Module Handbook. Bachelor of Arts (B.A.) Early Childhood Education

Module Handbook Bachelor of Arts (B.A.) Early Childhood Education Accredited until 30.9.2019 with the Seal of approval of the German Accreditation Agency ACQUIN Copyright 01/2011 Esslingen University of Applied Sciences

Module overview by semester Bachelor of Arts (B.A.) Early Childhood Education First part of the degree programme: 1 2 3 4 5 6 Module number BBE Module name Teaching time: Hours per week per semester SL PL 1 2 3 4 5 6 7 101 Theoretical foundations of education, upbringing and care 7 mp 9 102 Professional practice in education 7 HA 8 103 Organisation of education, upbringing and care for children under the age of three 6 BV 8 104 Scientific assignment 3 MTA 5 Total for 1st semester 23 30 201 Diversity of childhood in modern society 6 HA 8 202 Legal and political factors in the context of education, upbringing and care 6 KL 120 8 203 Organisation of education, upbringing and care for children between the ages of six and ten 6 MTA 8 204 Partnerships with parents in education and upbringing 4 BV 6 Total for 2nd semester 22 30 Total for the first part of the degree programme 23 22 60 Credit points Second part of the degree programme: 1 2 3 4 5 6 Module number BBE Module name Teaching time: Hours per week per semester SL PL 1 2 3 4 5 6 7 301 Explorations in practice 3 BV 5 302 Learning workshops as a method of holistic learning in education 4 MTA 6 303 Holistic learning in education 4 MTA 6 304 Organisation of education, upbringing and care for children between the ages of three and six 3 BV 5 305 Observational methods and educational play 4 HA 6 306 Elective: Innovative developments in theory and practice 2 MTA 2 Total for 3rd semester 20 30 401 Practical semester and parallel taught classes 3 AW 30 Total for 4th semester 3 30 501 Pedagogy of inclusion 4 BV 5 502 Socio-educational practice in child and youth welfare work 4 HA 5 503 Economic and legal foundations for educational facilities 4 KL 120 5 504 Social management and organisational development 6 BV 7 505 Project 4 MTA 8 Total for 5th semester 22 30 601 Systemic procedures in work with children and families 3 MTA 5 602 Adult education and pofessionalisation 6 BV 8 603 Planning social environment in child and youth welfare work 4 KL 90 5 604 Project 4 BV 8 605 Electives: General part of the degree programme 1 4 MTA 4 Total for 6th semester 21 30 701 Casuistry in education, upbringing and care 3 BV 6 702 Management and design of educational facilities 7 mp 10 703 Elective: Innovative developments in theory and practice 2 MTA 2 704 Bachelor s Thesis X 12 Total for 7th semester 12 30 Total for the entire degree programme 23 22 20 3 22 21 12 123 210 1 These modules may be selected alternatively and attended in other semesters of the degree programme. A total of 8 credit points must be achieved. Abbreviations: SL: Student Assignment (Additional information on the length of time in minutes may be given) PL: Examination (Additional information on the length of time in minutes may be given) MTA: Module-typical assignment Credit points

