• Recognizing and assessing risks and dangers, accident prevention

• Rescue chain and emergency call

• Procedure in an emergency situation: Unresponsive child breathing normally; respiratory and circulatory arrest (artificial respiration and cardiac massage); using a defibrillator

• Measures for sudden illnesses and allergic reactions

• Basic knowledge of childhood illnesses, febrile convulsions

• Legal and carrier-specific basics regarding chronically ill children

• Measures for childhood injuries, treatment of wounds, bone and joint injuries

• Students know the basics of emergency management when dealing with children, especially in the event of accidents, illnesses and allergic reactions, and can apply this emergency management.

• Students know typical dangers and risks in elementary educational institutions and can minimize these through planned action (risk impact assessment).

• Students know first aid measures appropriate to the situation and can apply them

• Students know the basic principles for the adequate storage and replacement of first aid materials and are able to implement this.

• Students can draw up emergency plans and know essential emergency contacts.

Lecture by the course instructor, individual and group work, exercise

Continuous assessment: Partial performance: active and committed participation, practical individual and group exercises

• Model projects and good practice examples such as "KiBi der Zukunft" by the FGÖ, "Bewegter Kindergarten", "Gesunder Kindergarten"

• Development of methods for health promotion and prevention in educational institutions, including stress management strategies and resilience for children as well as the development and integration of target group-specific health-promoting concepts

• Communicating the principles of a balanced and wholesome diet, taking into account cultural, ideological and religious eating habits.

• Clarification of guidelines and hygiene concepts in elementary educational institutions as well as practical exercises on the correct use of cleaning agents and the implementation of hygiene standards.

• Discussion of the principles of waste separation, the consequences and benefits of ecologically conscious action and the development of methods to sensitize children to environmental issues.

• Students know methods and concepts of health promotion and prevention, including stress management for children, and can integrate these into their work at the learning location practice organization.

• Students are familiar with the principles of a balanced diet and are aware of cultural and religious differences

• Students know the basics of hygiene guidelines and can apply them correctly and sustainably.

• Students know the principles of waste separation and methods for sensitizing children to environmental issues in the sense of education for sustainable development (ESD)

• Students are sensitized to aspects of safety and supervision.

Lecture by the course instructor, individual and group work, plenary discussions, exercise

Continuous assessment: Partial performance: Homework (research, text reading), short presentations, active and continuous participation in the work processes of the course

• Historical development of elementary education in Austria and international perspectives

• Social, political and historical contexts

• History of childcare facilities, including historical developments in the understanding of early education and the associated "educational mandate" on the part of society and politics

• History of education and the profession with a focus on Austria

• Perspectives on family, childhood, education and pedagogical trends since the 19th century

• Current developments in the profession in the context of the 21st century

• Students are familiar with the history of the professional field of elementary education including international references, the different childcare institutions, their roots, characteristics, political foundations and backgrounds.

• Students know the contexts of childhood(s) and selected pedagogical trends from the 19th to the 21st century

• Students are familiar with the development of elementary education up to the development of the scientific discipline of elementary education.

• Students can critically reflect on the historical perspective of their profession, their discipline and their own position within it for professional action and the discipline

Lecture by the course leader, individual and group work, written reflection

Continuous assessment: Partial performance: Term paper (reflection texts), continuous and committed participation in the work processes, final thesis

• Historical and socio-political contextualization of classical concepts of action

• Introduction to central classical early education concepts such as Fröbel, Waldorf and Montessori education as well as the Kinderladen movement and Schörl pedagogy

• Insight into the practical design of facilities that align their work with reform pedagogical concepts

• Approaches to criticizing classic early education concepts (reform pedagogical approaches)

• Examination of the question of whether and in what way reform pedagogically oriented elementary educational institutions and the everyday pedagogical practice practiced there are compatible with scientifically generated knowledge on child development and educational processes

• Students are familiar with various classic international early education concepts and their application in elementary education practice.

• Students have the ability to reflect on pedagogical action on the basis of different classical pedagogical approaches.

• Students are familiar with more recent pedagogical concepts influenced by reform pedagogy and can analyze these with regard to the learning location practice.

• Students have the ability to deal with current pedagogical developments in a well-founded and critical manner.

• Students can research and select scientific sources in a basic way.

Input by the course instructor, small group work, plenary discussions, application-oriented and literature-based examination of selected pedagogical concepts in the context of a portfolio

Continuous assessment: Homework (research, text study), continuous and committed participation in the work processes, final thesis;

• Trying out and practicing their own movement forms and sequences

• Expression through movement and its significance for educational and developmental processes

• Basic developmental theory of children's motor development using the example of types of play such as free movement play, cooperative play, play on and with water

• Basic experiences with equipment, materials, body positions and movement characteristics

• Linking the content with aspects of water safety in the educational area of movement and health from the "First Aid" course

• Prejudice-conscious encounters and support for movement experiences and movement patterns as modes of expression

• Students know their own self-efficacy through movement and can verbalize these experiences.

• Students can approach forms of movement and expression with an awareness of prejudice.

• Students have knowledge of the importance of dealing with movement, motor skills and the body for children's developmental and educational processes and can describe this.

• Students are aware of the importance of water experiences for children's developmental and educational processes and can establish links to first aid in terms of safety.

• Students are familiar with the initial developmental theoretical principles of the importance of movement and motor skills for children's developmental and educational processes and are able to reproduce these.

Lecture, impulses, exercises, interactive design of shared movement experiences

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Trying out and practicing their own creative design processes

• Creative design and its significance for educational and developmental processes

• Basic developmental principles of children's creative education using the example of the artistic forms of expression of tracing and doodling

• Basic experiences with materials and tools, basic graphic and painting techniques

• Prejudice-conscious encounters and support for symbolic and creative forms of expression

• Discussion of product-oriented and process-oriented design processes with young children.

• Students know their own creative self-efficacy and can verbalize these experiences.

• Students can approach symbolic and creative forms of expression with an awareness of prejudice.

• Students know the importance of creative engagement with different materials for children's developmental and educational processes.

• Students are familiar with initial developmental theoretical principles on the importance of creative engagement for children's developmental and educational processes

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course

• Trying out and practicing their own artistic and creative ways of expression

• Musical-creative design and its significance for educational and developmental processes

• Basic development-theoretical foundations of the musical-creative education of children using the example of dance and musical improvisation with instruments

• Basic experiences with instruments and scales, basic vocal techniques

• Prejudice-conscious encounters and support for musical and creative body-related forms of expression

• Students know their own musical self-efficacy and can verbalize these experiences.

• Students can approach artistic and physical forms of expression with an awareness of prejudice.

• Students are aware of the importance of artistic and creative engagement with rhythm, different materials, Orff instruments and physical expression for children's developmental and educational processes

• Students are familiar with the initial developmental theoretical foundations of the importance of musical-creative and rhythmic engagement for children's developmental and educational processes.

Lecture, interactive basic experiences with instruments/voice/expression, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Clarification of the term "didactics" and positioning in the educational framework plan with regard to the variety of methods and situational orientation.

• Discussion of pedagogical and developmental theoretical foundations of early educational and developmental processes

• Examination of the importance of relationships for educational and developmental processes as a central didactic principle.

• Discussion of the application of this didactic principle to support play processes, looking at picture books and the use of space.

• Development of basic and current specialist content for work in the field of elementary education

• Professional and personal examination of educational and child-rearing goals in the field of elementary education

• Consideration of pedagogical and developmental theory, such as children's learning processes and personality development

• Examination of the concept of method and the methodical structure of learning arrangements in all areas of education

• Students are familiar with the Austrian educational framework and the didactic principles described therein.

• Students know relevant didactic principles for the design of educational processes with children.

• Students know the fundamental importance of play for developmental and educational processes and are familiar with the associated basic didactic knowledge.

• Students can reflect on and discuss didactic principles with regard to their feasibility, usefulness and situational appropriateness.

Lecture, discussion, feedback, peer feedback

Continuous assessment: grade-relevant partial performance: Homework, exercises, continuous and committed participation in the work processes

• Exercises in structured reading and writing

• Reading scientific texts in elementary education

• Getting to know techniques for overcoming writing and reading inhibitions and practice

• Getting to know AI tools

• Students can distinguish between scientific and non-scientific texts and are familiar with the structure of scientific texts.

• Students know techniques of structured reading and writing.

• Students will be able to apply the reading and writing techniques they have learned at a basic level.

• Students know techniques for overcoming writing and reading inhibitions, can apply them on a basic level and reflect on their own reading and writing style.

• The students try out AI tools when writing texts.

Keynote speeches by the course instructor, individual and small group work, student presentations, text study and text analysis, exercise

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course, homework (writing and reading exercises)

• Addressing the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identifying and discussing assessments of one's own (professional) learning process, taking into account one's own biographical background.

• Approaching the understanding of individual and group learning processes, taking into account one's own professional experience.

• Working out and analyzing learning phenomena and learning difficulties as well as ambiguities or "puzzles" from one's own practical work with a special focus on learning resistance.

• Students have developed a self-reflective approach to their own learning processes, taking into account their own educational and professional biography.

• Students have developed a basic understanding of the learning processes of (other) adult learners.

• Students have developed a basic knowledge of how to stimulate learning processes in adult learners.

• Students have built up theoretical knowledge and reflected experiential knowledge of learning processes.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the Young Child Observation method as a basis for case work and case analysis: observations, creation of descriptive and differentiated observation protocols, discussion of the protocols in the course, writing of meeting minutes.

