natgillin/translations-raw huggingface dataset:
De anvendes i henhold til en rutine, der anses for den bedste, og børnene kanaliseres ind i en indviklet organisations gange, der vanskeliggør krystalliseringen af relationelle former omkring faste følelsesmæssige poler, såvel som opståeisen af originale projekter, der er særegne for en solidt dannet gruppe, som er i stand til at gennemføre disse projekter i en kortere eller længere periode.
They are used according to what is thought to be the best routine and the children are channelled into the narrow ways of a complex organization. Such a situation impedes the formation of patterns of relationships about a stable, emotional point; it is difficult to have well-established groups producing original projects and capable of bringing them to fruition over a period of time.
Man skal ikke lade sig narre af friheden til at lege og be væge sig, hvis den altså eksisterer, og den kaotiske atmosfære, hvori den undertiden udfolder sig, er tegn på, at børnene ikke formår at finde et samlingspunkt .
Where freedom of play and movement do exist, it must not be just an illusion; the chaotic atmosphere which sometimes accompanies such freedom indicates that the children are unable to find a focal point.
Derfor møder man ofte de bedste pædagogiske resultater i mere klassiske in stitutioner, hvis enkle funktion skaffer barnet tidsmæssige, pladsmæssige og følelsesmæssige omgivelser, der er tilstrækkelig stabile til, at dets egen aktivitet bliver den fremherskende.
It is for this reason that the biggest successes in education are often found in the more classical establishments, where simplicity of operation gives the child a framework which, in respect of time, space and emotions, is sufficiently stable to enable him to be self-motivating.
Vi må derfor konstatere, at barnets udbvtte af en førskoleinstitution ikke står i forhold til den tid, det dagligt tilbringer dér.
We are therefore bound to note that the benefit which a child gains from at tending a preschool establishment is not proportional to the time for which he attends each day.
En kortere men mere intens dag er at foretrække inden for en så enkel organisation som mulig,.således at ændringer i rytmen og aktiviteterne skyldes børnenes motivationer, og ikke den tvang, der er dikteret af de voksnes indviklede timeplan.
It is better to have a shorter, fuller day in an organization which is as simple as possible, so that changes of pace and activity can be occasioned by the children's wishes rather than by the constraints of the adults' complex timetable.
Derimod liar den tid, der tilbringes årligt, samt antallet af år i en god førskoleinstitution en positiv indflydelse på børnenes udvikling.
The period of attendance each year and the number of years spent in a good preschool establishment, on the other hand, have a positive influence on a child's development.
Det står stadig mere klart, at e.m. alene ikke magter at udvirke "at der gives alle lige chancer", samt at udviklingen af førskoleopdragelsen ikke kan tjene som besparelse for en hensigtsmæssig familiepolitik.
It is becoming increasingly obvious that the nursery school alone is unable to provide 'equality of opportunity' and that the development of preschool education cannot save the expense of an adequate family policy.
Den må være andet end blot en omfordeling af goder samt visse tjenesteydelser inden for et hjælpeperspektiv.
The latter must be something more than a simple redistribution of wealth and the provision of certain services as assistance.
Udover en mere effektiv indkomsts-, bolig-, sundheds-, fri tids- og kulturpolitik må den også omfatte forældreopdragelsen, idet oplæringen i rollen som forældre er lige så vigtig som de sociale og erhvervsmæssige roller.
Apart from a more effective policy on incomes, housing, health, leisure, culture, it must also include family education, since training for the parental role is as important as training for a social and professional role.
I Nederlandene overvejer man en sådan undervisning lige efter sekundærskolens afslutning, og i dette perspektiv besøger elevgrupper e.m.
In the Netherlands provision is made for this training at the end of the secondary school and groups of students visit nursery schools for this purpose.
I England og i Skotland får stadig flere elever på sekundærtrinnet mulighed for at arbejde i "nursery schools".
In England and Scotland a growing number of secondary school pupils are given the opportunity to work in nursery schools.
Behovet for at indrette arbejdstiden for forældre med små børn, så den bedre svarer til en normal skolegang, møder somme tider på modstand fra visse faglige organisationer eller kvindebevægelser, der frygter de skadelige virkninger, dette vil have på, "at der gives alle lige chancer" i erhvervskarriererne.
