International

Studies of the Educational Experience of Children

The child’s own perspective on education, learning and school 


We introduce an approach to child research called Pädagogische Kinderforschung which focuses on genuine educational questions and problems.


The scientific aim is to examine the children’s learning experiences and processes at school and, in a broader view, in their residential environment which also includes learning opportunities provided by other institutions.


This requires to “make” the children speak and let the researchers participate in the children’s own subjective perspective, their thoughts, opinions, needs, wishes and phantasies. 


This new approach to child research in education is based on the accomplishments of childhood studies in sociology and of developmental psychology. This means we reflect and refer to the state of the art in developmental psychology as well as to the sociological conceptions of child and childhood. However, our inquiry is not focused on childhood as a social phenomenon, on the social participation and roles that children have in society, nor do we want to explore their social relationships or social constructions – all these questions are in the scope of the sociology of childhood.  We also refer to the findings of developmental psychology in regard to the cognitive, social and emotional development of children. This means we consider the developmental factor in our research with children. We take into account that children are endued with competencies at any stage.


Children’s perspective on school, teaching and learning of their development which enable them to have their own ways of interacting, of understanding and of interpreting their relationships, environment, and experiences.  Although we refer to the knowledge and findings of psychology, sociology and philosophy, our inquiry is based on genuine educational conceptions and theories. This includes a pedagogical understanding of what education and learning is about.


Dr. Klaudia Schultheis & Dr. Petra Hiebl



Internationale Tagungen

"Children´s Perspektive on School, Teaching and Learning


1.Internationale Tagung 7.-9. – Oktober 2013 „Children’s Perspective on School, Teaching and Learning

Katholische Universität Eichstätt-Ingolstadt, Lehrstuhl für Grundschulpädagogik  und Grundschuldidaktik


2. Internationalen Tagung „Children’s Perspective on School, Teaching and Learning“ vom 09.10.-12.10.2014.

Faculty of primary and pre-school education. Sofia University St. Kliment Ohridski, Bulgaria


3. Internationalen Tagung „Children’s Perspective on School, Teaching and Learning“ vom 07.10.-09.10.2015.

Chair of Pedagogy, School of Educacion, Teacher Training La Inmaculada.

University of Granada, Spain


4. Internationalen Tagung „Children’s Perspective on School, Teaching and Learning“ vom 05.10.-07.10.2016.

Posznan, Polen


5. Internationale Tagung „Children’s Perspective on School, Teaching and Learning“ vom 13.07.-17.07.2017

Katholische Universität Eichstätt-Ingolstadt, Lehrstuhl für Grundschulpädagogik  und Grundschuldidaktik


6. Internationalen Tagung „Children’s Perspective on School, Teaching and Learning“ im Juli 2018.

Faculty of primary and pre-school education. Sofia University St. Kliment Ohridski, Bulgaria


7. Internationale Tagung "Children´s Perspecitve in School, Teaching and Learning" im Oktober 2019. California State University, Fullteron, L.A., USA



Internationale Publikationen


Schultheis, K., Pfrang, A. & Hiebl, P. (Hrsg.): Reihe: Pädagogische Kinderforschung. Studies of the Educational Experience of Children. Münster: Lit Verlag.


Volume 1: Children’s perspective on school, teaching and learning (2015)

Volume 2: Lernwerkstätten an Schulen aus der Perspektive von Schulleitern und Schülern (2014)


Editorial Board:

Dr. Ciprian Fartusnic, Institute of Education Sciences, Bucharest (Romania)

Prof. Dr. Melinda R. Pierson, Department of Special Education,

California State University, Fullerton (USA)

Prof. Dr. Iliana Mirtschewa, University St. Kliment Ohridski, Sofia (Bulgaria)

Dr. Anna Bašinska, Adam-Mickiewicz-University Poznan (Poland)

Prof. Dr. Chizuko Suzuki, Dept. of English & Information Science,

Nagasaki Junshin Catholic University (Japan)

Prof. Dr. Ma¯ Isabel Rodriguez Peralta, Centro de Magisterio La Inmaculada,

University of Granada (Spain)

Prof. em. Dr. Edgar Jenkins, Centre for Studies in Science and Mathematics

Education, University of Leeds (England)



Hiebl, P., Pfrang, A.  &  Schultheis, K.  (2015): Joy to learn. A Transnational Research Project  on the Education Experience of the Child. In: I. Mirtschewa (Ed.): Children´s Perspective on School, Teaching and Learning. Sofia, Bulgaria: Farrago, 9-17.





Internationale Forschungsprojekte

ab 2020/2021: "Experiencing Cooperative Learning in Japanese and German Elementary Schools. A Comparison of the Students’ Perspective". Prof. Dr. Klaudia Schultheis, Dr. Sina Westa und Dr. Petra Hiebl, Lehrstuhl für Grundschulpädagogik und Grundschuldidaktik an der Katholischen Universität Eichstätt-Ingolstadt in Kooperation mit Prof. Dr. Yuri Ishii, Faculty of Education, Yamaguchi University Japan


2013-2016: "Joy to learn: Internationales Forschungsprojekt zu Lernfreude von Schülerinnen und Schülern. Beteiligte Länder: Spanien, USA, Japan, Bulgarien, Rumänien, Polen und Deutschland


Hiebl, P., Pfrang, A.  &  Schultheis, K.  (2015): Joy to learn. A Transnational Research Project  on the Education Experience of the Child. In: I. Mirtschewa (Ed.): Children´s Perspective on School, Teaching and Learning. Sofia, Bulgaria: Farrago, 9-17.


Hiebl, P, Schultheis, K. & Pfrang, A. (2016): Joy to Learn – Eine internationale Studie zur Erforschung der schulischen Lernfreude von Kindern. In: K. Schultheis & P. Hiebl (Hrsg.): Pädagogische Kinderforschung. Grundlagen, Methoden, Beispiele. Stuttgart: Kohlhammer Verlag.