• Understanding the importance of interaction processes of educational professionals and the connection with child development and educational processes.

• Discussion of self-reflective and other-reflective skills in the context of observation.

• Students are able to observe a child (in individual and group settings) in the kindergarten institution and to write this down descriptively in observation protocols.

• Students deal with the connection between external (stress) factors and the inner experience of children.

• Students have a basic understanding of the importance of relationship dynamics (in individual and group settings) for children's developmental and educational processes and can use this to consider how children can be supported in terms of their developmental and educational processes.

• Students deal with their own self-reflective and other-reflective skills in connection with observations.

• Students can write minutes of the Young Child Observation sessions.

Lecture with activating methods, discussion, case processing, conducting observations

Continuous assessment: Partial performance: Term paper (writing of minutes), continuous and committed participation in the work processes in the course, final paper

• Overview of basic goals and tasks as well as various fields of action in elementary educational institutions (forms of facilities and organization, respective framework conditions)

• Federal state-specific regulations

• Fundamental examination of the CBI's 2009 educational framework plan (pedagogical orientation, education and skills, educational areas, transitions, pedagogical quality)

• Examination of one's own changing role from assistant to elementary pedagogue in training

• Work shadowing in various elementary pedagogical situations and reflection on initial practical experience in interacting with children in shared play.

• Basic and current specialist content for practical work in the field of elementary education (e.g. initiating a dialog with children)

• Subject-specific excursions (facilities, library, ...) and collection of practical materials for use in practice.

• Students are able to make systematic observations of children's behavior and learning processes and to reflect on pedagogical issues in the sense of a new understanding of their role as trainees.

• Students can try out less complex creative play and learning arrangements in practice, reflect on their experiences and verbalize them.

• Students are familiar with basic tasks and responsibilities in the practical organization of elementary education.

• Students are familiar with the group and the institution and see themselves as part of the team.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Theories and subject areas of developmental psychology.

• Theory-based examination of the complexity of the relationships between psychological maturation and development processes and the subjective forms of processing and reactions of children, parents and teachers.

• Relevance of developmental psychological theories for elementary education as a pedagogical practice and as a sub-discipline of educational science in contrast to other related theories (e.g. sociology)

• Reflection and analysis of experiences at the place of learning, practical organization and pedagogical action using developmental theory perspectives.

• Students have basic knowledge of developmental theory on social, emotional and cognitive development in early childhood (0 to 6 years), are aware of the importance of early relationship experiences for these developmental processes and can draw on various developmental psychological theories (attachment theory, psychoanalytical developmental theories, mentalization theory)

• Students can use this basic theoretical knowledge to reflect on their own experiences at the learning location of the practical organization.

• Students will be able to apply theoretical perspectives on developmental theory to elementary education as a scientific sub-discipline of educational science and will be able to use this knowledge to critically examine questions and topics in the field of elementary education.

• Against the background of the theoretical knowledge they have acquired and their reflective practical knowledge, students can understand pedagogical practice as a practice influenced by psychological maturation and development processes, identify the problems inscribed therein and develop and apply (action-guiding) consequences for working with children and parents

Keynote speeches by the course instructor, mumble rounds, moderated and recorded small group work, plenary presentations by students, text study, video examples and analyses.

Continuous assessment: Partial achievements: active and committed participation in the contents and work processes of the course, term paper (text study), oral presentations, final thesis

• Selected national and international new pedagogical action concepts

• Clarification of the term "action concept", differentiation from the term "theory", elementary pedagogical concept research

• Possibilities and limits of pedagogical action concepts: Reducing the complexity of pedagogical practice, concepts of action as self-assurance, application orientation, programmatic condensation of pedagogical guiding ideas and educational principles in the concept of action, naming educational and pedagogical goals, formulating consequences for the design of pedagogical practice

• Reflection on pedagogical action concepts: action concepts as practical constructs in need of reflection, action concepts as products of a current educational discourse and legitimization of pedagogical action, critical view of subject constructions and dogmatism

• Students are familiar with selected national and international new pedagogical concepts.

• Students can critically and reflexively examine the limits and possibilities of selected action concepts.

• Students have the ability to discuss selected concepts of action at the level of theory, implementation and reflection based on literature-based knowledge.

• Students can implement selected pedagogical action concepts at the learning location of the practical organization.

Keynote speeches by the course instructor; presentations in small groups; plenary discussions; application-oriented and literature-based discussion of selected action concepts, exercise

Continuous assessment: Partial achievements: active and committed participation in the contents and work processes of the course, term paper (text study, research), presentations, final thesis

• Conceptual foundations of psychodynamic developmental theories of early childhood

• Selected psychodynamic developmental theories that focus on the importance of emotional experience and relationship formation for developmental and educational processes (Mahler, Erikson, Winnicott)

• Linking the theories with educational practice by reading and discussing case studies

• Developing the significance of emotional experience for developmental and educational processes using the example of individual cases as part of case work/practical reflections

• Exemplary development of pedagogical consequences in the sense of considering how - against the background of psychodynamic development theories and the results of the case analysis - the development and educational processes of individual children and the group can be promoted and supported.

• Students know and understand selected psychodynamic developmental theories of early childhood and can summarize them

• Students know the importance of (a) the emotional experience and (b) the relationship dynamics between the educational professional and the child/children for early childhood development and educational processes.

• Students can analyze case studies of themselves and other students from the learning location practice organization with regard to development theory considerations and relate theoretical concepts to them.

Lecture with activating methods, group work, discussion, group exercises, peer feedback, case work

Continuous assessment: Immanent assessment of performance through partial performance: continuous and committed participation in work processes in the course, term paper, oral presentation, final thesis

Aspects of economic, social and educational policy:

• Definition of national economy, social and educational policy

• institutional childcare as a service, economic aspects of institutional childcare

• institutional childcare and social and educational policy

• Economic evaluation of social and educational policy fields of action with a focus on institutional childcare

Legal foundations in the field of elementary education:

• Duty of supervision

• General child custody law

• Children's rights - parental rights

• Parentage in the legal sense

• Best interests of the child and its significance in child custody law

• Custody and legal guidelines for its exercise

• Contact rights and their exceptional restriction

• Concept and forms of child endangerment

• Notification of risk to the child and youth welfare services

• Options for action by the child and youth welfare services in the event of a risk to the child's welfare

• Tasks of the child and youth welfare organization

• Scope of the duty of supervision, applicable standard of care and consequences of liability in the event of a breach of duty

• Students are familiar with selected theoretical and conceptual socio-economic principles and are able to analyze economic, socio-political and educational policy developments with regard to elementary education and critically reflect on them against the background of the claim to Education for Sustainable Development (ESD).

• Students are able to identify alternative concepts of the welfare state with regard to its family and education policy and to classify the Austrian situation internationally.

• Students know the socio-economic characteristics of providing successful childcare and can weigh up political options to ensure effective and efficient care.

• Students are familiar with the central legal principles of their day-to-day work at the practice learning location (supervision, safety, custody issues).

• Students know the basics of legally relevant aspects of elementary education and can take these into account and apply them in their area of responsibility.

Presentations by the course leader, practical examples, exercises, discussion

Final exam: Partial performance: active and committed participation in all work processes of the course, group exercises and presentations of group work, case solutions, practical exercises

• Further developmental theoretical basics of motor development and movement education for children using the example of movement landscape, movement construction site, movement station

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking

• Linking the content with elementary pedagogical action concepts in the educational field of movement and health from the course "Elementary pedagogical action concepts"

• Practical testing and reflection on play and learning arrangements in the field of physical activity and health education

• Adequate offers of movement education for children and creation of a repertoire for the learning location Practice organization

• Course "Elementary educational action concepts"

• Practical testing and reflection on play and learning arrangements in the field of physical activity and health education

• Adequate offers of movement education for children and creation of a repertoire for pedagogical practice

• Students are familiar with advanced developmental theory on the importance of movement, motor skills and the body for children's developmental and educational processes

• Students are familiar with basic concepts of learning in social interaction.

• Students are familiar with play and learning arrangements in the educational field of physical activity and health and can apply these in practice at a basic level.

• Students can establish links to elementary educational action concepts and apply various concepts, including those of Emmi Pikler, to the educational area of movement and health.

• Students can create, verbalize and reflect on the first adequate offers for the movement education of children and for the learning location practice organization.

Lecture, impulses, exercises, interactive design of shared movement experiences

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Further developmental theoretical foundations of children's creative education using the example of cephalopods and the pre-schema phase

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking

• Practical testing and reflection on creative play and learning arrangements

• Appropriate creative activities for children and creation of a repertoire for pedagogical practice

• Students are familiar with further developmental theory on the importance of creative engagement for children's developmental and educational processes.

• Students are familiar with basic concepts of learning in social interaction.

• Students are familiar with creative play and learning arrangements and can apply these in practice at a basic level.

• Students are able to create, verbalize and reflect on first adequate, creative offers for children and for pedagogical practice.

• Students experience self-efficacy and can anticipate this in children.

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Further developmental theoretical foundations of the artistic-creative education of children

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking in the context of artistic-creative expression

• Practical testing and reflection of artistic-creative play and learning arrangements

• Adequate musical-creative offers for children and creation of a repertoire of songs, dances, rhythms and musical-creative arrangements for the learning location practical organization

• Students are familiar with further developmental theory on the importance of artistic and creative engagement for children's developmental and educational processes.

• Students know basic concepts of learning in social interaction.

• Students are familiar with artistic-creative play and learning arrangements and can apply these in practice at a basic level.

