@article{24901,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.</jats:p>}},
  author       = {{Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2021}},
}

@misc{44386,
  author       = {{Ahrens, Stephan}},
  booktitle    = {{In: Filmblatt 25:73/74 }},
  pages        = {{142--145}},
  title        = {{{Hermann Kappelhoff, Christine Lötscher, Daniel Illger (Hg.): Filmische  Seitenblicke. Cinepoetische Exkursionen ins Kino von 1968. Berlin, Bosten: De Gruyter 2018}}},
  year         = {{2021}},
}

@misc{44381,
  author       = {{Ahrens, Stephan}},
  booktitle    = {{In: Filmblatt 25:73/74 }},
  pages        = {{142--145}},
  title        = {{{Christina Gerhardt, Marco Abel (Hg.): Celluloid Revolt. German Screen Cultures and the Long 1968. Rochester: Camden House 2019 }}},
  year         = {{2021}},
}

@misc{44392,
  author       = {{Ahrens, Stephan}},
  booktitle    = {{Kinema Kommunal, Nummer 2, Juni 2021}},
  title        = {{{Sammler und Beobachter. Das Programm der diesjährigen Internationalen Kurzfilmtage Oberhausen, Dschungel (jungle World)}}},
  year         = {{2021}},
}

@misc{44391,
  author       = {{Ahrens, Stephan}},
  booktitle    = {{In: Filmdienst, 24.08.2021}},
  title        = {{{Guy Gilles und das Kino der Entwurzelung}}},
  year         = {{2021}},
}

@misc{44426,
  author       = {{Ahrens, Stephan}},
  publisher    = {{DEFA-Stiftung}},
  title        = {{{Biografie Cox Habbema}}},
  year         = {{2021}},
}

@misc{44431,
  author       = {{Ahrens, Stephan}},
  publisher    = {{DEFA-Stiftung}},
  title        = {{{Biografie Peter Rabenalt}}},
  year         = {{2021}},
}

@inbook{44466,
  author       = {{Bruckner, Franziska and Eckel, Julia and Feyersinger, Erwin and Freisleben-Teutscher, Christian F. and Ohnmacht, Tina}},
  booktitle    = {{In Wirklichkeit Animation …}},
  editor       = {{Bruckner, Franziska and Hagler, Jürgen and Lang, Holger and Reinert, Maike Sarah}},
  pages        = {{197--216}},
  publisher    = {{Springer VS}},
  title        = {{{Bilden mit/zu Animation}}},
  year         = {{2021}},
}

@inbook{44465,
  author       = {{Eckel, Julia}},
  booktitle    = {{ In Wirklichkeit Animation ... }},
  editor       = {{Bruckner, Franziska and Hagler, Jürgen and Lang, Holger and Reinert, Maike Sarah}},
  pages        = {{11--32}},
  publisher    = {{Springer VS}},
  title        = {{{Tech Demo/Tech Doku. Zur Wirklichkeit des Animierens}}},
  year         = {{2021}},
}

@inbook{44467,
  author       = {{Eckel, Julia}},
  booktitle    = {{FilmZeit – Zeitdimensionen des Films.}},
  editor       = {{Kreuzer, Stefanie}},
  pages        = {{77--112}},
  publisher    = {{Schüren}},
  title        = {{{Zeitliche Komplexität im Film}}},
  year         = {{2021}},
}

