Why are autonomy and responsibility socially important

Basic idea: The child at the center of education and upbringing

Educational plans for the elementary level offer orientation for specialists, parents and teachers and are intended in particular to create the basis for early and individually talented support for children.

In addition to the tasks of upbringing and care, kindergartens also have an educational mandate that is oriented towards the specific, age-related needs of the children. This brings an important aspect to the fore: The first years of life and kindergarten age are the most learning-intensive times in human existence. Educational work in kindergartens is a central task.

Education, upbringing and care are the tasks of day-care centers in the elementary sector according to Section 22 (3) of Book Eight of the Social Code - Child and Youth Welfare (SGB VIII). The other task descriptions in §§ 22 and 22a of Book VIII of the Social Code, as well as the basic statement in § 1, Paragraph 1 of Book VIII of the Social Code, "Every young person has the right to support his development and to be educated to become an independent and socially responsible personality" form the legal reference point for the two most important general goals of education and upbringing on which social, behavioral and bioscientific research agree: autonomy, ie self-efficacy, self-determination and connectedness, ie bonding and belonging. These two aspects represent the most important basic needs and developmental tasks of humans and are mutually dependent. The twofold, intrinsically tense general goal definition - personal responsibility and community ability - has been included in the orientation plan. The pursuit of the general goal of personal responsibility and autonomy includes the goal of supporting and stimulating children in their ability to grant others autonomy. Community ability includes the ability to recognize diversity and the ability to deal with diversity in an appreciative way. This relates to the opposite sex and to ethnic, cultural and religious differences.

Living and acting responsibly means being aware of yourself. This also means being able to regulate your own feelings, being aware of your own abilities and possibilities and being able to think and judge independently. This includes expressing your own needs and opinions and taking on tasks yourself. This gives the children the opportunity to experience themselves as self-effective.

To become socially capable means to be able to feel that you belong, to be ready and able to shape the social togetherness and to take on responsibility. Children develop an interest in others, form friendships and participate in group decisions. You learn to understand and respect the thinking, feeling and acting of others.

In order to experience themselves as self-effective and to be able to actively shape the world, children need knowledge of contexts and cultural conditions. They explore the phenomena of the world with curiosity and research - according to their needs and their level of development. You learn to understand the laws and the diverse forms of nature and culture. Enjoyment of learning and commitment are indispensable foundations for the lifelong learning process.

The Kindergarten Act of Baden-Württemberg (KGaG) expressly takes up the educational mandate in day care facilities in Section 2 (2) and underlines its importance for promoting the overall development of the child. The special importance of bringing up children with and without disabilities together is emphasized. In accordance with Section 9 (2) KGaG, the orientation plan defines the objectives for elementary education and emphasizes the central role of language promotion.

additional Information:

Understanding of education

12 key points at a glance