• Students can create, verbalize and reflect on the first adequate, artistic-creative offers for children and for pedagogical practice.

Lecture, exercise, interactive basic experiences with instruments/voice/expression, design of musical-creative learning and playing arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Reflective examination of one's own understanding of elementary education.

• Theoretical examination of the concept of education in early childhood education.

• Importance of the quality of interaction and relationships and examination of various concepts of learning in social interaction, including scaffolding and sustained shared thinking.

• Approaching an interpretation of children's educational processes from a phenomenological and ethnographic perspective.

• Testing ethnographic research methods in their own pedagogical practice.

• Fundamentals of pedagogical planning, documentation and reflection based on pedagogical questions

• Introduction to the STEM educational areas and other educational areas of the cross-state educational framework plan

• Students know about the independent concept of elementary education, can explain and discuss it and differentiate it from the concept and understanding of school education.

• Students have the ability to discuss early childhood education in the context of social developments and their own experience at the learning location of the practical organization.

• Students are familiar with the importance of interaction in the child's self-education process, including scaffolding and sustained shared thinking, as well as with a dialog-oriented and caring pedagogical attitude.

• Students are familiar with the educational areas of the Interprovincial Educational Framework Plan for Elementary Educational Institutions in Austria (2009) with an exemplary focus on the STEM area.

• Students can develop pedagogical plans, documentation and reflections in written form in order to prepare themselves for their work at the learning location practice organization.

• Students recognize the importance of observation and reflection skills in the context of inclusive pedagogical professionalism and can assess their use with individual children and in group settings.

• Students have the basic ability to create, reflect on and discuss video ethnographic research material in an elementary educational setting.

Attendance and active participation, keynote speeches by the course instructor, open space, student presentations, e-learning phases, text study, video recordings of interactions at the practice organization learning location;

Continuous assessment: Partial performance: documented text study, video ethnography, term papers

• Basics of scientific work:

• Scientific research: Research techniques, qualitative assessment and preparation of research results, literature management and knowledge organization

• Simple research exercises, increasing in complexity

• Grammar and spelling - a repetition of essential aspects (punctuation, sentence structure (HS/NS), synonyms, proofreading, etc.)

• Scientific writing: Basic structure of scientific texts, characteristics of scientific texts (argumentative stringency, linguistic accuracy, source work), characteristics of different publication formats as well as text types, dealing with sources & correct citation, writing techniques

• Writing exercises: Applying writing techniques and overcoming writer's block

• Research work, narrowing down topics

   

• Students can research, structure and organize scientific literature to some extent and apply more citation rules

• Students can increasingly recognize and classify scientific texts and gradually read them strategically (e.g. for their own scientific work).

• Students will be able to apply the writing techniques and strategies they have developed, know the argumentative structure and organization of an academic paper and will be able to implement this step by step in their own texts.

• Students can (to a limited extent) work on a research question and write a short text that meets the minimum standards of scientific work.

Keynote speeches by the course instructor, individual and small group work, student presentations, text study and text analysis, exercise

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course, homework (research, reading and writing exercises), seminar paper (final paper)

• Methodology of reading a scientific text and further text analysis with regard to the basic structure of the presentation of empirical research projects in the field of ECEC/ESD

• Text analysis with regard to the presentation of the initial situation of a research project (state of research), the presentation and justification of the methodological approach, the presentation of results and discussion of results in the discipline

• Development of consequences of text analysis for the development, implementation and writing of student research projects

• Development and analysis of ethical aspects of published research projects

• After a differentiated introduction, support and development phases, students know how to present and discuss the initial situation of a research project (state of research), the methodological approach and the results of a study in a research report and can apply this knowledge to critically assess published empirical studies in terms of comprehensibility, stringency and structure.

• Students can transfer the basic structure for the written presentation of empirical studies to their own student research projects and present them in an increasingly comprehensible, stringent and correct manner.

• Students are increasingly able to identify, name and justify ethical aspects of a research project on the basis of published research reports and derive consequences for their own research activities.

• Students can communicate established and current findings of early childhood education research to their team and stakeholders.

• Students are increasingly able to derive the relevance of established and current findings of early childhood education research for their own actions at the learning location of the practice organization.

Literature study, literature discussion, group work, presentation, discussion

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course and the distance phases, final discussion in small groups

• Differentiated examination of the question of how adults learn and which factors areconducive to, but also hinder, the stimulation and completion of (professional) learning processes

• Identifying and discussing assessments of one's own (professional) learning process

• Expanded understanding of individual and group learning processes

• Working out and analyzing ambiguities or "puzzles" - related to learning phenomena and in particular learning difficulties - with a special focus on learning resistance

• Examining the importance of the ability to mentalize for reflective practice

• Students have developed a self-reflective approach to their own learning processes and can make this the subject of reflection and discussion.

• Students actively engage with their own values, attitudes and (professional) experiences and reflect on their influence on their professional actions. They develop a basic understanding of the processes of professional identity formation.

• Students have developed a differentiated understanding of the learning processes of (other) learners.

• Students have expanded their theoretical knowledge and their experiential knowledge of learning processes.

• Students have dealt with the ability to mentalize, can describe it and can gradually establish initial links to the diverse emotional and mental world of children.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial achievements: continuous and dedicated participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the Young Child Observation method as a basis for case work and case analysis: observations, creation of descriptive and differentiated observation protocols, discussion of the protocols in the course, writing of meeting minutes.

• Reflection on one's own (conscious and unconscious) emotional experience for shaping relationships with children.

• Understanding the importance of interaction processes of educational professionals and the connection with child development and educational processes.

• Examination of self-reflective and other-reflective skills in the context of observation.

• Students are able to observe a child (in individual and group settings) in the kindergarten institution and to write this down comprehensively and descriptively in observation protocols

• Students deal with the connection between external (stress) factors and the inner experience of children, can understand children's behavior as an expression and consequence of this interplay and can derive alternative courses of action from this and apply them in a basic form at the learning location of the practice organization.

• Students have an understanding of the importance of relationship dynamics (in individual and group settings) for children's developmental and educational processes, can use this to consider how children can be accompanied in terms of their developmental and educational processes and can apply these considerations in a basic form at the learning location of the practice organization.

• Students have developed an understanding of their own self-reflective and other-reflective skills in connection with observations and can use this to understand practical pedagogical situations.

• Students can use the meeting minutes written as part of the course to gain a deeper understanding of their experiences at the learning location practice organization.

Lecture with activating methods, discussion, case work, final paper

Continuous assessment: Partial performance: Term paper, continuous and committed participation in the work processes in the course, final thesis

• Development of basic and current specialist content for practical work in the field of elementary education (design of activities to stimulate educational processes and the environment, methodical structure and preparation of learning arrangements, areas of competence, daily routine (time and space structures)

• In-depth professional and personal examination of educational goals in the field of elementary education

• Observation and documentation of children's learning and development processes, taking into account basic developmental theory findings

• Discursive and written in-depth examination of specific questions in the context of a respective educational and subject area (HOW do I do something? WHY am I doing this? WHAT do I do? WHAT am I doing this with?)

• Methods and strategies for making initial contact with children, building positive relationships with children and educational staff, e.g. active listening, empathy, verbal support for actions

• Reflecting on self-perception and the perception of others with regard to interactions/establishing contact

• Strategies for writing down didactic procedures - planning, observation, documentation, reflection

• Formulating broad and detailed objectives or skills to be developed with reference to development-relevant theories and the educational framework plan

• Students know basic didactic knowledge and can apply this in their new role as a prospective educational specialist at the learning location of the practical organization and support interactions and relationships with children and educational specialists.

• Students know the special features and importance of free play and can accompany this in a participatory way and design initial play and learning environments

• Students can define the goals of their pedagogical work with reference to developmental theory and plan and reflect on their educational work, taking central issues into account.

• Students can write down plans and observations of children's learning and development processes and reflect on their feasibility and usefulness.

• Students can orient themselves in given temporal structures and spatial conditions.

• Students know the basics of elementary education practice (fields of work and action in elementary education, types of institutions, concepts, educational framework plan and educational mission) and can identify and describe structural and organizational conditions.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• In this course, students deal with psychodynamic theories and concepts of conducting conversations with parents/guardians and families, focusing in particular on the relationship dynamics between professionals and families/parents and on the importance of an understanding attitude for the success of conversations with parents and families.

• Linking the developed psychodynamic theories and concepts with the practice of conducting conversations with parents/guardians and families.

• Writing descriptive and differentiated protocols of conversations with parents/guardians and families.

• Developing self-reflective and other-reflective skills with regard to the processes of counseling and conducting conversations with parents/guardians and families.

• Communication models with relevance for counseling and conducting conversations with parents and guardians

• Multi-professionalism / interdisciplinarity - networking in the field of different disciplines

• Students understand central psychodynamic theories and concepts as well as the relationship dynamics between professionals and families in the context of counselling and interviewing and are able to apply them to the learning location of practice organization.

• Students have internalized the importance of an understanding attitude for the success of conversations with parents/guardians and families and can also adopt this attitude themselves

• Students can write and analyze descriptive and differentiated protocols of conversations with parents/guardians and families.

• Students have reflective skills in the context of counseling and conducting conversations with parents/guardians and families.

Lecture with activating methods, discussion, literature study, group work, group exercises, peer feedback, homework, exercise

Continuous assessment: Partial performance: Term paper (case study), continuous and committed participation in the work processes in the course, seminar paper

• Study of relevant English-language texts

• Discussion and processing of specialist literature

• Insight into ECEC as a pedagogical practice in selected countries

• Insight into ECEC as an academic discipline in selected countries

• Networking with students from partner universities or host countries

• Students have basic English vocabulary for the field of early childhood education and care (ECEC).