Module Overview by Field of Study Bachelor of Arts (B.A.) Early Childhood Education Page Field of Study I: Children Childhood Children s Worlds Module Hours per week 1 Theoretical foundations of education, upbringing and care 101 7 9 1 7 Diversity of childhood in modern society 201 6 8 2 Field of Study II: Public Institutions with Responsibility for Children 11 Explorations in practice 301 3 5 3 8 Legal and political factors in the context of education, upbringing and care 202 6 8 2 27 Planning social environment in child and youth welfare work 603 4 5 6 Field of Study III: Education and Upbringing: Work with Individuals and Groups 4 Organisation of education, upbringing and care for children under the age of three 103 6 8 1 15 Organisation of education, upbringing and care for children between the ages of three and six 304 3 5 3 9 Organisation of education, upbringing and care for children between the ages six and ten 203 6 8 2 2 Professional practice in education 102 7 8 1 13 Learning workshops as a method of holistic learning in education 302 4 6 3 14 Holistic learning in education 303 4 6 3 16 Observational methods and educational play 305 4 6 3 20 Pedagogy of inclusion 501 4 5 5 25 Systemic procedures in work with children and families 601 3 5 6 31 Casuistry in education, upbringing and care 701 3 6 7 Field of Study IV: Cooperation in the Context of Public Administration 21 Social-educational practice in child and youth welfare work 502 4 5 5 10 Partnerships with parents in education and upbringing 204 4 6 2 Field of Study V: Professionalisation, Organisation and Management 32 Management and design of educational facilities 702 7 10 7 22 Economic and legal foundations for educational facilities 503 4 5 5 23 Social management and organisational development 504 6 7 5 26 Adult education and professionalisation 602 6 8 6 Field of Study VI: Social-educational Work as a Profession and a Science 6 Scientific assignment 104 3 5 1 18 Practical semester and parallel taught classes 401 3 30 4 24+28 Project 505+604 8 16 5+6 29 Electives: General part of the degree programme 1 605 4 4 6 17+33 Elective: Innovative developments in theory and practice 306+703 4 4 3+7 34 Bachelor s Thesis 704 X 12 7 Cred. Sem. Valid from: September 2014

Field of Study I: Children Childhood Children s Worlds 101 9 1 Theoretical foundations of education, upbringing and care The students acquire well-founded knowledge about developmental, educational and upbringing processes in children from the perspectives of different disciplines and can relate them to different situations in their professional practice. The triad of education, upbringing and care-giving are dealt with in their historical context and considered on the basis of relevant disciplines. - Selected approaches, directions and basic terms from educational sciences, sociology and psychology - Introduction to developmental psychology - Basic forms, structures and models of educational practice - Factors (e.g. genetic, neurobiological, interactional and life-situational) and perspectives (adaption, socialisation and developmental tasks, self-development and self-socialisation) in human development - Development from the point of view of risks and resources - Models of ideal childhood developmental processes, socialisation, development of identity and acquisition of role concepts - Childhood developmental processes in different life phases and contexts, developmental sequences (e.g. language, cognition, social understanding) 1

Field of Study III: Education and Upbringing: Work with Individuals and Groups 102 8 1 Summer semester Professional practice in education The students gain an insight into elementary approaches to education. An overview of educational curricula and their objectives provides a systematic way for understanding different fields of education. Through dealing with an individual field of education, the students can apply their specialist knowledge and skills in the area of holistic education in a day-today context. The diverse means in which children express themselves is of special importance. The module teaches knowledge of the approaches and factors used to develop children s language skills professionally, based on knowledge of children s language acquisition; it also deals with approaches to aesthetic education and health promotion. - Foundations of elementary educational approaches - Approaches to educational theory - Objectives, contents and relevance of educational curricula - The ways in which girls and boys express themselves as the result of individual developmental processes - Analysis of approaches, methods and media used to develop children s language skills - Design of environments to encourage language acquisition based on linguistic knowledge and interaction analyses - Positions and procedures in aesthetic education - Approaches to health promotion 2

Field of Study III: Education and Upbringing: Work with Individuals and Groups 103 8 1 Summer semester Organisation of education, upbringing and care for children under the age of three In this module, the students acquire the ability to understand current educational terms, concepts and questions related to the education, upbringing and care of children under the age of three. They understand their basic principles and can reflect upon their significance to early childhood educational practice. Further, students acquire fundamental skills required to effectively communicate with children. - Terms used in education (e.g. bonding, transition, resilience, etc.) - Current educational concepts used in the education, upbringing and care of children under the age of three in an international context (e.g. pedagogy according Emmi Pikler, Reggio pedagogy, Early Excellence Centres, etc.) - Questions in early childhood education (e.g. mixed-age groups, design of space, etc.) - Communication with children (e.g. baby-talk, turn-taking, non-verbal communication, baby massage, communication in conflicts, philosophising with children, talking about sexuality with children, etc.) - Short practical placement with observational and exploratory tasks in the under-three age group - Mentoring 3