The need to adjust the working hours of the parents of young children so that they are more in line with normal school hours sometimes encounters opposition from professional organizations and women's movements, who are afraid that the consequences may have an adverse effect on equality of opportunity in their professional careers.
I nogle lande er halvtidsbeskæftigelse en ret for enhver kvinde eller mand med børn, der skal opdrages.
In some countries part-time work is the right of any man or woman who has children to bring up.
Men når det drejer sig om en børnehaveklasselærerinde, er så denne ret, der er gavnlig for hendes egne børn, det også for de børn, der overlades hende?
Yet when the woman is a nursery school teacher, is this right, which is of benefit to her own children, still in the interests of those in her charge?
I Belgien har hun ikke denne ret, mens den i Frankrig indrømmes hende.
In Belgium she is denied this right, in France it is granted to her.
Men de franske forældre er ikke glade for at have deres børn i en klasse med to børnehaveklasseLærerinder, der afløser hinanden, sommetider uden overhovedet at mødes som følge af den lange frokostpause.
Yet French parents are scarcely happy to have their children in a class shared between two nursery teachers in succession; sometimes the teachers never meet owing to the long lunch break.
I Italien medfører overgangen fra deltids-skolegang til heltids-skolegang undertiden, at to pædagoger afløser hinanden, med fælles tider midt på dagen.
In Italy the transition from part-time schooling to full-time schooling occasionally involves having two teachers in succession, with a joint overlap period in the middle of the day.
Gennem en familiepolitik, der koncentrerer sig om barnet, ville man kunne or ganisere førskoleopdragelsen i barnets interesse, og ikke efter de voksnes forgodtbefindende.
A family policy centred on the child would allow preschool education to be organized for the good of the children and not the adults' convenience.
Den ville gøre det muligt, at e.m. fra at opfattes som en erstatning for hjemmene, når disse ikke fuldt ud kan opfylde deres rolle, blev anset som et uundværligt opdragende supplement for alle børn, som her ville finde det, som hjemmet, en social enhed der i virkeligheden er helt forskellig derfra, ikke kan give dem på samme måde. Vi kommer senere tilbage hertil.
It would become possible to change from the idea of the nursery school as a family substitute, for families unable to fulfil their role in every way, to the idea of the nursery school as an essential complement to education for every child. As we shall see later, the child would find in it what the family, which is in reality a completely different social entity, is unable to provide in quite the same way.
Men den kan gøre det så meget desto bedre (se kapitel VI), som den selv ret ter sig helt efter børnenes virkelige tarv og ikke forstærker de uheldige tendenser, der er fremherskende i samfundet og undertiden i hjemmene.
This will be better achieved (see Chapter VI) if the nursery is itself geared completely to the true good of the child and does not reinforce disturbing tendencies prevalent in society and sometimes within families .
"ECOLE MATERNELLE", ET FØRSTE LED I UDDANNELSESSYSTEMET
THE NURSERY SCHOOL: FIRST STAGE IN THE EDUCATIONAL SYSTEM
Samtidig med at bidrage til udvidelsen af førskoleinstitutionens rolle har konstateringen af, at dumpeprocenten er knyttet til børnenes sociokulturelle niveau, understreget betydningen af institutionernes uddannelsesmæssige rolle.
The discovery that failure at school is connected with a child's socio-cultural level not only helped to extend the social role of the preschool establishment but also emphasized the importance of its educational role.
Førskoleinstitutionernes historie i hvert land, niveauet og arten af personalets uddannelse (se kapitel VIII) gør, at denne uddannelsesmæssige rolle ud folder sig på en mere eller mindre udbredt måde i de forskellige slags institutioner, idet de kun dækker en del af det mindre barns uddannelsesmæssige behov.
Depending on the history of preschool institutions in each country and on the standard and type of staff training (see Chapter VIII), the educational role is pursued to varying extents in the different types of establishment, but covers only part of the educational needs of a young child.
I øjeblikket går tendensen i retning af allerede på vuggestuestadiet, at give mange flere uddannelsesmæssige stimuleringer, og denne ambition ved rører især aktiviteterne af erkendelsesmæssig art, der hidtil ikke var videre udviklet, undtagen i de institutioner, der længe har været integreret i ud dannelsessystemet og varatages af et personale, hvis uddannelsesniveau svarer til primærskolepersonalets (Frankrig, Det forenede Kongerige, Irland).
