natgillin/translations-raw huggingface dataset:
Et projekt på europæisk plan som dette har pligt til at orientere sin forskning i denne retning, hvis Europa en dag skal blive et virkeligt flerkulturelt fællesskab for sine indbyggere.
A European-scale project such as this ought to guide research along these lines if one day Europe is to become a proper multi-cultural community for its inhabitants.
Småbørn er naturligt åbne for enhver kultur.
A young child is naturally receptive to every culture.
Det er den voksne, der lidt efter lidt gør barnet lukket.
It is the adult who gradually makes him unreceptive.
En positiv kontakt lige fra den tidligste barndom kan virke i retning af en åbning.
Positive contact with another culture from a very early age can help to make a child open-minded.
Det er i dette brede perspektiv, at forsøgene i forbindelse med udvekslingen af franske og tyske e.m.-lærerinder skal ses.
The experimental exchanges of kindergarten teachers and nursery school teach ers between France and the Federal Republic of Germany should be viewed in this broad context.
Nogle betragter disse forsøg som utopiske eller som en utidig luksus.
Some consider them Utopian or a premature luxury.
De, som bedømmer dem ud fra et strengt skolemæssigt synspunkt med hensyn til indlæringen af et sprog, undlader ikke at notere sig ufuldkommenhederne i en kontinuitet på alle undervisningstrinnene og de vanskeligheder, denne vil være forbundet med. Tilbage står, at det er
It is nevertheless an experiment leading towards less culturally closed education, and it has enabled a small frontier town such as Bad-Bergzabern to teach French to every child from the nursery school up to the secondary school. In order to improve the experiments, more experienced teachers who are better prepared to face the special teaching difficulties inherent in such situations should take part in the exchanges.
61 et fosøg, der kulturelt set går i retning af en mindre lukket opdragelse, og den har gjort det muligt for en lille grænseby som Bad Bergzabern at undervise alle børnene i fransk, lige fra e.m. og helt op til sekundærskolen.
Page 61
For at opnå fremskridt i opdragelsen på dette trin, er det som helhed vigtigt, at den pædagogiske forskning frigør sig for den alt for store optagethed af de senere skolemæssige hensyn, og som fører til, at man udelukkende betragter e.m. som en læreplads, men at den også undersøges ud fra det dynamogeniske aspekt, der frembydes af et sted, hvor man lever, et sted med udveksling af tanker m.m., med evner, kærlighed, glæde, følelser og fortrolighed, med opdagelse og anerkendelse af de andre, med lykke og åbenhed.
Generally speaking, if education is to advance to this level, it is important for teaching research to be freed from the excessively strong hold of concern for subsequent scholastic achievements, which leads to the nursery school be ing considered only as a place of early learning. The nursery school must also be studied from the dynamogenic aspect of a living place, a place for social intercourse, a place of gifts, love, joy, effusion, intimacy, discovery and recognition of others, of happiness and open-mindedness.
Administrationen af førskoleopdragelsen varierer, alt efter hvor stor en selv­stændighed man lader den råde over.
The administration of pre­school education varies according to the degree of independence allowed.
Men i øjeblikket synes mange af de finan­sielt ansvarlige, at denne selvstændighed er for dyr en løsning.
At present many of the officials in charge of finance consider independence to be a costly solution.
Dette indebæ­rer, at der skal opføres separate lokaler, for hvilke normerne ofte er stren­gere end for primærskolens lokaler, samt at det er nødvendigt at betale et le­dende personale i ofte meget små skoler.
It involves the construction of separate buildings, for which the standards are often more exacting than those for primary schools, and the need to pay management staff for frequently very small schools.
Mere end begrundelserne af pædagogisk art, hvor man refererer til, at det er nødvendigt med en bedre forbindelse til primærskolen, er det ofte hensyn af økonomisk art, der gør, at visse stater ­hvor en utilstrækkelig udviklet førskoleopdragelse nødvendiggør en usædvanlig stor incjsats ­ er tilhængere af, at der udvikles "børnehaveklasser" tilknyttet primærskolerne.
It is not teaching considerations indicating a need for better contact, but considerations of a pecuniary nature which often make some States ­ in which the inadequate development of pre­school education would require a particularly substantial effort ­ opt for the development of infant classes attached to primary schools.