• Students have an overview of ECEC in various countries in terms of pedagogical practice, the legal framework, education and training and ECEC as a scientific discipline.

• Students have a basic familiarity with international research in elementary education.

• Students are familiar with the English-language specialist journals relevant to the discipline and have basic academic research skills in these journals.

• Students are able to critically reflect on and incorporate their experiences at the learning location of the practice organization (in working with children, parents and families as well as in the team), taking into account national and international perspectives.

Online presentations with activating methods, group work (breakout rooms),

Continuous assessment: Partial achievements: continuous and committed participation in the work processes in the course, term paper, oral presentation

• Overview of the psychosocial stress situations of families with children of pre-school age, taking into account the social environment and living conditions

• Getting to know external institutions/help systems and their tasks, objectives and working methods in the context of psychosocial stress situations.

• Opportunities for cooperation with other institutions.

• Students know about the psychosocial stress situations of families and can apply this knowledge to analyze the stress situations of families at the learning location practice organization, taking into account the respective social space and lifeworld conditions.

• Students know about the external institutions in the sense of a support system for families in stressful situations as well as their tasks, goals and working methods and are able to cooperate with the support systems in the environment of the institution in which they work.

• Students are aware of the preventative importance of family support measures and can incorporate this into their educational practice.

• Students are able to develop a specific support plan for their institution.

Lecture, group work, discussion, feedback, homework (help plan)

Continuous assessment: Immanent assessment of performance via partial performance: Continuous and committed participation in work processes in the course, presentation, term paper, excursion

• Developmental and socio-psychological theories on transition processes in early childhood, with a focus on psychodynamic theoretical approaches.

• Central findings and research desiderata of transition research.

• Conditions for success (e.g. cooperation between institution and family) of early transition processes and the significance of transitions for educational and developmental processes in early childhood.

• Comparison of action-guiding concepts (models) for supporting transitions in the field of elementary education.

• Reflection and analysis of the design of transition processes at the learning location practice organization using the theoretical and empirical knowledge acquired.

• Friendship and peer relationships in the context of transitions

• Microtransitions

• Individual vs. group-related accompaniment of transitions

• Students are able to justify the difficulties associated with transition processes for the child and its parents/families on the basis of theory, they know the conditions for the success of transition processes and can use this knowledge to critically analyze existing transition models and, if necessary, adapt them in application.

• Students are able to reflect on their own practice (in relation to the design and support of transition processes) using the theoretical knowledge and empirical findings they have acquired.

• Students can explain and justify the importance of peer relationships for coping with challenging transition processes.

• Students are able to derive and apply action-guiding consequences for the support of children and their parents/families against the background of their reflected theoretical and experiential knowledge.

Lecture with activating methods, individual and small group work, short presentations, text study and processing; practical reflection

Continuous assessment: Immanent performance assessment with partial performance: Homework, presentations, case work

• Deepening knowledge of developmental theories and their relevance for motor development and movement education

• Practical testing of play and learning arrangements for movement education; differentiated reflection on emotional experience

• Expansion of the repertoire of movement education offers for children

• Deepening scaffolding and sustained shared thinking in movement education, targeted application in educational arrangements at the learning location practical organization

• Outdoor movement and play, circus arts, playful forms of strength testing, adventure games, experiential education

• Students have in-depth knowledge of developmental theories in the context of movement, motor skills and the body.

• Students have access to their own emotional experience in the context of movement and can derive an idea of how children experience such processes.

• Students have a basic repertoire of offers for children's movement education.

• Students know about scaffolding and Sustained Shared Thinking in creative education and can apply these in a targeted manner at the learning location of the practical organization.

Lecture, impulses, exercises, interactive design of shared movement experiences as well as play and movement arrangements for children

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Deepening knowledge of developmental theories and their relevance for creative education

• Production and use of play materials and didactic materials for children

• Pencil holding, color theory and artistic forms of expression: Scheme phase I, scheme phase II

• Tool knowledge, accident prevention, materials science and materials science

• Practical testing of creative play and learning arrangements; differentiated reflection of emotional experience

• Expansion of the repertoire of creative activities for children

• Deepening scaffolding and sustained shared thinking in creative education, targeted application in educational arrangements at the learning location practical organization

• Students have in-depth knowledge of development theories in the context of creative education.

• Students have access to their own emotional experience in the context of creative education and can derive an idea of how children experience such processes.

• Students have a basic repertoire of creative activities for children.

• Students know about scaffolding and Sustained Shared Thinking in creative education and can apply these in a targeted manner at the learning location of the practical organization.

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Deepening knowledge of developmental theories and their relevance for music and creative education

• Use of musical instruments and didactic material for children

• Practical testing of musical-creative expression and learning arrangements; differentiated reflection of emotional experience

• Expansion of the repertoire of musical-creative activities for children

• Deepening scaffolding and sustained shared thinking in artistic-creative education, targeted application in educational arrangements for the learning location practical organization

• Students have in-depth knowledge of development theories in the context of artistic and creative education.

• Students have access to their own emotional experience in the context of artistic-creative education and can derive an idea of how children experience such processes.

• Students have a basic repertoire of artistic and creative activities for children.

• Students know about scaffolding and sustained shared thinking in artistic and creative education and can apply these in a targeted manner at the learning location of the practical organization.

Lecture, exercise, design of artistic-creative learning and play arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

Media education, digital media:

• Media consumption by children

• Dealing with media in elementary facilities

• Designing media education in kindergarten

• Knowledge about the safe and responsible use of digital media

Language development and language support:

• Fundamentals of language development (first and second language acquisition)

• Language system levels

• Phonetics/phonology and prosody

• Lexicon (vocabulary) and semantics

• Morphology and syntax (grammar)

• Pragmatics

• Language acquisition theories

• Behaviorism, nativism, cognitivism, interactionism

• Pre-linguistic phase

• Milestones in language development from 1-6 years of age

• Language support in everyday kindergarten life

• The importance of relationships and emotions for language development

• Linking with central concepts of speech therapy (in cooperation with the Department of Health Sciences - Speech Therapy)

• State and provider-specific guidelines/documents on language support, such as the CBI education plan section. On language support in elementary educational institutions

Sex education and sexual education:

• Theory of child sexual development

• Differentiation between child vs. adult sexuality: aspects of child sexual satisfaction

• Development of gender identity

• Importance of body exploration games, forms and assessment of assaults among children

• Intersexuality and transidentity

• Legal framework and professional standards of sexual education and preventative measures

• Sex education materials and methods for elementary education

• Knowledge about sexualized violence

• Options for targeted interventions (in the event of assaults)

• Development of sexual education concepts and protection concepts, prevention

• Discursive application of the acquired knowledge

• Options for action to promote and support the sexual development of children

• Reflection: dealing with one's own sexuality

• Students can reflect on current, relevant and pedagogical issues relating to digitalization in elementary educational fields of action and make a well-founded assessment of the risks and opportunities of digital media.

• Students have the competence to support children and their parents in developing basic media skills.

• Students are familiar with the basics of early language development, know about the importance of relationship and emotion for early language development, know associated models of language development (e.g. language staircase) and can reflect on this knowledge and implement it in the learning venue of practice organization.

• Students have basic theoretical knowledge of child sexual development and can assess child behavior accordingly.

• Students develop a professional attitude to the topics of gender and child sexuality and can apply this to situations in their everyday work.

• Students are familiar with guidelines and professional standards for sexual education as well as orientation aids for assaultive and borderline behavior and are aware of the importance of sexual education concepts and protection concepts and their essential content aspects.

Lecture and lecture components by the course instructor with activating methods, individual and group work, discussiondiscussions, case work, independent discussion

Continuous assessment: Partial performance: Commitment to the course, continuous work assignments, written thesis

• Logic and basic concepts of scientific empirical research

• Basic features and distinguishing characteristics of basic research and application-oriented research

• Research methodological approaches of empirical qualitative and empirical quantitative social research

• Qualitative and quantitativee (digital) Methods of data collection and data analysis in empirical social research

• Ideal-typical course of empirical qualitative and empirical quantitative research

• Quality criteria of qualitative and quantitative empirical social research

• Research ethics principles

• Students have a basic knowledge of the central logics and research methodological approaches of empirical social research, can differentiate between the core aspects of these approaches and are able to describe and explain them

• Students know the ideal-typical process of empirical research projects (from the development of the research question to the dissemination of research results) and can describe and explain the main features of this process.

• Students will be able to describe and explain the main analog and digital methods of data collection and data analysis as well as the quality criteria of empirical qualitative and empirical quantitative research.

• At the end of the course, students are sensitized to research ethical problems of empirical social research, can identify these problems and name consequences for research activities.

• Students will be able to make initial connections between empirical research and pedagogical practice.

• Students have established a research-oriented attitude, can recognize the relevance of empirical research for their own professional field and develop research questions related to their field of practice.

Lecture with activating methods, group work, discussion, literature study

Final exam: Final examination, partial performance (homework, presentations)

• Overview of central research fields and research desiderata in elementary pedagogy

• Development of research questions on the indication of research gaps using the example of a teaching research project

• Planning and development of empirical quantitative and empirical qualitative research projects in the field of elementary education using the example of selected teaching research projects

• Students will be familiar with central fields of research and research desiderata in elementary education and will be able to describe them.