The present tendency is to provide far more educational stimuli from a very early age in the day nursery; this ambition is concerned in particular with activities of a cognitive type, which have been little developed so far, except in establishments which have been integrated into the educational system for some time and are staffed by teachers trained to a standard equivalent to that required for primary schools (France, United Kingdom, Ireland).
I den udstrækning, hvor det uddannelsesmæssige aspekt forstærkes, og hvor målsætninger af intellektuel art vinder indpas, risikerer førskoleinstitutionen at forekomme mere som et forberedelsesled til skolen, som skal lette overgangen fra en uformel opdragelse i hjemmet til en mere formel skoleopdragelse og -uddannelse.
In so far as the educational aspect is gaining in strength, and objectives of an intellectual nature are being introduced, the preschool establishment risks increasingly to becoming a place of preparation for school, facilitating the transition from informal family education to more formal school education.
Det forekommer derfor, at den bør udgøre en del af ud dannelsessystemet, idet den bedst muligt forbindes med primærskolen, og er gratis lige som denne.
It seems therefore that it ought to be part of the educational system, that it should be linked as closely as possible to primary education and that it should be free like the latter.
Når skolegangen bliver optimal (Belgien, Frankrig, Luxembourg, Nederlandene), opstår i dette perspektiv spørgsmålet om en nedsættelse af den undervisnings pligtige alder og hermed spørgsmålet om, hvornår man bør starte i primærskolen.
In view of this, when preschool attendance is at its optimum (Belgium, France, Luxembourg, Netherlands), the problem of lowering the age of compulsory school attendance arises, and with it that of determining the age at which it is advisable to begin primary school.
I alle Fællesskabets lande tages der initiativer til en bedre integration af førskoleopdragelsen i uddannelsessystemet.
In all the EC Member States, steps are being taken towards better integration of preschool education into the educational system.
I de lande, hvor småbørnslnstitutionerne ikke henhører under undervisningsministeriet, er man begyndt at oprette gratis førskoleklasser i primærskolerne, såsom "Børnehaveklasserne i Danmark, for børn på 6 år.
In countries in which establishments for young children are not under its control, the Ministry of Education is beginning to develop free preschool classes in primary schools, such as the 'Børnehaveklasser' for 6 year-olds (in Denmark).
I Tyskland er "Vorklassen" for børn på 5 år og "Eingangsstufen" for børn på 5 og 6 år blevet oprettet på forsøgsbasis, og det ser ud, som om deres antal forbliver begrænset til 5%, idet børnehaven (der som regel henhører under socialministeriet og modtager børn indtil 6 år) er den mest udbredte institutionstype og den, der byder på flest fordele, hvilket vi skal komme tilbage til.
In the Federal Republic of Germany 'Vorklassen' for 5 year-olds and 'Eingangstufen' for 5 and 6 year-olds have been set up on an experimental basis; it seems that they are to be limited to 5% in number, since the kindergarten (generally under the control of the Ministry of Social Affairs and
De sidste to år har Italien udviklet en "stats-e.m.", der er integreret i opdragelsessystemet, for børn i alderen 36 år.
For the last ten years Italy has been developing a State nursery school, in tegrated into the educational system, for children from 3 to 6 years.
I de lande, livor en sådan længe har været integreret heri, konstaterer man, at den bestræber sig på at til trække et stadig større antal yngre børn.
In countries in which it has been integrated into the educational system for some considerable time, it is found that the nursery school is trying to attract an ever increasing number of ever young children.
I Frankrig er det undervisningsministeriets mål at få 80% af de 2-årige i skole i 1980.
In France the Ministry of Education aims to have 80% of 2-year-olds at school by 1980.
I Belgien har under visningsministeriet ikke været i stand til at gennemføre, at "école gardienne" udvides til børn på 2 år, som følge af modstanden fra både vuggestuernes og "école gardienne's" personale, der foretrak en "før- ecole gardienne"-løsning for børn fra 18 måneder til 2 % eller 3 år.
In Belgium, the Ministry of Education was unable to extend the opportunity of attending a nursery school to children of 2 years, because of opposition encountered from the staff of both day nurseries and nursery schools, who preferred the solution of a 'pre-school nursery unit' (pré-gardiennat') for children from 18 months to 2 1/2 or 3 years.
Ganske rigtigt fastsætter driftsnromerne for de belgiske "écoles gardiennes" ikke særlige hvilerum samt med hjælpere til de pædagoger, der tager sig af meget små børn.
