Outdoor Play für alle – gemeinsam sind wir stark! : Einflussfaktoren auf die Partizipation von Kindern im Outdoor Play und die Rolle der Ergotherapie bei dessen Förderung

Darstellung des Themas: Trotz bestehenden Gesetzen und Richtlinien haben nicht alle Kinder die gleichen Möglichkeiten, im Outdoor Play zu partizipieren. Ergotherapeutinnen und Ergotherapeuten besitzen die nötigen Kompetenzen, um die Partizipation im Outdoor Play zu fördern. Diese Kompetenzen können anhand der Enablement-Skills aus dem Ergotherapie-Modell CMOP-E erläutert werden. Ziel: Das Ziel dieser Arbeit ist, aufzuzeigen, welche Faktoren die Partizipation von Kindern im Outdoor Play beeinflussen und wie die Ergotherapie die Partizipation fördern kann. Methode: Mit einer systematischen Literaturrecherche wurde Literatur zum Thema gesucht. Die Ergebnisse aus der Literatur werden anhand der Enablement-Skills aus dem CMOP-E Modell auf die ergotherapeutische Arbeit übertragen. Relevante Ergebnisse: Die Partizipation im Outdoor Play wird von verschiedenen Faktoren beeinflusst. Diese sollen berücksichtigt sowie die Partizipation der Kinder und verschiedenen Fachpersonen bei der Planung von Spielflächen gefördert werden. Schlussfolgerung: Das Outdoor Play hat für die kindliche Entwicklung einen essentiellen Wert und muss gefördert werden. Ergotherapeutinnen und Ergotherapeuten sind in der Lage auf verschiedenen Ebenen aktiv zu werden. Das Recht auf und die Wichtigkeit von Outdoor Play muss in der Gesellschaft und in der Politik Anerkennung finden und durchgesetzt werden

Language typology in the UNITYP model : paper presented for the XIV. International Congress of Linguists, August 1987, Berlin, DDR, Plenary Session on Typology

The aim of this contribution is to embed the question of an antinomy between "integral" vs. "partial typology", inscribed as the topic of this plenary session, into the comprehensive framework of the dimensional model of the research group on language universals and typology (UNITYP). In this introductory section I shall evoke some cardinal points in the theory of linguistic typology, as viewed "from outside", viz. on the basis of striking parallelisms with psychological typology. Section 2 will permit a brief look on the dimensional model of UNITYP. In section 3 I shall present an illustration of a typological treatment on the basis of one particular dimension. In section 4 I shall draw some conclusions with special reference to the "integral vs. partial" antinomy

From workers education to societal competencies: approaches to a critical, emancipatory education for democracy

This article presents two conceptions concerning critical political education for workers, developed in Germany in the 1960s and the 1990s respectively. First, the conception of “Sociological Imagination and Exemplary Learning” published in 1968 by the German philosopher and sociologist Oskar Negt (1975). Further the elaboration of this conception, which since the 1980s is known as “Societal Competencies“ (Negt, 1986). These competencies concern fundamental knowledge, which enables people to make political judgments, and act politically in democratic societies in an enlightened and reflected way. This conception deliberately distinguishes itself from the economic, instrumentalist notions of key qualifications and key competencies, which at least since the 1970s have been discussed with the aim of maintaining individual employability and competitiveness. ‘Societal competencies’ aim for individual and collective emancipation, the development of the capability to make judgments, and autonomy in the sense of the enlightened political agency and participation in democratization processes. (DIPF/Orig.

Education for Global Citizenship. New ways to think, to act, to learn

In this article the author introduces a pilot project for international educational partnership in the field of Education for Global Citizenship outlining not only the project itself but its conceptual background. (DIPF/Orig.)In diesem Beitrag stellt die Autorin das Projekt Education for Global Citizenship vor. Dieses Projekt kann im Bereich internationaler pädagogischer Partnerschaften als Pilotprojekt angesehen werden. Es wird sowohl das Projekt selbst als auch sein konzeptioneller Hintergrund beschrieben. (DIPF/Orig.

