INCA Education around the world
Germany : Curricula (age 3-19)
5.1.1 Control
5.1.2 Compulsory subjects
5.1.3 Optional/elective subjects
5.1.4 Formulation of curriculum
5.1.5 Key skills
5.1.6 Curriculum materials
5.1 First phase: Pre-compulsory, age 3 - 6
[see 3.2.1]
5.1.1 Control
There is no fixed (state-defined) pre-compulsory (Kindergarten) curriculum,43 but Kindergärten curricula do exist and these aim to achieve a readiness for school enrolment by channelling the child's natural urge to play and engage in activity without anticipating the subject matter taught at school.12
The maintaining body works with the educational staff of the pre-school institution to develop the basic pedagogical concept for the respective institution on the basis of the elementary educational aims of the Kindergarten (see 5.1.2) and the institution's own ideological, denominational, religious or educational concept. Work in pre-school institutions is essentially based on the situational approach; it is guided by the needs and situations of the individual children. The staff therefore have to keep watch over the children, monitor their development and talk to parents regularly.17
Under the Child and Youth Welfare Act,1 institutions providing pre-school education are called upon to encourage the child's development into a responsible and autonomous member of the community. Their function includes caring for and educating the child. Pre-school education is designed to support and supplement the child's upbringing in the family, compensate for any developmental deficiencies and afford the child optimum opportunities for his/her development and education. The child is encouraged to develop his abilities through play and other activities suited to children and to learn to live together with the rest of the group. It is also the responsibility of the Kindergarten to prepare children for primary school education in line with their level of development.17
5.1.2 Compulsory subjects
Subjects and weekly teaching hours are not laid down for the Kindergarten sector and there are no curriculum frameworks/syllabuses such as those in schools. Infants in Kindergarten are not given instruction as such; instead, their development and relations with other children are fostered in the form of play.17,35
The following areas and activities, designed to stimulate the child's general development, are generally introduced in Kindergärten:
- development of the child's physical, mental, emotional and social abilities;
- development of a sense of responsibility;
- accustoming the child to a daily routine and to basic hygiene;
- play and other activities suited to children.17
In addition, the Kindergarten Acts of many of the individual federal Länder recommend that Kindergärten should pass on elementary knowledge on the environment and promote an awareness of environmental responsibility. Most Kindergärten therefore offer regular outings to neighbouring parks, woods or recreational areas, where children can come into contact with nature and their first experiences of flora and fauna.90
Institutions providing pre-school education are called upon to 'encourage the child's development into a responsible and socially competent person' and Kindergärten are responsible for 'supporting and supplementing the education provided in the family and for compensating for developmental deficiencies in order to provide children with the best possible opportunity for development and education'. They aim to assist children's access to school, by ensuring an appropriate level of development.12,17
The Kindergarten Acts of many of the individual federal Länder
Bavaria
Kindergarten education in Bavaria aims to:
develop the whole child by means of play, and without pre-empting formal school learning or the introduction to the alphabet. A flexible approach is used, taking into consideration the qualities and the individuality of each child. In play and in group work, the most important fields of learning are religious education, living in a community, communication and creativity, nature and the environment, and health education.7
5.1.3 Optional/elective subjects
Not applicable to pre-compulsory education.
5.1.4 Formulation of curriculum
Not applicable during this phase.
5.1.5 Key skills
There is no fixed (state-defined) pre-compulsory (Kindergarten) curriculum,231but Kindergärten curricula do exist and these aim to achieve a readiness for school enrolment by channelling the child's natural urge to play and engage in activity without anticipating the subject matter taught at school.12
The following are the main areas/key skills it is considered important to introduce to stimulate the child's general development in Kindergärten:
- development of the child's physical, mental, emotional and social abilities;
- development of a sense of responsibility;
- accustoming the child to a daily routine and to basic hygiene;
- play and other activities suited to children.17
5.1.6 Curriculum materials
Not applicable at this level.