It is true that the standards applicable to Bel gian nursery schools do not stipulate the provision of special rest rooms and ancillary staff to assist the teachers responsible for very young children.
Som følge heraf er de som regel dårligere udstyret end de franske e.m., når det gælder om at tage imod små børn, og i begge lande vanskeliggør de maksimale normer for det samlede børnetal (30 fremmødte i gennemsnit i Belgien, 35 indskrevet i Frankrig) ofte denne modtagelse.
Consequently they are generally less well equipped than French nursery schools to take very young children and in both countries the maximum number of chil dren permitted (30 present on average in Belgium, 35 on the register in France) often makes the care of very young children difficult.
I Belgien er mange skoler til trods herfor be gyndt at tage imod børn på 2^ år.
Despite this, many schools in Belgium are beginning to admit children of 2 1/2 years.
I Irland, Luxembourg og Nederlandene omfatter den i uddannelsessystemet integrerede førskolesektor kun børn på 4 og 5 år.
In Ireland, Luxembourg and the Netherlands the preschool integrated into the educational system is concerned only with children of 4 and 5 years.
I to tyske delstater er opdragelsen af de 3-6-årige, der er adskilt fra de 0-3-årige, underlagt undervisnings- og kulturministeriet.
In two German Länder the education of children from 3 to 6 years, which is separate from that of children from birth to 3 years, comes under the authority of the Ministry of Education and Culture.
Udover en udvidelse af den i uddannelsessystemet integrerede førskolesektor konstateres der bestræbelser for at gøre denne integration mere fuldkommen.
Apart from extension of the preschool sector integrated into the educational system, there are efforts to improve such integration.
Idet forbindelsen mellem e.m. og primærskolen nemlig er lettere at gennemføre, når disse to undervisningstrin er underlagt de samme myndigheder, er de fleste initiativer for en bedre tilknytning som oftest opstået i forbindelse med de situationer, hvor behovet herfor ikke var så udtalt, netop som følge af denne samlede administrative integration.
Since it is easier to link nursery school and primary school when they are both under the same ad ministration, the majority of measures to improve the link have mostly been taken when the need for them was not so pressing, overall administrative in tegration having already taken place.;
I en række lande betragtes denne forbindelse i dag ikke længere som et særligt problem, idet forbindelsen anskues inden for en reform af hele uddannelsessystemet under et.
In a number of countries, this link is no longer regarded as a particular problem since it is being considered as part of the reform of the educational system as a whole.
De foranstaltninger, der tages eller foreslås, er der for mere eller mindre radikale.
The measures taken or planned are consequently of a rather radical nature.
For at nå frem til en uddannelsesmæssig kontinuitet bestræber man sig på at udvise den største smidighed således, at børnenes overgang fra det ene undervisningstrin til det andet sker uden chok og på det for barnet mest hensigtsmæssige tidspunkt.
In the search for educational continuity, every effort is made to achieve a link of maximum flexibility so that the child's transition from one level to another is accomplished without upset and at the time best suited to him.
Der skal endnu gøres meget, men man har i alle lande fremmet kontakten mellem pædagoger ved de to trin, undertiden temmelig eftertrykkeligt (f.eks. i Frankrig, ministerielt circulære af 4. oktober 1977).
Much remains to be done, but in every country contact between teachers in the two levels has been encouraged, sometimes most explicitly (e.g. France, Ministerial Circular of 4 October 1977).
Disse kontakter har fundet sted i form af fælles møder om pædagogiske emner, lærernes besøg hos hinanden med eller uden deres elever, aktiviteter eller fælles udflugter, korrespondance mellem trinnene eller skolerne, meddelelse af oplysninger (arbejdsopgørelser, individuelle meddelelser vedrørende iagttagelse af elever, skole-op-lysningsmateriale).
Contact has taken the form of joint meetings on educational subjects, exchange visits between teachers, either alone or with their pupils, joint activities or outings, school correspondence, exchanges of information (work accomplished, individual record cards on pupils, school files).
Undervisningen efter tur givet gennem året af lærerne, dels e.m.'s ældste al dersgrupper og dels ved 1. klasse i primærskolen, og endog udvekslingen mel lem lærerne, enten lejlighedsvis eller regelmæssig (nogle time om ugen), giver problemer, når lærernes uddannelsesniveau og status ikke er ens.
