Frauke Hildebrandt
Dados Biográficos
| ID | 5995867 |
|---|---|
| NOME | Frauke Hildebrandt |
| PRENOMES | Frauke |
| SOBRENOME | Hildebrandt |
| ASSINATURA | HILDEBRANDT F |
| AFILIAÇÕES | University of Applied Sciences Potsdam |
| ORCID | 0000-0003-3217-6222 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Beyond Voice
Children’s participation in early childhood education and care (ECEC) is widely recognised as a right. Yet in everyday practice it is shaped by power relations, routines and the material-temporal organisation of settings. This article examines how children’s agency, the capacity to act, negotiate and influence within social and institutional contexts, is enacted, supported or constrained in daily interactions between educators and children. Drawi…
Partizipative Prozesse in Kindertagesstätten – Bedeutung von Orientierungen und Rollenverständnis pädagogischer Fachkräfte
Studien zeigen, dass es frühpädagogischen Fachkräften nicht umfassend gelingt, Kindern in Alltagssituationen Beteiligungsmöglichkeiten zu gewähren (Hildebrandt et al., 2021). Es fehlen allerdings Forschungsergebnisse zur Frage, welche Faktoren diese beeinflussen. Es gibt Hinweise, dass insbesondere Orientierungen einen Einfluss auf pädagogisches Handeln haben (Fröhlich-Gildhoff et al., 2011). Daher wurde eine Interviewstudie mit der Frage durchge…
Becoming episodic
We argue that objectivity is acquired by learning to refer to particular situations, that is, by developing episodicity. This contrasts with the widespread idea that genericity is crucial in developing humans’ ability to conceive of an objective world. According to the collective intentionality account, objectivity is acquired by contrasting one’s particular perspective in the “here and now” with a generic group perspective on how things are gene…
Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care
To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines ex…
Rethinking how children individuate objects
The current understanding of cognitive development rests on the premise that infants can individuate objects early on. However, the so-called object-first account faces severe difficulties explaining extant empirical findings in object individuation tasks while alternative, more parsimonious explanations are available. In this paper, we assume that children start as feature-thinkers without being able to individuate objects and show how this abil…
Coming from a world without objects
While research on object individuation assumes that even very young children are able to perceive objects as particulars, we argue that the results of relevant studies can be explained in terms of feature discrimination. We propose that children start out navigating the world with a feature‐based ontology and only later become able to individuate objects spatiotemporally. Furthermore, object individuation is a cognitively demanding achievement re…
Sortals, bodies, and variables. A critique of Quine’s theory of reference
Among the philosophical accounts of reference, Quine’s (1974) The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed…
Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations
No facts without perspectives
Perner and Roessler (in: Aguilar J, Buckareff A (eds) Causing human action: new perspectives on the causal theory of action, MIT Press, Cambridge, MA, pp 199–228, 2010) hold that children who do not yet have an understanding of subjective perspectives, i.e., mental states, explain actions by appealing to objective facts. In this paper, we criticize this view. We argue that in order to understand objective facts, subjects need to understand perspe…
“And Then We’ll Just Check If It Suits Us” – Cognitive-Affective Maps of Social Innovation in Early Childhood Education
The idea of a simple execution of an innovation invented by other actors than those who are expected to apply it, is a truism. We assume, however, in this paper the idea of a discursive production of knowledge on the application of an innovation across different levels of the education system. We aim to shed light on an innovation’s ‘journey’ from educational policy over training providers to teams of professionals in early childhood education an…
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations
No facts without perspectives
Perner and Roessler (in: Aguilar J, Buckareff A (eds) Causing human action: new perspectives on the causal theory of action, MIT Press, Cambridge, MA, pp 199–228, 2010) hold that children who do not yet have an understanding of subjective perspectives, i.e., mental states, explain actions by appealing to objective facts. In this paper, we criticize this view. We argue that in order to understand objective facts, subjects need to understand perspe…
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
Sortals, bodies, and variables. A critique of Quine’s theory of reference