Det er tilfældet med nogle af de tyske "Lander", når ydermere en vis nedgang i fødselstallet frigør nogle klasselokaler.
This is true for some German Län­der where a fall in the birth­rate has also made school buildings available.
På det nationale plan gør adskillelsen af de to undervisningstrin den admini­strative og pædagogiske kontrol med en sværm af små skoler, fordelt i distrik­ter med ujævn bebyggelse og ofte beliggende for spredt for e.m.'s specialise­rede inspektører, mere kompliceret.
At national level, separation of these two levels of instruction complicates considerably the administrative control and educational inspection of a sprin­kling of small schools, which are divided into unequal divisions and are often too widespread geographically for special nursery school inspectors.
Dette medfører ligeledes en overlapning af distrikter med forskelligt speciale med risiko for overadministration, der kan forekomme fuldstændig uhensigtsmæssig, når ydermere en vis frihed, som fællesskaberne nyder med hensyn til skolernes udvikling og organisation, alle­rede har medført meget komplicerede forhold.
This sit­uation also results in the overlap of divisions with different specialities, with the risk of superfluous administration. This seems completely inadvisable when the situation is already highly complicated, owing to some local author­ities being allowed a certain amount of freedom to encourage and organize schools.
I Nederlandene f.eks. har indfø­relsen af blandede e.m.­primærskole­distrikter i januar 1978 gjort det muligt for en inspektør for e.m. i Zeeland at få 100 færre skoler for det samme antal lærere, men medens hand nye distrikt kun omfatter 8 kommuner, er der trods alt 33 forskellige administrative enheder for de 160 skoler, der nu er underlagt hans kontrol.
In the Netherlands, for instance, the establishment of mixed primary­nursery divisions in January 1978 gave one nursery school inspector in Zealand one hundred schools less with the same number of teachers (600) but, although his new division covers only eight parishes, there are nevertheless 33 differ­ent administrative bodies for the 160 schools which he now has to inspect.
For at opnå forenkling, administrativ og økonomisk effektivitet går andre lan­de ligeledes mod en mere vidtgående integration af e.m. og mod en ny opbygning af distrikterne.
For purposes of simplification, administrative efficiency and economy, other countries are now also moving towards greater integration of the nursery school and towards reorganization of divisions.
I Frankrig opretter man efterhånden blandede distrikter efter reformen vedrørende ansættelses­ og uddannelsesbetingelserne for inspektører for departementerne.
In France, mixed divisions are now being gradually established, following reform of the method of re­cruiting and training departmental inspectors.
De får alle læreruddannelse med henblik på primærskolen, og de kan desuden vælge et speciale blandt de forskellige fag, hvoraf e.m.'s pædagogik tilbydes som en af valgmulighederne.
All the inspectors are trained for primary education and they can also choose to specialize in one of the various subjects, nursery school teaching being offered as part of one of the options available.
Meningen dermed er, at der skal oprettes inspektørhold inden for departementerne, hvori alle specialer er re­præsenterede, idet den inspektør (m/k), der har e.m. som speciale, skal sikre den udviklende påvirkning af alle e.m., da det ikke er muligt at føre tilsyn med dem alle.
The intention is to establish in the departments teams of inspectors covering all the special subjects. The man or woman specializing in nursery school inspection would have to provide encouragement for all nursery classes, if he or she were unable to inspect them all.
I Luxembourg, hvor de kvindelige inspektører af praktiske og pædagogiske grunde altid har foretrukket ikke at specialisere sig, men hvor
In Luxembourg, where inspectors, for practical and educational reasons, have always preferred not to specialize, but where nursery schools were assigned to them by choice,
64 man fortrinsvis har betroet dem e.m., forbereder man en strammere inddeling af distrikternefor at undgå overlapninger samt for at opnå, at de lokale myndigheder kun får med én enkelt inspektør at gøre.
Page 64
Fagforeningsinteresser går ofte i samme retning, enten fordi e.m. herved opnår en ligestilling, som de endnu ikke har haft (Nederlandene, Luxembourg), eller fordi ordningen med, at institutioner eller stillinger står åbne for både mand lige og kvindelige pædagoger, gør, at man øjner en mulighed for forfremmelse (f.eks. avancement til højere ledende stillinger, som fagforeningerne for øvrigt ikke altid er positivt indstillet over for).