• Using selected teaching research projects as examples, students can identify the state of research and existing research gaps and develop research questions from these.

• Students have the knowledge to develop a research plan to investigate these research questions (a teaching research project) and can apply this knowledge to develop a research design (methods of data collection and analysis, sampling, etc.).

Keynote speeches, group work, discussion, work assignments with feedback, practical exercises, literature study

Continuous assessment: Partial performances: Text study, term papers, oral presentations

• Differentiated discussion of the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identifying and discussing assessments of one's own learning process.

• Expanded understanding of individual and group learning processes.

• Differentiated elaboration and analysis of learning phenomena, learning difficulties, ambiguities or "puzzles" with a special focus on learning resistance of adults and children.

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment

• Students have differentiated their self-reflective approach to their own learning processes, actively deal with their own values, attitudes and experiences and reflect on their influence on their professional activities.

• Students develop a basic understanding of the processes of professional identity formation.

• Students can apply methods of reflection in order to continuously work on their personal and professional development and to shape their role as educational professionals responsibly and authentically.

• Students have developed a differentiated understanding of the learning processes of (other) learners and can combine this with an extended theoretical knowledge of learning processes.

• Students have developed a didactic repertoire to stimulate learning processes.

• Students have developed their ability to mentalize and can perceive the experience of others in interactions.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflection on one's own (conscious and unconscious) emotional experience for shaping relationships with children, families and in the team

• Experiencing the importance of interaction processes of educational professionals and the connection with child development and educational processes

• Perceiving the connection between conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics

• Examination of self-reflective and other-reflective skills in the context of case work

• Students are able to observe themselves in their pedagogical actions, to write this down in work discussion protocols in a descriptive and differentiated manner and to critically examine their own actions together with other students.

• By working on practical cases, students recognize the significance of their own (conscious and unconscious) emotional experience for the relationship dynamics between themselves and children as well as parents and educational professionals in the respective case situation and in this way deepen their understanding of the significance of relationship dynamics for children's developmental and educational processes.

• Students can write minutes of Work Discussion sessions and begin to develop sophisticated self-reflective skills in the context of case work and case analysis.

Lecture with activating methods, discussion, conducting observations, case processing, final paper

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• In-depth development of basic and current specialist content for practical work in the field of elementary education (design of activities/learning arrangements conducive to education and the environment, methodological structure and preparation, daily routine); examination of pedagogically relevant specialist topics in the context of practical experience

• In-depth professional and personal examination of educational and upbringing goals in the field of elementary education

• Consideration of pedagogical and developmental theory, such as children's learning processes and personality development

• Discursive and increasingly in-depth examination of specific issues in the context of a particular educational and thematic area: justification of actions (how, why, what, with what)

• Deepening and reflecting on methods and strategies for making initial contact with children, building positive relationships with children, e.g. active listening, empathy, verbal support for actions, giving parents feedback, building a trusting relationship with parents;

• Testing and implementing tasks/projects/learning environments relating to children's main interests at the facility

• In-depth examination of observation, planning and documentation

• In-depth examination of skills and goals (social, personal, subject-related, learning method skills as well as rough and detailed goals)

• Students know in-depth didactic knowledge and can apply this at the learning location of the practical organization.

• Students can observe, document and reflect on children's learning processes and derive consequences for their own pedagogical activities

• With reference to the principles of developmental psychology, students can define differentiated rough and detailed goals in educational work and plan their educational work accordingly, taking central issues into account.

• Students can create plans based on their observations of children and reflect on their feasibility, usefulness and appropriateness to the situation.

• Students can accompany a child's play under the premise of co-construction and responsiveness.

• Students can reflect on their own interaction within the educational institution (with children, educational staff and parents).

• Students can perceive, verbalize and accompany the emotional experience of children in the context of creative education.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Examination of the theory and history of (social) (in)equality and difference

• Examination of concepts of intercultural, interreligious, inclusive, gender-sensitive pedagogy and the pedagogy of diversity.

• Development of gender identity, particularities in development, intersexuality and transidentity

• Plurality of family forms and family cultures

• Crises and traumas - e.g. in the context of separation, death and migration

• Interweaving theory and practice using exemplary case studies

• Exemplary development of pedagogical options for action with regard to diversity in everyday kindergarten life with a focus on individual vs. group-related options for action

• Reflective examination of inclusion and participation as an attitude

• Students know and understand theories and concepts of intercultural, interreligious and gender-sensitive pedagogy.

• Students know and understand developmental theory concepts of trauma and developmental impairment.

• Students know and understand the social science discourse on dealing with diversity, equality and difference.

• After reflecting on their own practice, students can apply the theoretical concepts in their professional field.

• After reflecting on their own practice, students can apply the theoretical concepts in their professional field.

• Students develop a professional attitude towards the topic of diversity, especially in the context of multilingualism in the real world, and can apply this in situations at the learning location of the practice organization.

Keynote speeches by the course instructor, self-study of texts, discussion of texts in the seminar or in small groups, self-reflection exercises

Continuous assessment: Partial achievements Diversity: term paper, presentation, case study, seminar paper

• Theories of professional, occupational and action ethics (in) elementary pedagogy (ethics as a theoretical dimension of education and upbringing / ethics as an area of education / ethics in initial and further training)

• Overall social contexts (value and norm systems, political systems, etc.) and processes of change (value pluralism, globalization, etc.) and their significance for ethical questions and problems for elementary education as a pedagogical practice and as a sub-discipline of education and educational science

• Comparison of national and international guiding concepts of ethics in elementary education

• Reflection on one's own values and norms as a basis for pedagogical action in the sense of (subjective) ethics of action

• Philosophizing in a pedagogical context/ with children

• Fundamental questions of philosophy, philosophy of education (Enlightenment - epoch of reason, black pedagogy, philosophical views of the nature of man)

• Students will be able to describe ethical problems and issues in connection with the overall social context for the field of elementary education in a theoretically sound manner and critically reflect on existing approaches and action-guiding concepts.

• Students identify and reflect on ethical contexts of justification (including biographically grown and socially existing value and norm systems, interdisciplinary developments and approaches) of pedagogical practice and can justify and legitimize their pedagogical actions from an ethical point of view.

• On the basis of the reflective theoretical and experiential knowledge acquired, students can develop professionally sound concepts for action on the question of how ethical principles can be implemented in educational work.

Impulses by the course instructor with activating parts; group work, presentation and discussion of student-generated content / research and text study / supervised concept work

Continuous assessment: mmanent performance assessment, with the following partial performances: active and committed participation in all work processes of the course, homework, presentation,

• Deepening knowledge of development-relevant theories and their relevance for movement education

• Practical testing of play and learning arrangements for movement education; differentiated reflection of emotional experience and precise verbalization

• Expanding the repertoire of movement education activities for children

• Linking the content with a gender-conscious view of the educational area of movement and health from the course "Diversity and Living Environments"

• Reflection on own attitudes towards gender roles in movement education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion, Language, Mint" - Designing inclusive play and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

• Linking the content of the course "Psychodynamics and Play" with the basics of theater pedagogy

• Students have in-depth knowledge of developmental theories, know their relevance for children's movement education and make differentiated considerations for the field of elementary education.

• Students have an extended repertoire of movement education offers for children and are able to develop play and learning arrangements and apply them at the learning location of practical organization.

• Students reflect on their emotional experience in a differentiated way and verbalize it precisely.

• Students can establish links to aspects of diversity and living environments and apply a gender-conscious view of the educational field of physical activity and health at the learning location of the practice organization.

• Students can design play and learning arrangements that meet the different needs of all children, including children with disabilities, chronic illnesses and psychosocial impairments.

• Students are familiar with the basics of theater pedagogy and the importance of expressing and processing emotions.

Lecture, impulses, exercises, interactive design of shared movement experiences as well as play and movement arrangements for children

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Deepening knowledge of theories of development and their relevance for creative education

• Practical testing of creative play and learning arrangements; differentiated reflection of emotional experience and precise verbalization

• Production and use of play materials and didactic materials

• Expanding the repertoire of creative activities

• Linking the content with a gender-conscious view of the educational area of aesthetics and design from the course "Diversity and Living Environments"

• Reflection on own attitudes towards gender roles in creative education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion" - Designing inclusive play and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

• Students have in-depth knowledge of developmental theories, know their relevance for children's creative education and make differentiated considerations for the field of elementary education.

• Students have an extended repertoire of creative activities for children and can develop and practically apply play and learning arrangements.

• Students reflect on their emotional experience in a differentiated way and verbalize it precisely.

• Students can establish links to aspects of diversity and living environments and apply a gender-conscious view of the educational field of aesthetics and design at the learning location of practical organization.

• Students can design play and learning arrangements that meet the different needs of all children, including children with disabilities, chronic illnesses and psychosocial impairments.

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Deepening knowledge of developmental psychological theories and their relevance for artistic-creative education

• Practical testing of artistic-creative expression and learning arrangements; differentiated reflection of emotional experience and precise verbalization

• Production and use of instruments and didactic material

• Expansion of the repertoire of musical-creative offers

• Linking the content with a gender-conscious view of the educational field of music from the course "Diversity and Living Environments"

• Reflection on own attitudes to gender roles in music and creative education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion, Language, Mint" - Designing inclusive expressive and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

• Students have in-depth knowledge of developmental theories, are familiar with their relevance for children's artistic and creative education and make differentiated considerations for the field of elementary education.

• Students have an extended repertoire of musical-creative activities for children and can develop expressive and learning arrangements and apply them at the learning location of the practical organization.