Field of Study VI: Social-educational Work as a Profession and a Science 104 5 1 Scientific assignment Constructing a scientific approach to dealing professionally with questions, topics and problems connected to areas in the education, upbringing and care of children is the focus of this module. To do this, the students become acquainted with the forms and techniques of scientific work. They develop a scientific perspective and are able to understand empirical studies. They know about research paradigms and some selected research methods used in early childhood research. - Requirements and techniques of studying for a degree (e.g. taking notes, excerpts, synopses, minutes, protocols, development and processing of an independently selected topic, time management) - Consideration of scientific aspects and dealing critically with scientific texts - Targeted research in library catalogues, newspapers and journals and on the Internet - Critical and appropriate use of different types of publication; testing the relevance of sources - Citations, giving references, writing a literature list - Giving talks and presentations: planning, implementation and quality criteria - Written scientific work: planning, development of a question, organisation, requirements and quality criteria - Data management and data protection in scientific work - Research paradigms and methods in research into childhood - Construction and design of studies - Introduction to descriptive statistics 4

Field of Study I: Children Childhood Children s Worlds 201 8 Diversity of childhood in modern society 2 Modern childhood is understood as a phase of life and also a life situation. The students learn about the significance of societal factors for family circumstances and for processes in the upbringing and education of children. The significance of growing up in a bi- or multi-lingual context and its effects on identity development, language acquisition and educational opportunities are examined and appropriate professional practice is analysed. The category gender as it relates to educational activity is critically considered. Students are made aware of their subjective values and attitudes and learn to deal critically with them. - Modernisation of childhood theoretical explanations and empirical findings - Definitions of family and childhood - Selected aspects of modern childhood and the life circumstances of families - Gender as a social category - Migration in modern societies (e.g. theoretical concepts, analyses, attribution processes, history, life circumstances of families with a migration history, educational opportunities) - Analysis of and reflection upon educational concepts relating to gender and migration - Identity development and language acquisition in multilingual contexts - Problems and opportunities of bi and multi-lingualism in institutions for the education, upbringing and care of children 5

Field of Study II: Public Institutions with Responsibility for Children 202 8 2 Legal and political factors in the context of education, upbringing and care On the one hand, the students gain an overview of the relations between various legal and political areas, and on the other, of the stage of development, frameworks, conditions and responsibilities of institutions working with children. They can recognize and partially influence the mode of operation and possibilities for action offered by the law as an organising factor for society as well as acting appropriately to the benefit of girls and boys in emergencies or in situations requiring help. They also have an insight into organisational structures and approaches to the construction of organisations. - Introduction to law and political science as well as structural and detailed knowledge of the laws relating to families and young persons (the Social Lawbook SGB II, IX, XII, school laws, liability law, constitutional law and administrative law) - Introduction to educational policy and its organisation (areas of responsibility of the state, federal states and municipalities) - Family policy and politics - Theories and procedures relating to the participation of children and young persons - Selected aspects of social policy, educational policy, employment policy, anti-discrimination policy - Construction and structures of organisations 6

Field of Study III: Education and Upbringing: Work with Individuals and Groups 203 8 2 Organisation of education, upbringing and care for children between the ages six and ten In this module, the students acquire the ability to understand current educational terms, questions and concepts concerning the education, upbringing and care of children between the ages of six and ten; they can also reflect upon their significance to educational practice. They develop an understanding for the functions of schools, find out about important questions and problems relating to education at primary level and full-time education and care, and the significance of transitions between institutions. They learn about the forms and working methods of extracurricular and out-of-school educational activity. - School theory, schools as organisations - Current questions, problems and developments in schools and teaching - Learning processes in children of primary school age - Full-time education and care of children in after-school care and full-time schools - Cooperation between schools and youth welfare and school social work - Selected approaches for extracurricular and in-class work with children - Aspects of the planning, implementation and evaluation of structured interviews with children and adults - Short practical placement with the age group 6-10; experience of interviewing children - Mentoring 7

