Michel Christian and Joëlle Droux, Univ. of Geneva, Psychology and Educational Sciences Faculty, Social History of Education (Web)
Proposals by: 15.01.2026
Education, in its broadest sense, refers to the process of developing human capacities in each individual and is one of the basic conditions of social reproduction in any human group. In many societies throughout history, education has been partially formalized and institutionalized in what we call “schools”. However, it is only in recent history, and especially in Europe, that the idea that young children and even infants could attend educational institutions has emerged. Early childhood education, in its diversity, refers to the many forms of collective care with an educational purpose that emerged essentially in Europe since the the late 18th century, with several distinctive features. It was provided by paid staff who had no family ties or preexisting bonds of solidarity with the children concerned. It was provided in specific places and by specific institutions and, as such, was legally supervised and sometimes even directly administered by public authorities.
From the perspective of the history of education, the history of early childhood education presents the unique challenge of studying education for children who generally do not yet attend school. This specificity is further complicated by the fact that early childhood education has of course not been alone in the field of early childhood. Other approaches, including medical and psychological, have developed their own knowledge and know-how. Consequently, the history of early childhood education is also the story of its establishment as a legitimate institution and practice, in relation to other approaches to early childhood. The historiography of early childhood education in Europe has well developed since the 1990s. Important works have already been devoted to its pioneers and to its first forms of institutionalization in the 19th century (Lascaride 2000), usually on a national basis (see Reyer und Kleine 1997, Franke-Meyer 2011 Konrad 2004 for Germany, and Luc 1997 for France). However, comparative historical works have been less common (Luc 1999, Melhuish and Petrogianis 2006; Scheiwe & Willekens 2009, Hagemann, Jarausch & Allemann-Ghionda 2011; Nawrotzki, Scheiwe, & Willekens 2015; Caroli 2022; Kasüschke, Braches-Chyrek, and Franke-Mayer 2025) while the transnational approach have remained the exception … read more (PDF).
Source: HSozKult

5. F*GG LAB: Geschlecht historisieren. Frauen*- und Geschlechtergeschichte vernetzen: Neue Reihe des Forschungsschwerpunktes F*GG der historisch-kulturwissenschaftlichen Fakultät der Univ. Wien
Ariadne an der Österreichische Nationalbibliothek (ÖNB)
Vortrag der Reihe „Geschichte am Mittwoch“ des Instituts für Geschichte der Univ. Wien