Situational approach

This relatively new approach is primarily concerned with supporting children in the development and expansion of their self-, material and social competences as well as activating the children's own potential and resources in order to promote their development as far as possible.

Action- and experience-oriented concept

The situational approach goes back to the German scientist Armin Krenz. Krenz conceived the situation-oriented approach based on the situational approach in the 1980s. The situational approach focuses on the children's experiences. Based on findings from different scientific fields (developmental psychology, educational research, neurobiology and attachment research), the situational approach assumes that the behaviour and actions of children / people are structured by the experiences and experiences they have had before. In other words, the present constructs itself through our past. This is the starting point for the situation-oriented approach, which wants to enable the children to process, understand and relive experiences they have had. In this way, the children should build up socio-emotional and practical life skills in order to be able to cope successfully with challenging situations in later life.

Three pillars of the situation-oriented approach

Thefirst premise refers to the experiences and communication between children and adults. Children have six modes of expression (behaviour, play, language, painting/drawing, movement and dreams) in which they can process and work through their experiences. In the situational approach, the forms of expression are seen as symbolic and coded messages that must first be deciphered and interpreted by the adults.

Thesecond pillar of the approach is the role of the educators. In the situation-oriented approach, their main task is to support the children in their self-development. With their behaviour, the educators are also role models for the children. They should be characterised by a high level of curiosity, willingness to learn and motivation.

The third pillar of the approach are projects. Project work is given by the children. The children deal with what is currently interesting and important for them. This is to be experienced together with children in everyday life so that they can draw the greatest possible benefit for their later lives.

Literaturverzeichnis:

• Krenz, Armin, 2014. Der situationsorientierte Ansatz – auf einen Blick: konkrete Praxishinweise zur Umsetzung. München: Burckhardthaus-Laetare Verlag.