Field of Study IV: Cooperation in the Context of Public Administration 204 6 2 Partnerships with parents in education and upbringing The students learn about the significance of the life circumstances of parents for the upbringing and education of children and their developmental opportunities. They gain an overview of educational concepts for mothers and fathers, and are competent to support parents in strengthening their parenting skills. Further, they learn about the legal background for working with parents, cooperation with other institutions, and know about and can use communication theories. - Life circumstances of parents and their significance for educational and developmental processes in children - Legal framework for working together with parents and other persons in public service institutions - Working with parents in committees: participation, involvement, codetermination... - Forms of cooperation with parents - Methods and procedures of interviewing and advising parents - Organising participative processes and procedures with parents - Parental educational concepts strengthening the parenting skills of parents in different life circumstances with special emphasis on socially disadvantaged parents and parents with a history of migration - Öpening faciltities inwardly and outwardly - Model examples of community-oriented developments of facilities in Germany and in Europe 8

Field of Study II: Public Institutions with Responsibility for Children 301 5 3 Explorations in practice The students obtain fundamental insights into the possible fields of work in their future profession. Based on their acquired knowledge about qualitative research procedures, and using research-based learning methods, the students independently develop questions, research methods and evaluation procedures in order to systematically investigate a selected area of work. Students acquire an empirical and theory-based understanding of practice through collecting research experiences in the field which allows them to carry out a small research project independently - Becoming acquainted with different fields of practice, their tasks, educational approaches, working methods and difficulties - Exploration and analysis of the structures and contents of a selected area of educational work independently developed methods with a sound theoretical basis - Getting to know selected exploratory methods of qualitative social research - Trying out methods of research-based learning - Theory-based explorations of practice within a time-frame and with cooperative working - Planning and time management - Cooperation and networking - Working in a team 9

Field of Study III: Education and Upbringing: Work with Individuals and Groups 302 6 3 Summer semester Learning workshops as a method of holistic learning in education The students find out about learning workshop methods as an educational approach to stimulate educational processes in children and try out, analyse and develop these elements. The learning workshop draws on the example of materials used in learning to write and in teaching maths and the natural sciences. The students recognize the significance of literacy and learn about approaches to support children on their way to acquiring written language. They can assess the developmental appropriateness of maths and science teaching concepts. They can apply their educational knowledge and competences acquired in this module to day-to-day situations within the framework of the holisitic mentoring of children - Concepts and methods of learning workshops - Concepts for teaching in the areas of maths and science - Significance of early literacy education, importance of reading motivation and reading socialisation - Learning processes of children on their way to acquiring literacy - Educational approaches to encourage the acquisition of literacy, in particular the analysis and design of materials in the learning workshop 10

Field of Study III: Education and Upbringing: Work with Individuals and Groups 303 6 3 Summer semester Holistic learning in education The students are able to apply their professional knowledge and competences in dealing with individual areas of education within the framework of the holistic mentoring of children in day-to-day situations. - Development of values and education / philosophy - Media socialisation and concepts of media education - Concepts of peace education and approaches to the prevention of violence - Rhythmics, movement and musical education 11

Field of Study III: Education and Upbringing: Work with Individuals and Groups 304 5 3 Organisation of education, upbringing and care for children between the ages three and six In this module, the students acquire an understanding of the fundamental principles underlying current educational concepts relating to the education, upbringing and care of children between the ages of three and six. They can also reflect upon their significance for early childhood educational practice. Central questions include the image of humanity represented in these concepts, their origins, aims and working methods. - Selected educational concepts on the education, upbringing and care of children between the ages three and six from Germany and abroad (e.g. situational and educational approaches according to Laewen/Andres, Montessori, and the Waldorf and Freinet approaches, children s worlds, open approaches, EEC for children aged 3-6) - Educational houses or centres - Transitions - Images of humanity, working methods, a life environment orientation in the promotion of development - Short practical placement including observation and exploratory assignments with the age group 3-6 - Mentoring 12

