Wassilios Fthenakis

(Continued. Start at #3, 2015)

This article discusses the history of the development of educational programs in Germany, provides a look at the construction of educational programs that were developed by federal states of Germany, and which are being introduced as a tool for quality assurance of education and / or as an innovative tool for managing the education system and the educational process. Authors tell about the project “acquisition of knowledge”, which was developed for the purpose of implementation of the strategy for educational programs, and provide a report on its implementation. The purpose of the “acquisition of scientific knowledge” is to support the implementation of educational programs. This paper describes a the elaborated development strategy of partnership in education, as well as competence model of training of teachers.

This article discusses the history of the development of educational programs in Germany, provides a look at the construction of educational programs that were developed by federal states of Germany, and which are being introduced as a tool for quality assurance of education and / or as an innovative tool for managing the education system and the educational process. Authors tell about the project “acquisition of knowledge”, which was developed for the purpose of implementation of the strategy for educational programs, and provide a report on its implementation. The purpose of the “acquisition of scientific knowledge” is to support the implementation of educational programs. This paper describes a the elaborated development strategy of partnership in education, as well as competence model of training of teachers.

The article describes the process of co-construction in early childhood education, its advantages in the relationship of adults and children. Co-construction as a pedagogical approach means that learning takes place as collaboration, which is jointly organized by teaching staff and children. The key of co-construction is the social interaction, which promotes the spiritual, linguistic, social development. The process of co-construction is ensured by the design, documentation and discourse. The author examines the specific aspects of the co-construction: intercultural, gender and children with different abilities. As an example, the article analyzes the daily life in pre-school, organized on the principle of co-construction.