Die vorliegende kumulative Dissertation stellt die Ergebnisse der qualitativen Studie zur Bedeutung und Konturierung des Raums und der Lernbegleitung im Kontext von Lernwerkstattarbeit in Kindertageseinrichtungen vor. Untersucht wurde, wie die Lernbegleitung in der Lernwerkstatt von pädagogischen Fachkräften erlebt und gestaltet wird und welche Bedeutung der Raum im Kontext von Lernwerkstattarbeit für sie aufweist. Der Fokus war dadurch auf (didaktische) Fragen gerichtet, bei denen das Spannungs- und Ergänzungsverhältnis von pädagogischem Handeln in Lernwerkstätten thematisiert wurde.
The cumulative dissertation presents the results of the qualitative study on the meaning and contouring of space and learning support in the context of learning workshop work in day care centers for children. The study investigated how learning support in the learning workshop is experienced and shaped by pedagogical professionals and what meaning space has for them in the context of learning workshop work. The focus was thus on (didactic) questions in which the tension and complementary relationship of pedagogical action in learning workshops was addressed. On the one hand, different spatial concepts formed the theoretical basis - e. g. absolutist spatial concepts (Günzel, 2006; Schroer, 2019) and relational spatial concepts (Löw, 2001 & 2015) as well as spatial concepts of reform pedagogy (e. g. Montessori, 1969 & 1972). At the same time, there was an examination of the concept of space from different theoretical perspectives - for
example, space from an educational science perspective (Reutlinger, 2012) and space from a childhood pedagogical perspective in the form of institutionalized and pedagogically staged spaces (Kasüschke, 2016; Göhlich, 2007) or, among others, from a practice theory perspective (Neumann, 2013; Stieve, 2018), among others. On the other hand, the dissertation focuses on regarding learning support in the learning workshop, learning theory perspectives (Reich, 2012; Vygotsky, 1987) and cognitive and developmental psychology perspectives (Aebli, 1963; Piaget
& Inhelder, 1972), among others, have been focused on. As central results, two object-related theories (based on Miethe, 2016; Strauss & Corbin, 1996)
were developed, which can significantly contribute to the further differentiation and systematisation of the learning workshop discourse (in Kitas): The paradigmatic model the phenomenon of learning support in the learning workshop (Hormann, 2022 based on Strauss & Corbin, 1998) maps the circular process that has been analysed in relation to the design of learning support in the learning workshop. The second model, spatial references in the context of learning workshop work in day-care centres, summarises the spatial references that have been reconstructed
on the basis of the analysis and that could be relevant in the context of the learning workshop discourse in the future.