The annual rotation of teachers from the top nursery school section and the first year primary, and even occasional or regular exchanges (a few hours each week), present problems when the level of training and the status of the teachers are not the same.
Idet de følger henstillingerne fra Europarådet, der har holdt flere seminarer om det te emne, går Luxembourg, Nederlandenene og Belgien i retning af samme grund uddannelse for lærere ved de to trin, med mindst én fælles uddannelsesstamme, samme status, samme løn og samme mulighed for efteruddannelse (en ligestilling, der allerede er gennemført for længe siden i Frankrig, og som ligeledes
Following the lines of the recommendations of the Council of Europe, which has held several symposia on this subject, Luxem-
De finansielle følger heraf tvinger nogle lande til at sprede den faktiske gennemførelse over flere år.
Owing to the financial implications of the plan, some countries are having to spread its implementation over several years.
Hidtil har der været arrangeret alt for få fælles omskolingskurser for de to trins lærere.
Too few retraining courses for teachers of both levels have been organized as yet.
En fælles uddannelse kan lettere føre til kontinuerlige uddannelsesprogram mer.
Joint training facilitates programmes giving continuity of study.
I de lande, hvor udbredelsen af officiel pædagogisk vejledning ikke synes i strid med princippet om frihed i undervisningen (som Storbritannien og Nederlandene er så glade for), er man ved at undersøge udkast til programmer af denne art (de fleste af de tyske delstater).
In countries where the distribution of official educational guidelines is not contrary to the principle of freedom in teaching (valued in the UK and the Netherlands), draft programmes of this type are being studied (in most of the German Lander).
Frankrig har netop udsendt vejledninger for 1. klasse i primærskolen (1976) og for e.m. (1977), i hvilke der søges skabt en bedre kontinuitet.
France has just issued guidelines for the first year of the elementary school (1976) and for the nursery school (1977) which try to establish better continuity.
Nogle mener, at en fuldkommen kontinuitet kun kan opnås inden for én og samme skole og under én ledelse.
It is thought by some that perfect continuity can only be achieved in one school under a single head.
Således har man i Nederlandene til hensigt at ge neralisere erfaringerne fra "den grundlæggende enhedsskole" for børn fra 4 til 12 år (selv om denne forsøgsperiode ikke er afsluttet, og resultaterne endnu ikke er vurderet).
In the Netherlands it is intended to apply experiments with a 'first school' or foundation school for children from 4 to 12 years on a general basis (even though the experimental phase has not been completed and the results have not been assessed).
Denne administrative integration forstærkes af et fælles pædagogisk tilsyn takket være en omstrukturering af inspektionen, der siden januar 1978 har været fælles for de to trin.
Administrative integration is supported by joint supervision of teaching owing to reorganization of the inspection divisions, which all became mixed in January 1978.
I Frankrig er man lidt efter lidt ved at få glort inspektioner fælles for de to trin (se kapitel X).
In France mixed divisions are gradually being established (see Chapter X).
I England er nogle "nursery schools" (for børn på 3 og 4 år) integreret i "infant schools" (for børn på 5, 6 og 7 år), og undertiden er de begge integreret i primærskoler.
In England some nursery schools (for children of 3 and 4 years) are combined with infant schools (for children of 5, 6 and 7 years) and sometimes both are integrated into primary schools.
Med hensyn til børnene efterlyser man smidigere former end den kollektive op rykning én gang om året baseret på et alderskriterium, idet de justeringer, som barnets fastholdelse i e.m. eller dets oprykning et år for tidligt udgør, kan indebære en fare.
As far as the children are concerned, attempts are being made to find more flexible solutions than having all the children move up together once a year on the basis of age, using the dangerous corrective measures of keeping a child down in the nursery school or having it skip a year.
Oprettelsen af mellemklasser ("venteklasser", "Schulkindergarten"), der kan være nyttige i visse tilfælde af udpræget modenhed, udsætter undertiden selve problemet vedrørende oprykningen.
The formation of intermediate classes ('classes d'attente', 'Schulkindergarten'), worthwhile in some cases of immaturity of character, sometimes present the same movingup problem.
I England har man ofte oprykning tre gange om året.
In England children often move up three times a year.
Det kan kun praktiseres i en uddannelsessammenhæng, der selv er meget smidig.
It is only possible within a highly flexible educational framework.