• Students reflect on their emotional experience in a differentiated way and verbalize it precisely.

• Students can establish links to aspects of diversity and lifeworlds and apply a gender-conscious perspective to the educational field of music, dance and expression.

• Students can design rhythmic and musical-creative expression and learning arrangements that meet the different needs of all children, including children with disabilities, chronic illnesses and psychosocial impairments.

Text study, lecture, exercise, design of artistic-creative learning and play arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Examination of play in general in order to understand its driving forces

• Symbolic play, intermediate space, creativity

• Examination of children's play, taking into account the cognitive and motor development of a child

• Discussion of fundamental authors and theories on play and its significance for child development - basic knowledge

• Examination of the psychodynamic perspective on play processes: Play scenarios as a reflection of the child's experience of self and world (including trauma, crisis)

• Central modes (as-if mode; mode of psychological equivalence, egocentrism, etc.)

• Students are familiar with the fundamental importance of play for child development.

• Students know psychodynamic theories on the importance of play for the development of children.

• Students are able to view play scenarios as an expression of experience and to derive corresponding consequences for pedagogical action and support.

• Students can carry out differentiated observations of the game without making hasty interpretations (enduring not yet understanding).

Lecture by the course instructor, individual and group work, written reflection, case analyses

Continuous assessment: Partial performance: committed participation in the course, text study, term paper, processing of case material and its reflection

Inclusive elementary education:

• Clarification of key terms in the context of inclusion,

• historical genesis of inclusive elementary education,

• central concepts and theories of inclusive primary education,

• disciplinary references of inclusive elementary education,

• Educational partnership in the context of disability, chronic illness and psychosocial impairment

DaZ - language development and language support

• Consolidation of the basics of language development (first and second language acquisition)

• Overview of language assessment tools with a focus on DaZ and their application

• The importance of relationship and emotion for second language development, reflection on one's own attitude as a pedagogical professional

• In-depth: Multilingualism in elementary educational institutions and challenges for pedagogical practice

• Language staircase: a model for analyzing pedagogical practice with regard to beneficial and hindering aspects of early (second) language development (implicit, explicit language prohibitions, unspoken multilingualism, symbolic multilingualism & language awareness, regulated multilingual language use, promoted and supported multilingualism)

• Practical discussion as well as targeted planning and spontaneous implementation of language support sequences

Play, STEM and precursor skills

• Definition of "MINT" in the elementary sector

• Mathematics in everyday educational practice

• Science and technology

• Computer science/digital education (complementary to digital education)

• Educational mandates, educational framework plan

• Promote and support STEM skills (age-appropriate)

• Textures, measuring and comparing, optical devices, technical devices, books.

• Questioning techniques

• Reflection and research attitude

• Materials and equipment science

• National and international state of research

• Further education initiatives

• Examples, e.g. nose corner

• Inclusive elementary education Students are familiar with central concepts and theories of inclusive elementary education and their disciplinary references, can reproduce them and reflect on and discuss their significance for professional pedagogical action.

• Inclusive elementary education Students can critically reflect on their own pedagogical actions in the context of disability, chronic illness and psychosocial impairment and develop and communicate options for action for the learning location practice organization.

• DaZ - Language development Students are familiar with the basics of early language development in the context of multilingualism and German as a second language, are aware of the importance of relationships and emotions for early second language development, know the basics of action models and can reflect on their application.

• DaZ - language development Students know the most important instruments for determining language proficiency, with a focus on BESK/BESK DaZ, can use these instruments and critically reflect on their use.

• Play, STEM, precursor skills: Students are familiar with a wide range of science, technology and math education content appropriate to the developmental stage of children, as well as corresponding methods of implementation.

• Play, STEM, precursor skills: Students can provide assessments of STEM materials recommended for children as well as offer and provide activities, play and learning environments with man-made and natural materials and objects in a well-organized, engaging and alternating manner.

• Play, STEM, precursor skills: Students can carry out targeted observations of nature experience situations (observation of weather phenomena, insects, the annual cycle, etc.) in everyday educational settings, analyze these and derive learning experiences for the children based on events in everyday life and apply them at the learning location practice organization.

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study

Continuous assessment: continuous and committed participation in the work processes in the course, case work, term paper

• Application of empirical qualitative and empirical quantitative methods of data collection in an own teaching research project

• Analysis, interpretation and discussion of data obtained through the use of qualitative and quantitative methods in the context of a teaching research project

• Presentation of research results

• Writing a research report including presentation and discussion of research results

• Students are able to apply selected qualitative and quantitative methods of data collection correctly and appropriately in the context of a teaching research project (continuation: Teaching Research Project I).

• Students are able to evaluate the data obtained through the use of qualitative and quantitative survey methods by means of an appropriate analysis procedure, to interpret the results obtained and to present and discuss the results in writing and orally.

Group exercises, peer feedback, practical exercises

Continuous assessment: Partial achievements: Term papers, reflection report (final thesis)

• Overview of qualitative methods of data collection and data analysis including digital programs to support the research process

• Quality criteria of qualitative empirical research

• Research ethics in the context of qualitative research

• Students have knowledge of the development and implementation of empirical qualitative research projects in the field of elementary education and can describe and explain this.

• The acquired methodological knowledge can be reflected upon with regard to the appropriate use of qualitative methods and aspects of research ethics.

• Students know the content and formal criteria and the structure of a qualitative-empirical research report (initial situation, description and justification of methods, presentation and discussion of results, consequences) and can describe and explain these.

• Students can derive and implement the central results of established and current findings of qualitative-empirical elementary pedagogical research for their own actions at the learning location practice organization.

Keynote speeches, group work, discussion, work assignments with feedback, peer feedback, practical exercises, literature study

Continuous assessment: Partial performance: committed and continuous participation, homework, oral presentations

• Overview of quantitative methods of data collection and data analysis including digital programs to support the research process

• Quality criteria of quantitative empirical research

• Research ethics in the context of quantitative research

• Students have knowledge of the development and implementation of empirical quantitative research projects in the field of elementary education and can describe and explain this.

• The acquired methodological knowledge can be reflected upon with regard to the appropriate use of quantitative methods and aspects of research ethics.

• Students know the content and formal criteria and the structure of a quantitative-empirical research report (initial situation, description and justification of methods, presentation and discussion of results, consequences) and can describe and explain these.

• Students can derive and implement the central results of established and current findings of quantitative-empirical elementary pedagogical research for their own actions at the learning location practice organization.

Keynote speeches, group work, discussion, work assignments with feedback, peer feedback, practical exercises, literature study

Continuous assessment: Partial performance: committed and continuous participation, homework, oral presentations

• Differentiated examination of the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes

• Identification and differentiated examination of the assessment of one's own learning processes

• Expanded understanding of individual and group learning processes and understanding their significance for pedagogical action

• Differentiated elaboration and analysis of ambiguities or "puzzles" related to learning phenomena and in particular learning difficulties with a special focus on learning resistance of adults and children

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna

• Students have developed a differentiated, self-reflective approach to their own learning processes, deal with their own values, attitudes and experiences in a differentiated way and reflect on their influence on their actions at the learning location practice organization.

• Students develop a differentiated understanding of the processes of professional identity formation and strengthen their professional attitude.

• Students have developed a differentiated, practical and theoretical knowledge and understanding of the learning processes of (other) adult learners and can thus expand their didactic repertoire to stimulate learning processes.

• Students have expanded their mentalization skills.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial achievements: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups))

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflecting on their own (conscious and unconscious) emotional experience with regard to its significance for shaping relationships with children, families and in the team

• Recognizing the importance of interaction processes of educational professionals and the connection with child development and educational processes

• Recognizing the connection between conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics

• Developing self-reflective and other-reflective skills in the context of case work

• Students are able to observe themselves in their pedagogical actions in a differentiated way, to write this down in work discussion protocols in a descriptive and differentiated manner and to critically examine their own actions together with other students in terms of self-reflective aspects.

• By working on practical cases, students recognize the significance of their own (conscious and unconscious) emotional experience for the relationship dynamics between themselves and children as well as parents and educational professionals in the respective case situation, differentiate in this way their understanding of the significance of relationship dynamics for children's developmental and educational processes and, based on this, can think about alternative courses of action to support children's developmental and educational processes and cooperation in the team and incorporate this into the learning location practice organization.

• Students can use the work discussion minutes written as part of the course to gain a deeper understanding of pedagogical practice.

• Students have developed self-reflective and external-reflective competencies through case work and case analysis and can implement these competencies at the learning location practice organization.

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• In-depth examination of the methodological and didactic preparation of play and learning arrangements/environments

• In-depth examination (observation, documentation, reflection and derivation of consequences) of the significance of the staged child play sequences for the child's well-being

• Persistence of gender difference in the educational institution: reflection on room design, play offerings, attitude with regard to gender and its stereotypes

• Responsiveness and co-regulation of emotions

• Educational cooperation with parents, external professionals, institutions (interdisciplinarity)

• Students can carry out play observations and accompany children's play in a responsive and containing manner

• Students can reflect on the significance of the play scene for the child's experience and initiate processes of understanding, taking developmental theories into account

• Based on observations and interactions, students can derive differentiated findings and consequences for further pedagogical action at the place of learning, practical organization and support of the child

• Students know possibilities and strategies for observation, documentation and reflection in order to initiate processes of understanding.

• Students are able to reflect on normative assumptions in relation to gender and diversity and integrate the knowledge gained into their habitus.