Field of Study III: Education and Upbringing: Work with Individuals and Groups 305 6 3 Summer semester Observational methods and educational play Day-care facilities and schools are seen as places of intentional learning with different educational concepts. The students gain an overview of models, concepts and methods of educational play as well as over the related specifics of elementary and school education and out-of-school working methods with girls and boys. They obtain insights into the theoretical foundations, procedures and methods of group teaching which they can relate into the work with children. Students learn to observe and document developmental and educational processes with specific methods and to grasp the significance of such processes in children. This enables them to design and organize holistic developmental and educational stimuli. - Structural differences in educational concepts for different age groups and institutions - Self-initiated educational processes in children - Observation, documentation and interpretation of developmental and educational processes - Portfolios as a method of accompanying educational processes - Models, phases and forms of play development - Concepts of educational play - Role theory and group models - Approaches to group education - Conceptual work 13

Field of Study VI: Social-educational Work as a Profession and a Science 306+703 2+2 3 Elective: Innovative developments in theory and practice The module Innovative developments in theory and practice aims to respond quickly to current, new developments and topics that cannot be adequately incorporated into other modules. The students can also suggest questions and topics that are important to them. This module is intended to provide state-of-the-art training and to increase the possibilities for codetermining content by students. Possible contents: - Excursions: to facilities with innovative practice and/or policies - Workshop: special procedures and techniques - Training courses - Interdisciplinary cooperation - Political intervention strategies - Video home-training for parents - Video-supported observation techniques - History of social questions and structures as well as the history of educational, social and health care professions - Women s, family and job market policy and politics - Topics by students for students by agreement (under the supervision of the staff member) - Topics offered by students to children (under the supervision of the staff member) 14

Field of Study III: Education and Upbringing: Work with Individuals and Groups Module number: 401 30 4 Practical semester and parallel taught classes The students are able to analyse situations and problems as they arise in the field and plan, implement and reflect upon their professional practice and its influence on the development of persons, groups and social space. They can relate their practical experience to theoretical insights as well as incorporate it into their personal development. Supervised learning process in practical placements - Construction, conception and conditions for action in the organisation - Administrative procedures and financial foundations/limits and possibilities - Special characteristics of educational, upbringing and care-providing facilities and their work with children - Recognition of the life circumstances and problems of affected people/target groups (relationships between causes and conditions) - Co-determination of educational situations with individuals and groups - Use of various forms of intervention - Cooperation with colleagues and participation in opportunities for co-determination - Including institutions in the educational and psycho-social care delivery system in the region - Cooperation with other institutions and participation in their organisation - Planning and organising one s own work - Reflecting upon practice and personal experiences as they relate to working relationships with children, parents, in teams and with practitioners from other professions - Examination of one s professional role and perspectives - Examination and constant feedback of the competences and achievements of students by their supervisors Theory-Practice Seminar - Formulation of training aims, the identification of individual requirements and development, and the planning of concrete steps towards their realisation - Requirements and quality of supervisors as well as the status and rights of students - Linking current practical experience with previous theoretical knowledge, and consultation to cover shortfalls in explanatory concepts and professional practice - Reflection upon topics concerning the field of work and specific target groups as they relate to theory and one s professional role - Evaluation of structural frameworks within the specific field of work and of social work on the basis of concrete practical experience - Evaluation of new developments within the specific field of work under the aspect of possible gains/losses for the various stakeholders in the field - Reflection upon the student s practical experience and how it fits into the course, both in the past and in the future - In-depth reflection upon the student s relationships with clients, teams, and supervisors, with a focus on one s own contribution, sources of irritation, resistance and learning steps - Reflection upon the student s own ideas and aims about the profession against the background of the institution s organisational structures and organisation of work, and their significance for the target group 15