Corporate interests often lead to the same trend, either because nursery schools thereby gain equality of status, which they did not have (Netherlands, Luxembourg), or because mixing presents possibilities of promotion (for in stance, more important positions as heads, which are not always supported by the trade unions).
I flere lande søger primær skolen, som beskæres fra oven (eller trues med at blive beskåret) af en reform af sekundærskolen, at opnå en udvidelse nedefter, idet e.m.-sektoren er den eneste, der endnu byder på betydelige udvidelsesperspektiver.
In several countries, primary education cut back from above (or threatened with this) by the reform of secondary education, is seek ing to extend downwards, since only the nursery sector is still open to major extension.
Især i de lande, hvor det mandlige personale hidtil har været henvist til kun at undervise i primærskoler, får dette personale, der som regel er mere ivrigt efter forfremmelse end det kvindelige personale, gennem ordningen med, at begge køn kan blive inspektører for distrikterne, mulighed for at tage ansvarsfulde opgaver op i e.m.-sektoren.
In countries where male staff was previously restricted to primary education, mixed divisions offer men teachers, who are usually more eager for promotion than women, the prospect of assuming responsibilities in the nursery sector.
Det skal dog bemærkes, at undervisningen i e.m. ikke in teresserer mænd særligt, hvilket tallene i de lande, hvor de har adgang dertil, viser (især når førskoleundervisningen kun er en almindelig udvidelse af primærskoleundervisningen nedefter, og e.m. modtager børn i en meget tidlig alder).
However, it should be noted that nursery school teaching is of little interest to men, as witnessed by their numbers in those countries in which they are accepted for nursery schools (especially when preschool edu cation is not simply an extension of primary education and takes very young children).
Derimod ser man dem oftere med stor lyst beholde de ansvarsfulde stillinger (inden for ledelse, inspektion og rådgivning) i forskningssektoren eller i re præsentative erhverv inden for de faglige sammenslutninger eller forskellige foreninger.
On the other hand, they are found more readily in positions of responsibility (headmasters, inspectors, advisers), in the research sector or acting as representatives in professional associations or at various assemblies. blies.
I de lande, hvor de ansvarsfulde stillinger i e.m.-sektoren før var forbeholdt kvinderne, kan man nu forvente, at disse reformer vil forstærke den almindelige tendens til en kønskvotering, dvs. en overvægt af kvinder på de laveste løn trin, og en forholdsmæssig overvægt af mænd på de højere løntrin.
In those countries where positions of responsibility in the nursery sector were previously reserved for women, it is to be expected that the above reforms will reinforce the general trend towards a preponderance of women in the lower ranks of the profession and, proportionately, a preponderance of men in the highest ranks.
Nogle lande, såsom Storbritannien, tillægger institutionslederen, der virkelig præger sin institution, stor betydning.
Some countries, such as the UK, attach great importance to the head, who sets the whole tone of the school.
I Luxembourg derimod findes denne stil ling ikke, men de inspektører, der kun har små distrikter, kommer meget hyppigt på institutionerne.
In Luxembourg, on the other hand, there is no such function but inspectors, who have very small divisions, attend the schools frequently.
I Skotland varetager de kvindelige e.m.-ledere, der skal have særlige kvalifikationer for at bestride dette hverv, også den individuelle genoptræning eller det støttepædagogiske arbejde (en i mange henseender heldig løsning).
In Scotland, nursery school headmistresses, who have to have a special qualification for the post, are also responsible for individual remedial teaching and for back-up (a useful solution in many respects).
Når samme skole dækker flere undervisningstrin, er det vanskeligt at finde en skoleleder, der er kompetent på alle områder.
When one school covers several levels of education, it is difficult to find a headmaster with the full range of abilities.
Et undervisningstrin, han ikke er kompetent inden for, risikerer derfor enten at blive forsømt eller at blive dårligt forstået med hensyn til dets legitime behov.
A level which is not within his scope then risks either being neglected or having its legitimate require ments badly understood.
Men der er altid stor risiko fpr, at det er e.m.-trinnet, der tilsidesættes, dels fordi man anser det for mindre vigtigt, og dels fordi der er større sandsynlighed for, at skole lederne kommer fra primærskolesektoren.
It is always very likely that this will apply to the nursery level, firstly because it is considered less important and secondly because there is more chance that headmasters will come from primary education.
