Buchner Ursula Gisela, Eberl Constanze Maria Luise, Hess Markus
DHGS Deutsche Hochschule für Gesundheit und Sport, Ismaning, Germany.
DHGS Deutsche Hochschule für Gesundheit und Sport, Berlin, Germany.
Front Psychol. 2023 Aug 3;14:1192631. doi: 10.3389/fpsyg.2023.1192631. eCollection 2023.
Based on the growing number of families and young children with a refugee background in Germany, day-care teachers face enormous challenges regarding culturally informed practice. The project "Gemeinsam stark durch den Start" (Stronger together by starting together) addresses these challenges on various levels. At the level of day-care teachers, training in culturally informed and sensitive education is combined with reflection sessions about their own attitudes and prevailing intercultural norms, thus contributing to the professionalization of day-care teachers.
This paper focuses on mechanisms of action that contributed to the effectiveness of the training from two perspectives: the day-care teachers' perspective and the trainers' perspective.
Staff members of 11 German day-care centers underwent graded online training sessions (team and in-depths trainings) addressing intercultural topics. All participants were presented with a questionnaire for their training evaluation before and after the training sessions. Also, participants of the in-depths trainings participated in semi-structured interviews on the training. Furthermore, qualitative interviews were conducted with all trainers ( = 4) of the workshops.
Day-care teachers evaluated the online training positively, especially the improvement of professionalization and the implementation of training elements. Results reveal that (work-related) reflexive sessions as well as sessions dealing with the implementation of exercise tools into daily practice were rated as fundamental parts in the training. Teachers from high-risk day-care centers estimated the trainings' effectiveness lower than those working in low-risk day-care centers. Qualitative data shows that the day-care teachers are in need of (theoretical) knowledge about all training elements and hands-on advice for dealing with specific situations. Especially day-care teachers within a high-risk environment, who already report having an elevated level of intercultural knowledge and skills, may need a higher dose training while low-risk day-care teachers may profit more from a low threshold training.
The introduced training sessions focusing on intercultural sensitivity and competence present an important contribution to the professionalization of day-care teachers in working with children from different cultural backgrounds. Trainings should focus on reflexive elements as well as exercises in perspective taking and provide hands on materials for daily work.
鉴于德国有难民背景的家庭和幼儿数量不断增加，日托教师在开展具有文化敏感性的实践方面面临巨大挑战。“携手起步，共同强大”项目在多个层面应对这些挑战。在日托教师层面，开展具有文化敏感性和洞察力的教育培训，并结合对自身态度和主流跨文化规范的反思会议，从而推动日托教师的专业化发展。
本文从两个视角聚焦有助于培训有效性的作用机制：日托教师视角和培训师视角。
德国11家日托中心的工作人员参加了关于跨文化主题的分级在线培训课程（团队培训和深度培训）。所有参与者在培训课程前后都收到一份培训评估问卷。此外，深度培训的参与者参加了关于培训的半结构化访谈。此外，还对所有工作坊培训师（n = 4）进行了定性访谈。
日托教师对在线培训给予积极评价，尤其是在专业化提升和培训内容的实施方面。结果显示，（与工作相关的）反思会议以及将练习工具应用于日常实践的会议被视为培训的基本组成部分。高风险日托中心的教师对培训效果的评价低于低风险日托中心的教师。定性数据表明，日托教师需要关于所有培训内容的（理论）知识以及应对特定情况的实用建议。特别是处于高风险环境中的日托教师，他们已经具备较高水平的跨文化知识和技能，可能需要更高强度的培训，而低风险日托中心的教师可能从入门门槛较低的培训中获益更多。
所介绍的聚焦跨文化敏感性和能力的培训课程，对日托教师在与来自不同文化背景儿童工作时的专业化发展做出了重要贡献。培训应注重反思元素以及换位思考练习，并提供日常工作的实用材料。
