What does education have to do with democracy? What does parents’ reaction to their baby’s crying, to their young child’s temper or to their school child’s preference for unconventional clothing reveal about democratic values? A lot, because “democracy starts in the family!” Today, this idea dating back to ANE’s founding in 1946 is still current and runs like a leitmotif through the Letters for Parents: be it in the Letters for 0-8 year-olds, the Letters for puberty-age children, the School Letters or the “Canan Letters” for Turkish-speaking parents – everywhere it is about conveying democratic values, skills and “rules to play by.”

In the family, democratic education is lived democracy. Parents are models for a democratic coexistence. Since vis-à-vis their child parents have an advantage in experience and a special responsibility, children do not have equal rights, but are “equal” partners. Letters for Parents promote respect for children by describing the child as a unique person from the beginning. The Letters help parents to better understand their children and encourage parents to ask questions and listen. Letters for Parents give children a voice.

In terms of content, the Letters focus on childhood development and typical conflicts associated with the various stages of development: from a child’s first cries to its first upright steps and first day at school, from setting limits to arguments about cleaning up and how much television is permissible – the framework for “appropriate” parenting is always the child’s dignity and ability for self-determination, responsibility and mutual respect. The Letters for Parents “translate” these basic principles for democratic behavior into everyday educational approaches: Typical everyday situations are used to show how parents can promote their child’s independence and depending on age increase their sphere of influence and the decisions they make. The Letters show how conflicts that come up in every family can be solved by negotiation rather than by exercising authority or force.

Letters for Parents are addressed to mothers and fathers, to the parents of children with and without a handicap, to parents with and without an immigrant background. The Letters list differences and similarities, encourage dialogue and contribute to mutual understanding. Letters for Parents promote a competent approach to individual difference and cultural diversity.

It correlates with the democratic aspirations of the Letters for Parents that parents are regarded as mature people. The texts do not contain any instructions on how to behave, but provide suggestions that help parents find the right solution for their personal situation. In this process, the Letters for Parents see themselves as advisors and “discussion partners.”

Letters for Parents not only demand that parents respect their child, but also acknowledge the achievements parents make every day. Parents relate to the descriptions of everyday situations in the Letters, feel that they are understood, taken seriously and respected.