Af denne grund påtænker man i Nederlandene at udnævne en viceskoleleder til at varetage det undervisningstrin, inden for hvilket skolelederen ikke er kompetent.
For this reason it is planned in the Netherlands to appoint an assistant headmaster for the level which is outside the headmaster's scope.
Samme risiko findes på inspektionsplanet, når inspektørerne ikke har kompetence inden for begge trin.
The same risk applies in the case of inspectors when they are not competent in both areas.
Her er det igen e.m., der risikerer at blive sorteper.
Here again it is the nursery school which is likely to suffer.
Ser man nemlig ikke for inspektionens vedkommende i Frankrig et tilsvarende fænomen som i Luxembourg gentage sig ved optagelsen på seminariet?
A situation similar to that which arose in Luxembourg for admission to the Teachers' Training College is beginning to arise in France with regard to in spection.
Det er ret sjældent, at ansøgerne til inspektørstillingerne vælger e.m., og de hold, der hvert år udklækkes, er som regel utilstrækkelige til at dække e.m.'s behov.
It is quite unusual for inspector candidates to choose the nursery option and the appointments made each year are generally insufficient for the needs of the nursery school.
Denne tingenes tilstand begynder at forurolige myndighederne noget,
This state of affairs is beginning to cause the authorities concern, especially since, in France, the lack of specialization by teachers in Training Colleges had hitherto been offset by the specialization of inspectors.
65 så meget desto mere som de franske primærskolelæreres mangel på specialisering før blev opvejet gennem de kvindelige inspektørers specialisering.
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For øvrigt er valgsystemet kun effektivt inden for rammerne af et samarbejde mellem in spektørerne inden for et departement.
63 inspector likes to be absolute master within his geographical sector.
Da mange inspektører desuden føler sig mere værdsat på grund af deres administrative og repræsentative opgaver end på grund af deres pædagogiske opgaver, og da de har en tendens til (ofte tvunget af omstændighederne) at ofre de sidstnævnte opgaver, kan man frygte, at e.m.'s administration, med de specielle aspekter den kan indeholde, som en ekstra byrde ud over primærskolernes administration vil forøge inspektørens administrative opgaver til skade for hans pædagogiske op gaver, der desuden er blevet alt for amfattende til, at han har den nødvendige tid til sin rådighed - om ikke kompetencen inden for dem - til at bestride dem alle.
Since many inspectors also feel that they are more highly valued for their administrative and representative duties than for their educational duties, and since they tend (sometimes by force) to sacrifice the latter, there is reason to fear that nursery school administration, with the special aspects which it can have, added to that of primary schools, might intensify the inspector's administrative role to the detriment of his educational duties. The latter have also become too vast for him to have the necessary time - if not the qualifications - to cover them all.
I Belgien derimod er tendensen snarere gået i retning af at reducere antallet af inspektørens administrative opgaver og udvide hans pædagogiske rolle.
In Belgium, on the other hand, the tendency has been more to reduce the in spector's administrative duties and increase his educational role.
I den statskontrollerede sektor, der endnu er særlig udviklet på førskoletrinnet, oprettede man for to år siden et korps af kvindelige e.m.-inspektører, som specielt fik til opgave at iværksætte den pædagogiske reform.
In the State sector, which is still not greatly developed at the preschool level,a body of nursery school inspectors was set up two years ago with special responsibility for the implementation of teaching reform.
Specialiserede kvindelige inspektører har længe fungeret i den kommunale og i den "frie" sektor.
Special inspectors have been working in the local authority sector and the private sector for some considerable time.
Tilstedeværelsen af forskellige inspektørkorps, hvoraf nogle er udnævnt af planlægningsmyndighederne, gør, at det belgiske lærerkorps er vant til flere inspektørers indgriben, og disses indbyrdes samarbejde synes effektivt.
The existence of various bodies of inspectors, some of whom are appointed by the organizing authorities, means that teachers in Belgium are used to visits from several inspectors, and cooperation between inspectors seems effective.
I England foregår samarbejdet mellem inspektører, der er specialiseret på for skellig måde, under ledelse af én blandt dem, og dennes opgave er at koordinere deres arbejde.
In England, inspectors with various special subject areas cooperate under the care of one of their number, who coordinates their work.
Den moderne opdragelse sigter mod at skabe selvstændige personligheder.
The aim of modern education is to form independent personalities.
