Zusammenfassung
Wenn das Kind den Beginn seiner Pubertät erreicht, ist dieser Entwicklungsschritt für Eltern und Kind etwas ganz Neues, weil körperliche Veränderungen die Erscheinung des Kindes grundlegend verändern und die intellektuelle Entwicklung neue Argumentationsformen beim Kind auftauchen lassen, die den Eltern eine neue Qualität von Auseinandersetzungen bringen können. Der Beginn der pubertären Veränderungen ist jedoch auch eine Wiederholung von Entwicklungsveränderungen, wie sie Eltern und Kind in ihrem bisherigen Zusammensein in der Familie schon mehrmals mitgemacht haben. In den ersten Jahren nach der Geburt haben Eltern und Kind bereits zusammen eine Zeit rasanter Entwicklung erlebt. Am Ende des zweiten Lebensjahres ist das Kind praktisch vom Pflegefall zum sozial kompetenten Partner in der Familie aufgestiegen und im Alter von 4 bis 5 Jahren müssen Eltern und Kind ein neues Zusammenleben arrangieren, denn die kognitiven und sozialen Leistungen beginnen ein Stadium zu erreichen, in dem das Kind aktiv neue Dimensionen des Zusammenseins austestet. Es kann sich jetzt Vorstellungen darüber bilden, was die Eltern von seinem Tun wissen können und was nicht und wie Informationen zurückgehalten werden können, um zu täuschen (Sodian et al., 1991). Nach dem Schuleintritt verändert sich erneut die Art und Weise des Zusammenlebens in der Familie, weil das Kind nun in eine neue, erweiterte Außenwelt geht, in der es neue Regelsätze erwirbt und mit neuen Verpflichtungen zu leben lernt. Zu dieser Außenwelt besitzen die Eltern zwar nur noch bedingt Zugang, aber trotzdem wollen sie ihr Kind in der Regel verantwortlich begleiten, seine neuen Erfahrungen kommentieren und vielleicht sogar kontrollieren. Wie über diese erweiterte Lebenswelt der Kinder zu Hause gesprochen wird, wie andere Kinder beurteilt und das Handeln der Erzieher oder Lehrer gewertet werden, all dies hat einen erheblichen Einfluss auf das familiale Kommunikationsklima, in dem die Kinder groß werden (Hooven, Gottman and Fainsilber-Katz, 1995). Die in der Familie etablierte „Kultur“, miteinander umzugehen gibt einen Rahmen vor, in dem das Kind Regemäßigkeit oder Unregelmäßigkeit,Konsistenz oder Inkonsistenz beim Kommentieren von Ereignissen oder beim Äußernvon positiven oder negativen Gefühlen zu interpretieren lernt.
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Kreppner, K. (2003). Zeit für die Verhandlung von Werten und Normen in der Familie. In: Reinders, H., Wild, E. (eds) Jugendzeit — Time Out?. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-97603-1_8
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