@article{34484,
  abstract     = {{Multiprofessionelle Teams sind notwendiger Bestandteil inklusiver Schulen. Die Verteilung von Aufgaben, welche über die Zusammenarbeit von allgemeinen und sonderpädagogi­schen Lehrkräften im Unterricht hinausgehen, wurde bislang jedoch selten systematisch untersucht. Im Beitrag werden deskriptive Befunde aus dem Projekt BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) zu den Zuständigkeiten von allgemeinen (N = 170) und sonderpädagogischen Lehrkräften (N = 24) sowie Schulsozial­arbeiterinnen (N = 11) an inklusiven Sekundar-­ und Gesamtschulen präsentiert. Sie deuten auf eine Persistenz traditioneller Rollenmuster und Aufgabenverteilungen hin. Bei den befragten sonderpädagogischen Lehrkräften können zwei unterschiedliche Rollenmuster herausgearbeitet werden. Die Schulsozialarbeiterinnen weisen ein enges Arbeitsfeld mit einem Fokus auf Eltern­-Schule-­Kooperation auf.
}},
  author       = {{Neumann, Phillip and Grüter, Sandra and Eckel, Lisa and Lütje-Klose, Birgit and Wild, Elke and Gorges, Julia}},
  issn         = {{0513-9066}},
  journal      = {{Zeitschrift für Heilpädagogik}},
  keywords     = {{Inklusion, Sonderpädagogik, Sekundarstufe, Gesamtschulen, Kooperation, Schulsozialarbeit, BiFoKi}},
  number       = {{4}},
  pages        = {{164--177}},
  title        = {{{Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt}}},
  volume       = {{73}},
  year         = {{2021}},
}

@book{44546,
  author       = {{Adelmann, Ralf}},
  publisher    = {{Transcript}},
  title        = {{{Listen und Rankings. Über Taxonomien des Populären}}},
  year         = {{2021}},
}

@book{32464,
  author       = {{Buhl, Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}},
  isbn         = {{978-3-8017-3074-1}},
  pages        = {{150}},
  publisher    = {{Hogrefe}},
  title        = {{{Schule in der digitalen Welt}}},
  year         = {{2021}},
}

@inbook{44678,
  author       = {{Eickelmann, Birgit}},
  booktitle    = {{Remote Schools. Schulisches Distanzlernen in und nach der Corona-Pandemie.}},
  pages        = {{32--36}},
  publisher    = {{Deutsches Goethe-Institut Bulgarien }},
  title        = {{{Digitale Schultransformation ganzheitlich gestalten}}},
  year         = {{2021}},
}

@techreport{44680,
  author       = {{Eickelmann, Birgit}},
  title        = {{{Lehren aus der Pandemie: Gleiche Chancen für alle Kinder und Jugendlichen sichern. Stellungnahme der Expert*innenkommission der Friedrich-Ebert-Stiftung}}},
  year         = {{2021}},
}

@inproceedings{44153,
  author       = {{Knickenberg, Margarita and Zurbriggen, C.}},
  title        = {{{Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method}}},
  year         = {{2021}},
}

@inproceedings{44152,
  author       = {{DeVries, J. M. and Knickenberg, Margarita and Trygger, M.}},
  title        = {{{Gender, special education needs, and inclusion: Evidence from the Perceptopions of Inclusion Questionnaire in Sweden}}},
  year         = {{2021}},
}

@article{44151,
  author       = {{DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}},
  issn         = {{0885-6257}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}},
  number       = {{3}},
  pages        = {{511--525}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}}},
  doi          = {{10.1080/08856257.2021.1911523}},
  volume       = {{37}},
  year         = {{2021}},
}

@inbook{42253,
  author       = {{Saad, Nadia}},
  booktitle    = {{Methoden der Darstellung und Analyse interreligiöser Diskurse}},
  pages        = {{354--355}},
  publisher    = {{Ergon Verlag}},
  title        = {{{David und Salomo im Koran: ein Komparativ-theologischer Ansatz}}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{42256,
  author       = {{Mir Sadri, Seyedeh Saeideh and Nasiri, Mansour}},
  journal      = {{Philosophy East and West}},
  number       = {{2}},
  pages        = {{414--430}},
  publisher    = {{University of Hawai'i Press}},
  title        = {{{Reading Iqbal in the Light of Kierkegaard; towards an Existentialist Approach to Islam}}},
  volume       = {{71}},
  year         = {{2021}},
}