Kommunikations- und Kooperationsbarrieren in der interinstitutionellen Zusammenarbeit im Elementarbereich

Abstract

For children who are affected by development risks, it is often necessary to initiate support in kindergarten. This requires interinstitutional cooperation between the elementary education professionals and experts from the medical and psycho-social assistance system. Practice shows that this immensely important task is not adequately fulfilled. Therefore, the work raises the question of what barriers may be partly responsible. Based on a systemic perspective, relationships, attitudes, beliefs, attributions and experiences of the elementary education professionals towards cooperating partners are explored and discussed. The study is based on qualitative research methods.