Field of Study III: Education and Upbringing: Work with Individuals and Groups 501 5 5 Pedagogy of Inclusion The students acquire knowledge of educational support for girls and boys between the ages of 0-10 which is oriented towards their life environments, resources and inclusion. They obtain theoretical and practical experience with special needs diagnostics, observation, screening and test procedures with children, with writing educational developmental reports and the resulting special needs measures, while taking into account concepts such as the prevention of developmental risks and the promotion of resilience - Developmental stages of children, taking into account problems with normative development, and the special significance of children s life environments together with educational means to encourage their development - Pedagogy of inclusion (theoretical foundations, Convention of the United Nations on the rights of persons with disabilities: human rights requirements and barriers to their implementation, inclusion index, examples of inclusion practice) - Special needs diagnostics, observation, screening and test procedures in theory and practice (e.g. EBD, ET, AWST-R, sismik, seldak, perik, SETK 3-6, DES, LOS, special needs diagnostics for children with severe and profound disabilities, etc.) - Referral concepts in theory and practice, based on special needs diagnostics, observations and test results leading to special needs educational measures which are related to the child s life environment and aimed towards inclusion for children with developmental retardation or disabilities, psychological disturbance, violence, abuse, etc.) 16

Field of Study IV: Cooperation in the Context of Public Administration 502 5 5 Socio-educational activity in child and youth welfare work. Students obtain an overview of central theoretical and strategic concepts of social work. They learn to analyse the life conditions of children and their families and to develop individual-, life- world- and social-environmentally-oriented help. The module opens students minds for interdisciplinary action and networking in the field of child and youth welfare work and conveys the necessary knowledge to ensure promotion and early assistance as well as participation in planning processes. - Selected social work theories - Theory-based analysis of the life situations of children and their families - Practice concepts which relate to the individual, their life environment and social space - Planning programmes of help and participation - Cooperation, networking and intervention: definitions and approaches to practice 17

Field of Study V: Professionalisation, Organisation and Management 503 5 5 Economic and legal foundations for educational facilities The students acquire management competences in the relevant economic aspects of services for the education, upbringing and care of children; they learn the fundamental expert knowledge required to manage a company and human resources. Further, they obtain basic knowledge and techniques in the areas of accountancy, controlling, public services law and labour law. They develop an ethical position for management responsibilities and tasks and learn how to assess the efficacy of instruments, methods and techniques, behaviours and procedures, and to use them on a daily basis in the work situation. They are able to fulfil legal and administrative responsibilities and to make the most of their scope of action. - Fundamental terms of economics, as they relate to educational facilities. - Overview and transfer of core, specific economic knowledge (including management, controlling, accountancy, human resources management) - Models of cooperation/networking with other organisations and assessment of demands/requirements - Specific aspects of public services law and labour law 18

Field of Study V: Professionalisation, Organisation and Management 504 7 5 Social management and organisational development The students acquire management competences relevant to social care institutions for children. They learn the fundamental concepts specific to social agency management, organisational development and quality management. They also obtain the knowledge and techniques needed in public relations. They develop a soundly based fundamental position and learn how to assess the efficacy of instruments, methods and techniques, behaviours and procedures, and to use them on a daily basis in the work situation. - Introduction to organisational theory, how organisations are constructed and procedures organised, including practiceoriented discussion of innovative approaches - Models for cooperation and networking with other agencies - Concepts of quality development and quality management - Approaches to the evaluation of educational facilities - Projects: planning, making applications, implementation and evaluation - Types and practice of public relations work as well as documentation, visualisation and presentation techniques - Selected instruments of human resources management - Intercultural openness, diversity management, gender mainstreaming, management under the auspices of inclusionoriented pedagogy 19

Field of Study VI: Social-educational Work as a Profession and a Science 505+604 8+8 5 + 6 Project After the experiences of the practical semester, the project enables a learning process to take place in which theory and practice are combined in a specific, professionally relevant area. The theoretical and practical tasks which result from the focus of the project enable the students to plan, carry out and reflect upon a group or individual assignment which is professionally relevant. - Project planning, project organisation, project management - Specification and agreement of binding project aims and the resulting tasks - Acquisition of the necessary expert knowledge to carry out the work - Working out the methodology necessary to carry out the work - Methods for reaching agreement in groups and teams - Methodological competences (activities necessary to carry out the work) - Methods for a structured part and end evaluation of the project s implementation and its findings - Team work/cooperation with individuals and work groups - Human resources in the project 20

