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Oui, dès la petite enfance, l'art et la culture contribuent au bien-être, au bien vivre-ensemble, à la prévention des inégalités et des discriminations ! Éveil artistique, démocratisation de la culture et inclusion riment bien ensemble, comme le montrent les expériences des auteurs à la crèche, au centre social, en bibliothèque, à l'école maternelle, chez l'assistante maternelle, au pied d'immeubles, au fond d'une vallée… Des professionnelles de la petite enfance, des formatrices, des étudiantes, des lectrices, des artistes et des parents se mobilisent pour favoriser l'accès au beau, au patrimoine, à la création, au monde. Et cela, chez tout un chacun, les tout-petits, leurs familles - d'ici et d'ailleurs -, les personnes âgées aussi, les plus isolées, démunies, exclues. Pour davantage d'égalité et d'humanité partout, et en particulier dans les territoires parfois oubliés. Les expériences dont il est question dans cet ouvrage ont été présentée lors de deux journées d'études initiées par l'association Le Furet, l'une avec l'association LIRE à Paris et l'autre avec l'association CLEA.

Arts --- Study and teaching (Early childhood)

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Physical education and training --- Education physique --- Study and teaching (Early childhood)

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Oral communication --- Communication orale --- Study and teaching (Early childhood) --- France --- Etude et enseignement (Première enfance) --- Etude et enseignement (Première enfance)

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Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the "Haus der kleinen Forscher" Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the "Haus der kleinen Forscher" Foundation.

Science --- Study and teaching. --- Science education --- Scientific education --- Study and teaching (Early childhood) --- early education --- science education --- science teaching --- early education;science education;science teaching

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Building --- Structural engineering --- Block building (Children's activity) --- Construction --- Technique de la construction --- Jeux de construction --- Study and teaching (Early childhood) --- Activity programs in education. --- Study and teaching (Early childhood) --- Activity programs in education --- Etude et enseignement (Première enfance) --- Méthodes actives --- Etude et enseignement (Première enfance) --- Méthodes actives