Vi har vist, at det med henblik på at opnå dette er ønskeligt, at hvert undervisnings trin råder over selvstændighed inden for en helhedsopbygning, hvor trinnene er tilknyttet hinanden, men hver især bevarer sit særpræg.
We have shown that, to achieve this, it is desirable for each level of education it self to be independent within a well structured, overall organization.
I virkeligheden kan en tilfredsstillende forbindelse mellem trinnene kun lade sig gøre, hvor der her sker gensidig selvstændighed, for når personer eller enheder, der står overfor hinanden, ikke anerkender hinandens selvstændighed, kan der kun blive tale om magt eller underkastelse i deres indbyrdes relationer.
In reality, the levels can only be satisfactorily linked together if they are mutually independent since, when co-existing creatures or entities are not independent of each other, the relations between them can only result from force or subordination.
Man må derfor vogte sig for nemme og tilsyneladende fordelagtige løsninger, der i givet fald ikke på længere sigt betegner et reelt fremskridt.
This is why care must be taken to avoid solutions which seem simple and advantageous but which might not lead to true progress.
I Italien beder lærerne indtrængende om at få den opbygning af e.m., der er omhandlet ved lov af 18. marts 1968, men som stadig er blevet forsinket på grund af økonomiske vanskeligheder.
In Italy teachers are pressing their demands for the organization of nursery schools, for which provision was made by the law of 18 March 1968, but which has always been delayed by financial difficulties.
Ud over deres bestræbelser for at få lokaler, der er mere tilpasset formålet, samt mere inventar og flere materialer beder de om, at der i spidsen for hver e.m. sættes en erfaren og kompetent ledelse, som er i stand til at vejlede og støtte pædagoggruppens arbejde såvel inden for e.m. som i de indbyrdes relationer mellem e.m. og samfundsfællesskabet og primærskolen, samt om at få et korps af specialiserede kvindelige in spektører, der har kendskab til e.m.'s behov.
Besides efforts to obtain more suitable premises and more plentiful equipment, they are asking that each nursery school should be headed by an experienced, competent staff capable of directing and backing up the team's work both within the nursery school and in relations with the community and the primary school. They are also asking for a body of special inspectors who understand the needs of the nursery school.
I nogle lande har man forstået at sondre mellem den arbejdstid, hvor man beskæftiger sig med børnene, og den ar bejdstid, man får løn for.
- 64 - drawn between the hours worked when the children are present and the hours of work for which the teachers are paid.
Hvor denne sondring ikke er foretaget, giver de op gaver inden for opdragelsen, hvor man ikke direkte beskæftiger sig med børnene, samt efteruddannelse under ansættelsen, tilrettelæggelsesproblemer.
When this distinction is not made, edu cational duties, which are not strictly concerned with teaching, and training during employment present organizational problems.
Det er undertiden i de institutioner, hvor personalet er størst, at der klages mest over personalemangel.
Complaints of staff shortages are sometimes strongest from schools with large staffs.
Dette kan forklares ved, at man i de institutioner, hvor der er et lille personale, ikke har mulighed for at opdage, at nogle børn kunne trænge til særlig opmærksomhed, fordi man udelukkende er engageret i en kollektiv aktion, medens man derimod i de institutioner, hvor der er et stort personale, kan være så opslugt af problemerne i forbindelse med de enkelte børn, at man ikke kan se, at en anden form for tilrettelæggelse ville gøre børnene mere selvstændige og de voksnes tilstedeværelse mere diskret, mindre belastende for børnene og mere hensigtsmæssig.
This is explained by the fact that teachers in schools with a small staff may not notice that some children need special attention, because they are working only on joint activities. Inversely, in schools with a large staff, the teachers may be so immersed in individual problems that they fail to see that organizing things differently would make the children more independent and the presence of adults more discreet, less onerous and less of a nuisance to the children.
Eftersom e.m. ikke skal genskabe hjemmets atmosfære, men give en derfra for skellig praktisk social erfaring, er et for lille antal børn næppe bedre end et for stort antal.
Since the purpose of the nursery school is not to reproduce a family atmosphere but to provide a different social experience, too few children is little better than too many.
Det er dog næppe muligt at fastsætte et rimeligt antal, der repræsenterer idealet, da dette antal afhænger af
However, it is not really possible to fix a reasonable number which would be ideal, since the ideal number depends on: