In context of the following adaptation studies (cf. Beller 2002, Andres, Laewen 1993; An-dres, Laewen 1995; Griebel, Niesel 2015 Hédervári-Heller 2010; Hédervári-Heller 2007; Laewen et al. 2015) the result shows that the success of integration of children into a non-family care institution also depends on the quality of the relation between parents and pedagogical staff.
Laewen confirmed this result, as he developed and evaluated the widespread "Berlin ad-aptation model" (vgl. Andres, Laewen 1993; Andres, Laewen 1995; Hédervári-Heller 2010; Hédervári-Heller 2007; Laewen et al. 2015). This adaptation models show an explicit orientation guide for familiarization. It is less researched whether these explicit guidelines become visible in the attitudes of the pedagogue or not.
This thesis is based on an empirical study with the research question "What implicit and explicit orientations can be made by pedagogues regarding the involvement of parents in the familiarization process?".
Thru the reconstructive, hermeneutic text analysis of two interviews after Bohnsack (2014), both implicit and explicit orientations as well as their relation are recreated and become visible. The results shows, that pedagogues adhere to the scientifically based guidelines of the “Berlin adaption model” but it also shows, that they use different implicit orientations. Consequences for education and further education regarding to the aspect of implicit orientations are shown and the importance of periodic guidance of the team and self-reflection by the team leader is highlighted.