Steinebach C
Prax Kinderpsychol Kinderpsychiatr. 1997 Jan;46(1):15-35.
Seeing the systemic aspects of the developmental and behavioral problems of young children, it has often been demanded, but is seldom realized, to include families, in early education. Though the role of parents has changed from passive observers to active partners of their child and the professionals the complete dimensions of this change of influence concerning all the family are still unknown. Hence the family is seldomly borne in mind, in practice as well as in research on early education. To answer some of the standing questions, a recourse to family stre beta theory, life span developmental theory, and ecological developmental psychology seems necessary. In every day life mainly the mothers seem to carry the burdon and concern of education and development of their children. On this presupposition we are convinced that mothers can give valuable informations about their family lives and family systems. Hypotheses concern the subjective changes of their families and their personal development during one year of early education and family related counseling. Comparisons between mothers with or without family counseling show important differences in developmental stress, developmental attitudes, and family dynamics. These findings are discussed considering to the limited evidence of practice attendant studies.
鉴于幼儿发展和行为问题的系统性，人们经常要求在早期教育中纳入家庭，但这很少能够实现。尽管父母的角色已从被动观察者转变为孩子和专业人士的积极伙伴，但这种影响变化对整个家庭的全面维度仍不为人知。因此，在早期教育的实践和研究中，家庭很少被考虑在内。为了回答一些长期存在的问题，似乎有必要求助于家庭压力理论、生命周期发展理论和生态发展心理学。在日常生活中，似乎主要是母亲承担着孩子教育和发展的负担与关切。基于这一前提，我们相信母亲能够提供有关其家庭生活和家庭系统的宝贵信息。假设涉及她们的家庭在一年的早期教育和家庭相关咨询期间的主观变化以及她们的个人发展。有或没有家庭咨询的母亲之间的比较显示，在发展压力、发展态度和家庭动态方面存在重要差异。考虑到相关实践附带研究的证据有限，对这些发现进行了讨论。
