Debates on the Quality of Children’s Learning Process in Germany’s Early Childhood Education and Care

Abstract

This paper's purpose is to make clear what kinds of debates are taking place concerning the quality of children's learning processes in Germany's early childhood education and care, where reforms are being sought against a backdrop of problems with students' academic ability. Regarding methodology, the investigation focuses on trends in reforming the competency-based curriculum in early childhood education. Also in focus is the Bildung approach being developed in opposition to said trends from a critical standpoint.

The investigation made clear that:

1) In the competency model, the focus is on clarification of the competencies required in early childhood.

2) In the Bildung approach, the focus is on individual children's subjective learning methods.

In addition, an approach based on a range of learning processes is being taken in the task of learning in early childhood.