Field of Study III: Education and Upbringing: Work with Individuals and Groups 601 5 6 Systemic procedures in work with children and families In this module, the students acquire the ability to analyse the education, upbringing and care of children with disabilities /chronic illnesses in their families and in educational facilities using a systemic perspective; they also learn how to use selected methods of systemic intervention. - Learning about psychological and sociological perspectives and the perspectives associated with educational and special educational sciences and neurosciences - Foundations of the theory of systemics: interrelations between humans and their environment, the multi-level model: micro, meso, and exo-systems, adaptation strategies (defense, mastery, coping), constructivism - Systemic interventions (systemic understanding of problems, genograms, organigrams, systemic questions, reframing, reflecting in the team) - Children with disabilities /chronic illnesses in their family systems - Children with disabilities /chronic illnesses in educational facilities - Strategies to improve inclusion in special needs education (empowerment, encouraging resilience) - Interventions to improve inclusion in early learning - Selected examples of school and out-of-school settings which promote inclusion 21

Field of Study V: Professionalisation, Organisation and Management 602 8 6 Adult education and professionalisation The students obtain an overview of the current debate about professionalisation and over the fields of work in training and advanced training programmes, as well as programmes offering consultation and support parallel to work. They acquire basic competences in the areas of consultation, adult education and research. - The current discourse on academisation - The debate on professionalisation, including gender perspectives - Study programmes for education, upbringing and special needs provision in Germany and internationally - Overview of fields of work in the areas of qualifications and management: e.g. advising, teaching, adult education, peer consulting, supervision, intervision - Selected areas of consultation practice - Educational concepts and practice in adult education, including educational methods - Overview of the research landscape and procedures in the area of early childhood /childhood learning 22

Field of Study II: Public Institutions with Responsibility for Children 603 5 6 Winter semester Planning social environment in child and youth welfare work The students gain knowledge of the significance of municipal policy for child and youth welfare as it affects the life situations and developmental circumstances of girls and boys. Additionally, they acquire the ability to make available and organize youth welfare facilities in municipal, local social, national and international contexts. - Providers of youth welfare services, cooperation with non-profit as well as commercial providers - Providers of youth welfare services, their involvement in associations and provider policies - Local alliances involved in the organisation of family-friendly working conditions - Child-friendliness as an area of responsibility at national, federal state and municipal policy level - Introduction to planning theory - Legal foundations of social environment and youth welfare planning - Theories and procedures to encourage participation in children and young persons - Introduction to municipal needs analysis - Planning areas (e.g. youth welfare services, kindergartens, social space) - Instruments for planning social environment and their appplicability in youth welfare planning - Neighbourhood management - Policies affecting children - Municipal policy 23

Field of Study VI: Social-educational Work as a Profession and a Science 505+604 8+8 5 + 6 Project After the experiences of the practical semester, the project enables a learning process to take place in which theory and practice are combined in a specific, professionally relevant area. The theoretical and practical tasks which result from the focus of the project enable the students to plan, carry out and reflect upon a group or individual assignment which is professionally relevant. - Project planning, project organisation, project management - Specification and agreement of binding project aims and the resulting tasks - Acquisition of the necessary expert knowledge to carry out the work - Working out the methodology necessary to carry out the work - Methods for reaching agreement in groups and teams - Methodological competences (activities necessary to carry out the work) - Methods for a structured part and end evaluation of the project s implementation and its findings - Team work/cooperation with individuals and work groups - Human resources in the project 24

