ISTA
Institute for the Situational Approach
ADDRESS
Muskauer Street 53
10997 Berlin
Management
Katrin Macha (Director)
Telephone
+49 (0)30 6953999–0
Website
Get to know us
About the ISTA
The Institute for the Situational Approach (ISTA) specialises in the early childhood education, upbringing and care of children in daycare facilities. The pedagogical concept of the situational approach is the basis for all ISTA activities:
The situational approach is a sophisticated and modern educational concept that meets the demands of life in a time of change, transformation, contradictions, risk, diversity and personal responsibility. The situational approach has its roots in elementary education and has also been adapted for other educational institutions in recent years.
The Situational approach is based on the fundamental assumption that children have their own rights from the outset and are responsible for their own development. They take the steps necessary for their development through their own activity. Adults are responsible for supporting children in their endeavours to develop through reliable relationships and a stimulating environment.
The educational goals – Autonomy, solidarity, competence – are orientated towards basic democratic values and social developments. They cover essential areas of personal development – ego, social and subject-related skills. The aim is to understand children and their developmental needs in their situations and to promote children's abilities to cope well with themselves, with others and with something. By recognising their different previous experiences and ways of expressing themselves, educators encourage children to participate in social processes in a creative way. Self-will and community spirit belong together.
The acquisition of knowledge and skills takes place through participation in real life, in which children play a role as acting subjects, in which the acquisition of knowledge and skills has meaning and significance for them.
The situational approach "is an invitation to engage with life" (Jürgen Zimmer). It takes the life situations of children and their families as a starting point, develops them as learning situations and formulates the claim that children, young people and adults shape their living environment together and influence social processes.
The situational approach "is an invitation to engage with life"
Jürgen Zimmer
Theoretical dimensions
This is done taking into account the following theoretical dimensions:
Lifeworld orientation as a principle that makes the heterogeneous socio-cultural and individual life situations the content and reference point of professional work and enables learning in real-life situations.
Education: It pursues an understanding of education that promotes the acquisition of factual and methodological competence in social contexts and encourages all those involved in the educational process to shape their present and future life situations in an enlightened and competent, self-determined manner and in solidarity with others.
Participation as a fundamental right of children and parents and as a consistent attitude of educators that constantly reflects on the unequal relationship between recognised holders of rights and resources and those who must first conquer these rights and resources and makes co-determination a central theme.
Equality and difference: Recognising the diversity of people on the basis of equal rights for all, combined with consistent and active resistance to all forms of discrimination and exclusion.
Unity of content and form: Critically reflecting on the "secret curricula" of educational institutions and opening up and developing them into places of productive living, learning and working
16 conceptual principles of the situational approach
As complex as the world in which children live is, the challenges for educators are just as varied. The practical requirements for day-to-day activities in daycare centres are 16 conceptual principles of the situational approach are formulated. They provide guidance on how educational work should be planned and organised so that children can acquire the necessary knowledge and skills in a stimulating environment.
(Preissing, Christa / Heller, Elke (eds.) (2009): Quality in the Situational Approach. Quality criteria and materials for quality development in child day care centres. 2nd edition. Cornelsen Scriptor)
Combining action and reflection in the spirit of Paulo Freire:
At ISTA, we work on the further development and dissemination of the situational approach in theory and practice. In doing so, we take to heart the combination of action and reflection in the spirit of Paulo Freire:
- We carry out practical research projects in order to understand the changing realities of children's and families' lives and to develop practical concepts together with educators.
- We offer our concept of quality development and assurance to daycare centres and schools.
- We are involved in the development of educational programmes.
- We offer training and further education.
- We present our findings for discussion in lectures, publications and events.
- We pass on our knowledge with expert reports, expert opinions and advice.
- We cooperate with institutions and individuals and network at national, European (e.g. in the European DECET network) and international (e.g. ISSA International Step By Step Association, RECE Reconceptualising Early Childhood Education) level.