• Students can initiate and deepen cooperative relationships with parents, institutions and external professionals in the sense of interdisciplinarity at the learning location practice organization.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• In this course, students deal with psychodynamic theories and concepts of team discussions, focusing in particular on relationship dynamics and the importance of an understanding attitude for the success of team discussions.

• Students deal with the specific tasks, roles and objectives of different settings and forms of team counseling and discussion, such as staff meetings, case discussions and collegial settings.

• Development of self-reflective and peer-reflective skills Counseling.

• Students deal with the kindergarten as an organization, taking psychodynamic aspects into account.

• Linking the developed psychodynamic theories and concepts with the practice of counseling and conducting discussions in the team

• Writing descriptive and differentiated protocols of discussions with the team

• Students are familiar with communication models relevant to counseling and interviewing in elementary education teams.

• Multi-professionalism / interdisciplinarity - networking in the field of different disciplines

• Students understand central psychodynamic theories and concepts as well as the relationship dynamics in the context of counselling and discussion management in teams and are able to apply these to the learning location of the practice organization, taking into account setting-specific tasks, roles and goals.

• The students have internalized the importance of an understanding attitude for the success of discussions with the team and can also adopt this attitude themselves.

• Students can include psychodynamic aspects of the kindergarten organization in their analyses.

• Students can write and analyze descriptive and differentiated protocols of discussions with the team.

• Students have self-reflective and external-reflective skills in the context of counseling and conducting discussions in a team.

Lecture with activating methods, group work and mumble rounds, discussion, group exercises, peer feedback, literature study, homework

Continuous assessment: Immanent performance assessment with partial performance (term paper, case work, continuous and committed participation in the work processes in the course, seminar paper).

Management of NPOs & change and knowledge management

• Special features in the organization of non-profit organizations with a focus on organizational culture and development phases

• Mission statement, goals and strategies of NPOs

• Fundamentals of change and knowledge management as the basis for actively shaping and controlling change processes

• Analytical tools for organizations and their further development and application in practice

Team building

• The development of a group into a team

• Fundamentals for good teamwork

• The importance of framework conditions for successful teamwork

• Utilization of resources in a team

• Methods for team development

• Causes of team conflicts

• Strategies for overcoming team conflicts

Financing, marketing and public relations

• Insight into the financing of investments and their overall economic role and significance in the context of sustainability

• Public budget and structure of the public budget as revenue side as well as expenditure using the example of investments in education

• Overall social impact of investments in education against the backdrop of distributional policy considerations with a link to the sustainability discourse

• Basic principles, methods and instruments of public relations work in the field of elementary education

• Strategic and conceptual foundations of marketing, sponsoring and fundraising

• Management of NPOs & change and knowledge management Students are familiar with the specifics, challenges and resources in the context of the management of non-profit organizations.

• Team building Students are familiar with the characteristics of teams, the phases of team development and various roles and team phenomena.

• Team building Students are familiar with methods of conflict resolution, bullying intervention and giving and receiving feedback.

• Financing, marketing and public relations Students understand the connections between financing, marketing and public relations in non-profit organizations.

• Funding, marketing and public relations Students know how marketing can be used to communicate services and offers in a targeted manner and support fundraising

• Financing, marketing and public relations Students know the basic principles, methods and instruments of public relations work in the field of elementary education

Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback

Continuous assessment: Partial performance: Committed and active participation in all work processes of the course, term paper

• Basics of psychomotor skills

• The importance of sensory integration to promote perception

• Movement as a process and journey of discovery

• Fields of work, settings, objectives and role of occupational therapy with children -Participation in the ILV "Occupational therapy with children and adolescents", 3rd semester of the Bachelor's degree course in occupational therapy.

• Practical testing of play and learning arrangements for movement education

• Reflection on own movement socialization and its influence on pedagogical practice in the field of movement education

• Differentiated reflection of the emotional experience in the project "What moves me?" and verbalization of the meaning for one's own pedagogical actions

• Link to the content of the course "In-depth elementary pedagogical practice I:- diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in movement education

• Children's forms of movement: Climbing, sliding, jumping, rolling, hiding, carrying, pushing

• Students know the basics of psychomotor skills, various theories of perception and sensory integration and can reflect on these and link them to elementary pedagogical considerations.

• Students can reflect on their own movement socialization and understand its influence on their pedagogical actions at the learning location practice organization in the field of movement education.

• Students can recognize and correctly record the developmental variability of children in the area of movement education and provide professional support at the learning location of the practice organization.

• Students can describe the field of occupational therapy with children, the various settings and objectives and explain the role of occupational therapy in a multi-professional team.

• Students can practically test play and learning arrangements in movement education for children, reflect on their emotional experience in a differentiated way and verbalize the significance for their own pedagogical actions.

• Students can establish links to pedagogical diagnostics and central basic assumptions of trauma pedagogy and apply the methods and instruments they have learned to diagnose developmental and educational processes in movement education.

Lecture, impulses, exercises, design of play and movement arrangements for children

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• The importance of creativity as a means of promoting mental health according to D. W. Winnicott

• Painting place according to Arno Stern

• Theory of formulation according to Arno Stern

• Creativity as a process and journey of discovery

• Practical testing of creative play and learning arrangements

• Reflection on the socialization of one's own creativity and its influence on pedagogical practice in the field of creative education

• Differentiated reflection of the emotional experience in the project "Creative Journey of Discovery" and verbalization of the significance for one's own pedagogical actions at the learning location practice organization

• Link to the content of the course "In-depth elementary pedagogical practice: diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in creative education

• Methods of essential materials such as paper, wood, clay, metal and plastic as well as materials and techniques from nature: charcoal, wood, leaves, stones, land art

• Students are familiar with various theories of creativity, including the psychoanalytical theory of D. W. Winnicott and Arno Stern's place of painting, and can reflect on these and link them to elementary pedagogical considerations.

• Students can recognize the developmental variability of children in the field of creative education, correctly record it and provide professional support.

• Students can reflect on the socialization of their own creativity and understand its influence on their pedagogical practice in the field of creative education.

• Students can try out creative play and learning arrangements in practice, reflect on their emotional experience in a differentiated way and verbalize the significance for their own actions at the learning location of the practical organization

• Students can establish links to pedagogical diagnostics and central basic assumptions of trauma education and apply the methods and instruments they have learned to diagnose developmental and educational processes in creative education.

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• The importance of music, expression and dance as a means of promoting mental health

• Music, dance and rhythm as an expression of emotion and inner experience and a journey of discovery

• Practical testing of creative musical play and learning arrangements

• Reflection on the socialization of one's own musicality and its influence on pedagogical practice in the field of artistic-creative education

• Differentiated reflection on the emotional experience in the project "Musical-creative and rhythmic journey of discovery" and verbalization of the significance for one's own pedagogical actions

• Link to the content of the course "In-depth elementary pedagogical practice I: diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in creative education

• Forms of artistic-creative exploration: singing, making music with Orff instruments and body percussion, designing song accompaniments, acting, watercolor painting to music, practicing rhythm and rhyming, etc.

• Students are familiar with various theories on music, expression and dance and are able to reflect on these and link them to elementary pedagogical considerations.

• Students can reflect on the socialization of their own musicality and their artistic-creative expression and understand its influence on their pedagogical actions at the learning location of practical organization in the field of artistic-creative education.

• Students can recognize and correctly record the developmental variability of children in the area of artistic-creative education and provide professional support at the learning location of the practical organization.

• Students can try out creative expression and learning arrangements in practice, reflect on their emotional experience in a differentiated way and verbalize the significance for their own pedagogical actions at the learning location of the practical organization.

• Students can establish links to pedagogical diagnostics and central basic assumptions of trauma pedagogy and apply the methods and instruments they have learned to diagnose developmental and educational processes in artistic and creative education.

Text study, lecture, exercise, design of artistic-creative learning and expression arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

Diagnostics:

• Development and testing of the use of selected elementary educational diagnostic procedures (in particular observation, documentation and evaluation procedures) with reference to case material from educational practice

• Development of educational, child-raising and support concepts based on diagnostic processes using filling material.

Trauma pedagogy:

• Discussion of the basics of trauma pedagogy

• Addressing the connection between trauma and stressful developmental influences

• Differentiation between trauma-related disorders and developmental trauma disorders

• Transgenerational transmission of trauma

• Presentation of trauma therapy methods

• Differentiation between "trauma therapy" vs. "psychotherapy" and "pedagogy" vs. "therapy"

• Concepts for the possibility of corrective experiences in the relationship for those affected.

Prevention:

• Violence and violence prevention

• Forms of violence, recognizing and acting, messages of prevention

• Recognizing and assessing developmental deviations with regard to violence (prevention)

• Risk and protective factors, resilience

• Child protection, child protection concept

• Students know various methodological approaches, methods and instruments for diagnosing developmental and educational processes, their possibilities and limitations, can arrive at elementary pedagogical diagnostic assessments and derive consequences for elementary pedagogical work at the learning location practice organization.

• Students know about the special features of support diagnostics, assessing the developmental status of children, reconstructing the biographical genesis of personality traits (psychological structures), grasping the significance of current behaviors and relationship processes, and understanding the way in which children experience themselves and their relationships.

• Students are familiar with trauma pedagogical concepts, can differentiate between traumatization and other stressful developmental influences and can apply relationship-oriented trauma pedagogical case understanding.

• Students acquire basic knowledge of pedagogical forms of intervention for traumatized children.

• Students are familiar with forms of violence and prevention (primary, secondary, tertiary prevention), know essential help and support systems and can derive preventive measures from them.