From workers education to societal competencies: approaches to a critical, emancipatory education for democracy

This article presents two conceptions concerning critical political education for workers, developed in Germany in the 1960s and the 1990s respectively. First, the conception of “Sociological Imagination and Exemplary Learning” published in 1968 by the German philosopher and sociologist Oskar Negt (1975). Further the elaboration of this conception, which since the 1980s is known as “Societal Competencies“ (Negt, 1986). These competencies concern fundamental knowledge, which enables people to make political judgments, and act politically in democratic societies in an enlightened and reflected way. This conception deliberately distinguishes itself from the economic, instrumentalist notions of key qualifications and key competencies, which at least since the 1970s have been discussed with the aim of maintaining individual employability and competitiveness. ‘Societal competencies’ aim for individual and collective emancipation, the development of the capability to make judgments, and autonomy in the sense of the enlightened political agency and participation in democratization processes. (DIPF/Orig.

Scripts and scaffolds In Problem-based computer supported collaborative learning environments: fostering participation and transfer

This study investigates collaborative learning of small groups via text-based com-puter-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the conver-gence of participation and the convergence of knowledge among learning partners. We varied the factor "scripted cooperation" and the factor "scaffolding" in a 2x2-design. 105 university students of Pedagogy participated. Results show that scrip-ted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourseDiese Studie befasst sich mit kooperativem Lernen in Kleingruppen über text-basierte computervermittelte Kommunikation. Es wurden zwei Ansätze der Vor-strukturierung von computervermittelter Kommunikation und ihre Auswirkungen auf Partizipation, individuellen Wissenstransfer, die Konvergenz der Partizipation und die Wissenskonvergenz innerhalb einer Lerngruppe untersucht. Dabei wurden die Faktoren "Kooperationsskript" und "Scaffolding" in einem 2x2-Design variiert. 105 Studierende der Pädagogik nahmen teil. Die Ergebnisse zeigen, dass sich das Ko-operationsskript am günstigsten und das Scaffolding am wenigsten günstig auf individuellen Wissenstransfer, Wissenskonvergenz und Partizipation im Vergleich zu einer Kontrollgruppe des 'Offenen Diskurses' ausgewirkt ha

Linking democratic preferences and political participation: evidence from Germany

An extensive body of literature discusses the disaffection of citizens with representative democracy and highlights increasing citizens’ preferences for political decision-makers beyond elected politicians. But so far, little research has been conducted to analyse the relations between citizens’ respective preferences and their political behaviour. To address this void in the literature, our article investigates the extent to which citizens’ preferences for certain political decision-makers (politicians, citizens or expert) have an impact on their retrospective and prospective political participation. Our analysis draws on data from a survey conducted in autumn of 2014 on a probability representative sample in Germany. Results indicate that respondents favouring politicians as decision-makers focus mainly on voting. Those who favour citizens as decision-makers are more willing to get involved in participatory procedures, while those inclined towards expert decision-making show mixed participation

e-Participation in Austria: Trends and Public Policies

The paper is a first step to assess the status of e-participation within the political system in Austria. It takes a top-down perspective focusing on the policy framework related to citizens´ rights in the digital environment, the role of public participation and public policies on e-participation in Austria. The analysis of the development of e-participation in Austria as well as of social and political trends regarding civic participation in general and its electronic embedding, show a remarkable recent increase of e-participation projects and related initiatives. The paper identifies main institutional actors actively dealing with or promoting e-participation and reviews government initiatives as well as relevant policy documents specifically addressing and relating to e-participation or e-democracy. Finally, it takes a look at the state of the evaluation of e-participation. A major conclusion is that e-participation has become a subject of public policies in Austria; however, the recent upswing of supportive initiatives for public participation and e-participation goes together with ambivalent attitudes among politicians and administration towards e-participation.e-participation, e-democracy, citizens´ rights, institutional actors, public policies, government initiatives, evaluation