Among the philosophical accounts of reference, Quine’s (1974) The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed…
“And Then We’ll Just Check If It Suits Us” – Cognitive-Affective Maps of Social Innovation in Early Childhood Education
The idea of a simple execution of an innovation invented by other actors than those who are expected to apply it, is a truism. We assume, however, in this paper the idea of a discursive production of knowledge on the application of an innovation across different levels of the education system. We aim to shed light on an innovation’s ‘journey’ from educational policy over training providers to teams of professionals in early childhood education an…
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations
No facts without perspectives
Perner and Roessler (in: Aguilar J, Buckareff A (eds) Causing human action: new perspectives on the causal theory of action, MIT Press, Cambridge, MA, pp 199–228, 2010) hold that children who do not yet have an understanding of subjective perspectives, i.e., mental states, explain actions by appealing to objective facts. In this paper, we criticize this view. We argue that in order to understand objective facts, subjects need to understand perspe…
Coming from a world without objects
While research on object individuation assumes that even very young children are able to perceive objects as particulars, we argue that the results of relevant studies can be explained in terms of feature discrimination. We propose that children start out navigating the world with a feature‐based ontology and only later become able to individuate objects spatiotemporally. Furthermore, object individuation is a cognitively demanding achievement re…
Sortals, bodies, and variables. A critique of Quine’s theory of reference
Among the philosophical accounts of reference, Quine’s (1974) The Roots of Reference stands out in offering an integrated account of the acquisition of linguistic reference and object individuation. Based on a non-referential ability to distinguish bodies, the acquisition of sortals and quantification are crucial steps in learning to refer to objects. In this article, we critically re-assess Quine’s account of reference. Our critique will proceed…
Rethinking how children individuate objects
The current understanding of cognitive development rests on the premise that infants can individuate objects early on. However, the so-called object-first account faces severe difficulties explaining extant empirical findings in object individuation tasks while alternative, more parsimonious explanations are available. In this paper, we assume that children start as feature-thinkers without being able to individuate objects and show how this abil…
Making it explicit – Sustained shared thinking dialogue as a way to explore children's perspectives on quality in German early childhood education and care
To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion. Several studies have described profound methodologies to obtain children's perspectives by observing, interviewing and conducting group discussions. This article introduces research that combines ex…
Becoming episodic
We argue that objectivity is acquired by learning to refer to particular situations, that is, by developing episodicity. This contrasts with the widespread idea that genericity is crucial in developing humans’ ability to conceive of an objective world. According to the collective intentionality account, objectivity is acquired by contrasting one’s particular perspective in the “here and now” with a generic group perspective on how things are gene…
Beyond Voice
Children’s participation in early childhood education and care (ECEC) is widely recognised as a right. Yet in everyday practice it is shaped by power relations, routines and the material-temporal organisation of settings. This article examines how children’s agency, the capacity to act, negotiate and influence within social and institutional contexts, is enacted, supported or constrained in daily interactions between educators and children. Drawi…
Partizipative Prozesse in Kindertagesstätten – Bedeutung von Orientierungen und Rollenverständnis pädagogischer Fachkräfte
Studien zeigen, dass es frühpädagogischen Fachkräften nicht umfassend gelingt, Kindern in Alltagssituationen Beteiligungsmöglichkeiten zu gewähren (Hildebrandt et al., 2021). Es fehlen allerdings Forschungsergebnisse zur Frage, welche Faktoren diese beeinflussen. Es gibt Hinweise, dass insbesondere Orientierungen einen Einfluss auf pädagogisches Handeln haben (Fröhlich-Gildhoff et al., 2011). Daher wurde eine Interviewstudie mit der Frage durchge…
Psychology (9 obras) · Child and Animal Learning Development (6 obras) · Epistemology (6 obras) · Early Childhood Education and Development (5 obras) · Philosophy (5 obras) · Cognitive science (4 obras) · Computer Science (4 obras) · Linguistics (4 obras) · Psychoanalysis (4 obras) · Sociology (4 obras)