én og samme dag går fra
In addition, three members of staff work half time and two work three-quarters of the time; it is therefore understandable that some children pass from hand to hand and from place to place in the course of a day for reasons outside their own wishes.
På trods af det store antal implicerede voksne (der ofte ikke er tilstrækkelig kvalificerede) gør denne form for organisation det vanskeligt at skabe en lille verden, med sin enhed, sine faste forbindelser, om ikke for andet, så fordi barnets livsrytme ikke er tilpasset de voksnes, der ustandselig kommer og går, mens barnet hele tiden bliver, hvor det er.
In this type of organization, despite the large number of adults employed (often with inadequate qualifications), it is difficult to create an intimate world, a world of unity and stable relations, if only because the pace of the child's life is not in keeping with that of the adults who come and go, arrive and depart, while the child stays there all the time.
I den øjeblikkelige sociale kontekst frembyder disse institutioner uden tvivl mange fordele fordele for hjemmene.
In the present social context, these establishments are definitely of considerable advantage to families.
For øvrigt fremmer disse indviklede time planer, der overlapper hinanden, gruppearbejdet, som er vanskeligere at gen nemføre i organisationer af den traditionelle type.
The complex, overlapping work hours encourage team work, which is more difficult to achieve in organizations of the traditional type.
Men man må vide, hvoffor og for hvem man danner grupper.
Yet we still need to decide why and for whom the team is formed.
Isoleringen af en enkelt voksen med meget små børn anses ofte af forældre eller pædagoger som deprimerende.
Parents and teachers sometimes find it depressing to be left alone with very young children.
Tilstedeværelsen af flere voksne på samme sted gør opdragergruppen mere energisk, idet der ovenpå det barnlige kommunikationsnet bygges et voksent kommunikationsnet.
Having several adults together makes the educational team more stimulating by superimposing communication at an adult's level on communication at a child's level.
Men hvis man ikke er opmærksom, kan det resultere i en lille opdragelsesfabrik for den mest bekvemme bearbejdelse af det barnlige materiale, selv om denne bearbejdelse foretages nænsomt og omsorgsfuldt.
If care is not exercised, however, the result may be an educational machine made for greatest ease of handling the children, careful and solicitous though the handling might be.
Man vil opdage, at bar nesindet overhovedet ikke manifesterer sig.
Nowhere is there any ex pression of the children's spirit.
Lokalerne forbliver upersonlige.
The buildings remain impersonal.