Where and by whom children are cared for, educated and also educated before or after school or during the holidays can no longer be clearly answered today. There are different models and offers like the all-day school or out-of-school forms of care. Examples are the after-school care or the care by the family. The discussion about how children can be supported in the best possible way and how the transition between kindergarten and school can be arranged is continuing. And this should be done regardless of cultural and social background. Full-day care should always be seen in the context of politics, the economy, the compatibility of family and career and the welfare of the child. The word school is associated with the idea of institutionalised learning. But is there no institutionalised learning in the after-school care? Is there a special space for education that is separated from another space for learning? In Germany, nursery school teachers (often) focus on the pre-school sector and thus on the care of children under 6 years of age. In the training of a teacher, the focus is placed on the area of teaching. What they all have in common are the many challenges they face in their daily work in all-day childcare. These challenges are further increased against the background of inclusion and migration. Overall, childcare is an expanding field in which multi-professional skills from the vocational fields of school and education are necessary. The expansion of all-day educational and care services for children is a top priority for Germany. In other European countries, too, the question of the organisation of all-day care is a fundamental issue. Until the year 2025 such an offer should be guaranteed to parents and children by a legal claim in Germany. Some Eastern European countries already have traditional expertise in this area. The areas of responsibility are just as varied as the competences of the carers: among other things, socio-educational challenges, role and self-image, leisure time care, cooperation with parents. This project aims at a change of perspective between the professions. Through this and by getting to know different European solutions, central change and learning processes can be stimulated. The question arises as to how the heterogeneity of expectations of care is solved in the models of all-day care: pedagogical, educational and socio-political, cultural-scientific, socio-educational, economic and business motives can be identified. Some of these have opposite effects. How can good concepts of supervision be developed under these conditions? Which success factors of good supervision can be identified? The project group consists of up to three project participants each from Austria, Romania, Poland, Greece and Germany. The project group is multi-professional, as institutions from the areas of kindergarten, pre-school, primary school, school supervision, special school, boarding school, adult education and municipal support structure are represented in the project. The participant structure is also multi-professional: teachers, elementary pedagogical specialists (educators, childhood and kindergarten pedagogues), educational managers, psychologists and adult educators learn and work together. The aim is to use these differences for a multi-perspective exchange in order to generate guiding ideas for a successful full day. Strategic planning instruments such as SWOT analysis and methods of moderation and cooperation are used for this purpose. In the learning activities, observations, professional impulses and discussions with parents and the various stakeholders are an important medium. The multi-professional structure enables a systemic view. This enables a long-term implementation of the insights and experiences gained. The knowledge and experience gained should be made available to the public in a guideline for action. The dissemination of the findings will be taken into consideration from the outset through impulses from public relations work and through a guideline for action. The ideas for the further development of the systems on site are shared by the group.
In the learning activities, the GANZerTAG project got to know different models of all-day education and care. From this, success factors for all-day education were to be extracted. In particular, the question of how to resolve the different, sometimes contradictory, expectations - pedagogical, economic, educational and socio-political, cultural, socio-pedagogical, business motives - was a central goal. With the success factors, guiding principles were to be developed that correspond to the requirements of all-day education and care in a modern world and thus in a time of constant change. These guiding principles should be effective at different levels: Among the project participants, in the participating institutions and in the different networks at the municipal, political or professional level. The project focussed on the child and its parents, as the importance of the family for the child's development is elementary. All-day education and care outside the family context requires new structures and effective methods to meet the family at eye level and to ensure their inclusion.
The discussion about how children - regardless of cultural and social background - can be supported in the best possible way continues. All-day care must always be considered in the context of politics, economics, compatibility of family and work and the well-being of the child as well as social participation processes. All in all, all-day education and care of children is an expanding field in which multi-professional competences from the professional fields of school and education are necessary. The pedagogical orientation can differ considerably in care and education structures: As a 'school facility', 'supplementary school facility' or 'supplementary family facility'. The areas of responsibility are just as diverse as the competences of the educational staff: socio-pedagogical challenges, role and self-image, leisure time care, cooperation with parents, among others. In addition, pedagogical, educational and socio-political, cultural-scientific, socio-pedagogical, economic and business motives can be identified, some of which have contradictory effects. Which success factors for good all-day education can be identified?