Die 7 Querschnittsaufgaben für Erzieher und Erzieherinnen | ERZIEHERKANAL

Cross-sectional tasks are something like overlaid topics and task areas for pedagogical professionals. The contents of the cross-sectional tasks should have an impact on pedagogical work and are of great social importance. But what exactly do the seven cross-sectional tasks for teachers and educators contain? Hi and welcome to a new video. This video is about the seven cross-sectional tasks in the teacher's profession. Feel free to leave a free subscription so you don't miss any more videos and support the work behind the educator channel. And now, have fun with this video. What is meant by cross-sectional tasks? A cross-sectional task is something like an overlaid topic and task area that teachers and educators should always keep an eye on. Be it in offers and projects, but also in normal, pedagogical everyday life. The seven cross-sectional tasks have resulted from social developments and are an important component in professionalizing the teacher's profession. Cross-sectional tasks can change over time, or new ones can be added or existing ones can be further differentiated. The professional role of the teacher's profession is therefore closely linked to the requirements of the society that is developing. For example, the cross-sectional task of promoting media competences is a new task, as digital media has developed enormously in recent years. The seven cross-sectional tasks were decided in the Minister of Culture conference, so they are officially recognized nationwide. Let's start and look at the first cross-sectional task. Cross-sectional task 1. Language education There are countless reasons why language education is so important, and therefore this cross-sectional task comes first. On the one hand, cognitive and social-emotional development processes are closely linked to language development in humans. On the other hand, language is simply the means of communication in our society. This ranges from expressing one's own feelings, solving conflicts, further social skills, school performance, to professional opportunities. So the language skills have a great influence on the life of a person. Officially, the task is described to the teacher as follows. The continuous support and support of language development with the aim of leading children, adolescents and young adults to a wide range of language skills, so that they can express themselves in an appropriate and multifaceted way and meet diverse requirements. The pedagogical experts are a linguistic role model for children and adolescents. This cross-sectional task is therefore conveyed in everyday life through the pre-life, but of course also through targeted offers, activities and projects. The everyday life should be designed in a comprehensively linguistic way. Cross-sectional task 2. Participation Participation means as much as participation, co-determination, interaction and co-language right in the relevant and important areas for humans. Through participation, especially children learn to perceive and express their own needs, wishes and feelings, because they are taken seriously by actually lived participatory processes. In the same way, through participation, lived democracy is created, because the interests of all participants are perceived and taken seriously. This is how children and adolescents can get to know themselves, gain self-experience and develop their own ideas of themselves and their environment. These are essential points of a healthy personality development. There are many ways to live participation. For example, regular meetings and small conferences on important topics can be held in children's daycares, for example in the chair circle or in extra-invited children's conferences. Participation should, of course, be based on the development of the child or adolescent. It is also important that there is no pseudo-participation. The children and adolescents are therefore only included for the sake of appearance, but in the end what the pedagogical expertise or institution wants is done anyway. I link a video here to the nine levels of participation. Among other things, these are exactly what this is about. Cross-sectional task 3 The promotion of media competence Digital media are an integral part of our society and cannot be ignored. Especially in recent years, the area of ​​media has developed enormously and creates more and more opportunities, but also dangers. Digital media include, for example, the Internet in general, but of course also mobile phones, smartphones, tablets and so on. It is important to really learn how to deal with digital media. On the one hand, because they provide enormous added value, for example through appealing information, easily accessible and free information, networking with other people and so on. But on the other hand, also because they bring serious dangers with them. From the spread of fake news, cyberbullying to fraud and other crimes, everything is possible here. Because media are so firmly anchored in modern society, it is simply necessary to build up competencies in this area. This of course applies to children and adolescents, but also to pedagogical experts. They themselves must have a high level of media competence in order to be able to convey this correctly and authentically. Cross-sectional task 4 Inclusion One principle of inclusion is that diversity is seen as an enrichment for all. Inclusion wants to change the system so that as many people as possible have the same chances of participation. Small side note. The difference to integration is that integration does not want to change the system, but the people, so that they fit into the system. However, inclusion does not include, as is often assumed, only disabilities, but every person in their diversity. In addition to a possible disability, social origin, gender, sexual orientation, cultural and ethnic aspects, religion and much, much more also count. Since 2009, the right to participation, the removal of barriers and the expansion of inclusive structures has also been legally anchored, namely in the UN Convention on the Rights of the Disabled, which Germany has signed. I link a detailed video on inclusion here. Cross-sectional task 5 Prevention In general, prevention means avoiding. This cross-sectional task could also mean strengthening, strengthening resilience or supporting sustainable development. The focus is placed on the world of life of the child or adolescent and its resources. The goal is to accompany and support people in the management of individual life and development phases and their transitions. The experience of self-reliance and the training of one's own point of view with the consequence of independent action is at the forefront of this cross-sectional task. Cross-sectional task 6 Valuation This cross-sectional task is about pedagogical experts supporting children and adolescents to develop their own values, to stand behind them, but also to reflect on them critically. It is always about the balance between autonomy and freedom of individual persons and social and social responsibility. Especially in an increasingly complex society, it is important for people to know their own values, but also to be able to reflect on them and at the same time not to harm social interaction and society. This cross-sectional task therefore includes a chance for a strong personal development. However, it also poses a challenge in that the balance between individual and society must be found. Cross-sectional task 7 Education for sustainable development Many people immediately think of the nature of the climate when they hear the term sustainability. Of course, these points also count for this cross-sectional task, but there is more to it. For example, it is also about social sustainability, for example in terms of the educational system or the health system, social interaction, etc. The cross-sectional task is described by the fact that man is aware of his responsibility for change processes in society, or becomes aware of it. So man is supposed to be sensitized for a sustainable way of thinking and acting in his development process. This cross-sectional task is often abbreviated with the abbreviations BNE.