Field of Study VI: Social-educational Work as a Profession and a Science 605 2+2 6 Electives: General part of the degree programme The general part of the degree programme teaches an academic, general education in the sense of holistic education and enables students to obtain key qualifications. The students acquire the knowledge, competences and know-how required to tackle central questions of today and the future. In practically oriented seminars they obtain the skills needed to selfconfidently address current philosophical, socio-political and cultural questions and topics in the social and natural sciences. The general part of the degree programme is conceived as overarching degree programmes and faculties. Students may select courses from the general part of the degree programme or from Innovative developments in theory and practice. Contents of the general part of the degree programme may include: - Excursions: - Learning about international structures, mentalities and ways of life - Seminars: - Philosophy - ethics sustainable development - People, society, technology, culture, media - Social Europe: the international job market, health and social care policy (with contributions from lecturers from different states), diversity strategies and diversity management - Innovative developments in parts of society - Courses on different topics dealing with multiple subjects as requested by students - Organising transitions when starting work - Setting up a business - Workshops: - Äesthetics and life environments, social design, social architecture, literature/theatre/film/music) - Students offer courses for students with coaching by lecturers - Training courses: - Intercultural training - Public speaking, facilitation and presentations - Groups as the core of the social environment - Relaxation techniques - Language courses - IT courses and advanced courses 25

Field of Study III: Education and Upbringing: Work with Individuals and Groups 701 6 7 Casuistry in education, upbringing and care The students develop their professional practice on the basis of central theoretical ideas and case situations. They are able to analyse needs, problems, resources and action patterns of people and situations, and, on the basis of relevant disciplines, develop their own plans of action and (self) evaluation. They understand socio-educational work as a scientifically grounded profession which demands from its practitioners the ability to talk openly about their working methods and justify them professionally. - Acquisition and repetition of central theoretical concepts - Application of theoretical knowledge to case studies - Development of case-oriented / situationally relevant analyses and plans of action - Concepts of self-evaluation designed to assess one s own professional work structures and conceptions - Legal and institutional frameworks 26

Field of Study V: Professionalisation, Organisation and Management 702 10 7 Management and design of educational facilities The students grasp the significance of good cooperation between managers and staff in teams as a central factor in the quality of day-to-day work. They learn about management styles and develop concepts for practice relating to the organisation of work, management and psychological health in management positions. They acquire knowledge and competences in the development of models and learn how to do interviews with individuals, groups and teams that are oriented towards clients, resources and finding solutions. - Management styles, management theories - Techniques of work organisation, e.g. time management, organisation of meetings, leading negotiations, facilitation - Development of models - Communication and cooperation - Concepts and methods in interviewing and consultation - Genesis and management of conflicts in teams and organisations - Supervision of school and university students in practical placements 27

Field of Study VI: Social-educational Work as a Profession and a Science 306+703 2+2 7 Elective: Innovative developments in theory and practice The module Innovative developments in theory and practice aims to respond quickly to current, new developments and topics that cannot be adequately incorporated into other modules. The students can also suggest questions and topics that are important to them. This module is intended to provide state-of-the-art training and to increase the possibilities for codetermining content by students. Possible contents: - Excursions: to facilities with innovative practice and/or policies - Workshop: special procedures and techniques - Training courses - Interdisciplinary cooperation - Political intervention strategies - Video home-training for parents - Video-supported observation techniques - History of social questions and structures as well as the history of educational, social and health care professions - Women s, family and job market policy and politics - Topics by students for students by agreement (under the supervision of the staff member) - Topics offered by students to children (under the supervision of the staff member) 28

Field of Study VI: Social-educational Work as a Profession and a Science 704 12 7 Bachelor s Thesis With their Bachelor s Thesis, the students are expected to show that they are able to independently work on a problem from the field of work for which they are being trained within a specified period of time and to scientific standards. ( 27 StuPo Study Regulations). The students demonstrate their ability to develop a topic relevant to the profession and based on its current scientific standing, to plan its investigation and to document their findings. - Analytical and systematic advancement of previous knowledge gained from taught disciplines, especially educational and socio-educational science - Advanced scientific methods, suitable for dealing with complex topics, especially in relation to the chosen topic - Independent transfer of theoretical knowledge of educational science, socio-educational science and other disciplines to situations and questions chosen by the student - Development of tested and testable analyses and recommendations for the complex interrelationships in socioeducational professional practice - Planning and organisation of scientific processes in dealing with a practice-oriented and/or professionally relevant question, including its documentation 29