• Students know risk and protective factors of children, are familiar with the child protection concept at the learning location practice and can contribute to implementing it at the learning location practice organization.

Keynote speeches by the course instructor, text study, plenary presentations by students, mumble rounds, moderated and recorded small group discussions, e-learning phases, discussions

Continuous assessment: Partial performance: Exercises, case work, term paper, written thesis

• Psychotraumas in children and adolescents,

• Trauma theories,

• Psychosocial crises (traumatic crises, life change crises)

• Principles of crisis intervention

• Crisis intervention with children

• Child welfare, child endangerment, child protection, child protection concepts

• Students recognize crisis situations in kindergarten and know pedagogical concepts that prevent possible escalation of crises.

• Students can distinguish between crisis situations and other stressful situations and can contribute to the professional management of crises in educational institutions.

• Students are familiar with trauma theories, know about the emergence of psychological trauma in relationships and are also aware of the amplification of trauma in the kindergarten institution.

• Students are familiar with the guidelines and discourses on child welfare and child endangerment and can recognize if the welfare of children is at risk.

• Students are familiar with the child protection concept at the practical learning location and contribute to its implementation at their specific location.

Theoretical input, group work, processing of specialist literature, case discussions

Continuous assessment: Involvement in the course, homework, written thesis

• Conception of the Bachelor's thesis on a research topic relevant to elementary education: survey of the state of research, identification and presentation of a research gap, formulation of a research question, development of the research design for the empirical study, development and writing of an exposé

• Consolidation of the basics of scientific work

• In-depth study of the rules of good scientific practice

• Consolidation of central research ethics problem areas

• Carrying out the first steps of the empirical study

• Writing the first parts of the Bachelor's thesis (focus: introduction, problem outline)

• Students identify a research question relevant to elementary education and develop a research design to investigate this question.

• Students identify and review the current state of research on a developed research question.

• Students write an exposé and the first sections of the Bachelor's thesis, taking into account the basics of scientific work.

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study, coaching

Continuous assessment: Homework, presentations (oral/written), seminar paper (exposé), continuous and committed participation in the work processes in the course

• Differentiated examination of the question of how children and adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identification and differentiated examination of the assessment of one's own learning process.

• Expanded understanding of individual and group learning processes and understanding their significance for one's own pedagogical actions.

• Differentiated elaboration and analysis of ambiguities or "puzzles" related to learning phenomena and in particular learning difficulties with a special focus on learning resistance of adults and children.

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna.

• Students have a highly differentiated, self-reflective approach to their own learning processes, deal with their own values, attitudes and experiences in a differentiated way and reflect on their influence on their professional activities in a differentiated way.

• Students have a differentiated understanding of the processes of professional identity formation and substantiate their professional attitude.

• Students have developed a differentiated, practice- and theory-related knowledge and understanding of the learning processes of (other) adult learners, have an extended didactic repertoire for stimulating learning processes and can apply this in a basic form at the learning location practice organization.

• Students have differentiated their mentalization skills and can perceive and understand the experience of others in interactions.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflection on one's own (conscious and unconscious) emotional experience with regard to its significance for shaping relationships with children, families and in the team

• Analyzing the interaction processes of educational professionals and their significance for children's developmental and educational processes

• Understanding conflicts within the team or with superiors, taking into account (unconscious) relationship dynamics

• Developing self-reflective and other-reflective skills in the context of case work

• Students are able to observe themselves in their pedagogical actions, to write this down in work discussion protocols in a descriptive and differentiated manner and to take a self-reflective look at their own actions together with other students.

• By working on practical cases, students recognize and understand the importance of their own (conscious and unconscious) emotional experience for the relationship dynamics between themselves and children as well as parents and educational professionals in the respective case situation, differentiate their understanding of the importance of relationship dynamics for children's developmental and educational processes, can develop and apply alternative actions to support children's developmental and educational processes and teamwork based on this, and can accompany and support team colleagues in these processes.

• Students have developed self-reflective and other-reflective skills through case work and case analysis and can take these skills into account in their work with children and cooperation with parents, families and team colleagues.

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• Examine pedagogical concepts/child protection concepts/emergency plans

• Try out reflection spaces and counseling options in the professional context (collegial feedback, collegial case counseling, specialist counseling, intervision, supervision, coaching, ...) and derive consequences for their own professional, pedagogical actions

• Implement counseling and discussion in cooperation with parents

• Bifocal perspective and child life-world orientation: identifying the (support) needs of children and families

• Play observation and psychodynamic understanding processes

• Students are familiar with various counseling formats and their significance for the quality of pedagogical practice and their own professional pedagogical actions.

• Students are familiar with the concept of "lifeworld orientation" and can initiate and implement appropriate supportive (pedagogical) impulses for children and families on the basis of differentiated observations and documentation.

• Students can carry out observations of play sequences and accompany children's play in a responsive and containing manner.

• Students can reflect on the significance of the play scene for the child's experience in a differentiated way, also under the premises of trauma and crisis, and initiate processes of understanding taking developmental psychological theories into account.

• Students can (alone and in a team) derive differentiated findings and consequences for further pedagogical action and support for the child on the basis of observations and interactions carried out.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Basic terms, concepts and theoretical approaches of quality management and quality development in the field of elementary education

• Instruments and methods of quality management and quality development and practical application

• Supporting and hindering factors for the implementation of development and change processes in the context of quality development.

• Professional-theoretical (critical) examination of the topic of quality management and quality development for the field of early childhood education

• Reflection on the practice of quality management and quality development from a professional theory perspective

• Fundamentals of the group relation approach: psychodynamics of groups and organizations and their relevance for management and organizations

• Connections between individual psychodynamics and psychosocial processes in groups and organizations and their significance for one's own actions

• Psychodynamics of groups and group types

• Students are able to name organizational theories and correctly reproduce the central concepts of psychodynamic management and organizational theories.

• Students can apply these concepts as well as basic knowledge of psychodynamic management and organizational theories in order to describe, understand and reflect on the connections between (unconscious and conscious) individual processes, group processes and processes in organizations.

• Students are able to make differentiated considerations regarding the psychodynamics of organizational processes.

• Students have knowledge of the development, implementation and application of instruments and methods of quality management and quality development and are able to apply these at the learning location of the practice organization.

• Students will be able to incorporate aspects that promote and hinder quality management and quality development in their pedagogical activities at the learning location of the practice organization.

• Students can critically examine the areas of quality management and quality development from a professional theory perspective and derive consequences for their own actions in relation to the areas of quality management and quality development and, if possible, implement them at the learning location of the practice organization.

Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback

Continuous assessment: active and committed participation in all work processes of the course, term paper, short presentation

The courses cover all in-depth topics relating to the legal framework as well as further discussions of the legal foundations of the field of elementary education.

• Repetition and consolidation of the legal foundations from the 2nd semester (supervision, child custody law, children's rights, child welfare, safety)

• Child welfare, child protection, tasks of the institution in cooperation with the KJH

• Legal principles in connection with disability and chronic illness

• The family in crisis

• Forms of divorce

• Custody and contact rights after separation or divorce

• Police and judicial measures to protect against violence

• Points of contact between work and court

• Complaints and criminal charges/ civil and criminal proceedings

• Students know in-depth basics of legally relevant aspects of elementary education and can incorporate these into their area of responsibility.

• Students design the cooperation with families and the organization of their institution against the background of this fundamental, in-depth legal knowledge.

• Students support their team in accessing legal principles and know the relevant laws and regulations (forms of divorce, custody and contact rights after separation, protection against violence, work/court, legal action and criminal charges/civil and criminal proceedings).

Lecture by the course leader, activating methods, individual and group work, exchange in the plenum

Final exam: Partial performance: Presentations, case solutions, practical exercises, written final exam

• Case analyses based on the theoretical models and methods acquired during the course

• Processes of understanding the inner experience of children and the perception of one's own emotional involvement

• Reference to the necessity of mentalization and reflection skills for the diagnostic case understanding of children's behaviour, dynamics and interaction processes in group settings

• Students have a basic understanding of the relationship and psychodynamics of children and adults in interaction and can present this in a differentiated way.

• Students can reflect on transference and counter-transference phenomena, their own expectations and the limits of their own actions at the learning location of the practice organization.

• Students can reflect on practical cases in a differentiated way with reference to theoretical references of psychoanalytical pedagogy and plan interventions on the basis of this synthesis.

Lecture by the course leader, individual and group work, written reflection

Continuous assessment: Partial performance: Case discussions, individual and group work, literature study, written thesis

Examination before a relevant examination board:

• Presentation and discussion of the central aspects of the Bachelor's thesis

• Case work and its links to the subjects of the curriculum

• The examination candidates present the essential aspects of their Bachelor's thesis in a comprehensible and technically appropriate manner.

• The examination candidates answer questions from the examination senate on the content of the Bachelor's thesis and on links between the Bachelor's thesis and relevant subjects in the curriculum in a technically correct and elaborate manner.

• The examination candidates present, analyze and discuss a case from their experiences at the learning location of the practical organization in a comprehensible and technically appropriate manner with reference to the knowledge acquired in the course of study.

Commissioned audit

Final exam: Final inspection

• Carrying out the empirical study (developed in the concept seminar)

• Writing the Bachelor's thesis (focus: theory section, methods section, presentation of results)

• Presentation of the Bachelor's thesis

• Students develop and carry out a research design.

• Students collect, analyze and discuss data using a selected collection and evaluation method.

• Students apply the basics of scientific work and the rules of good scientific practice in a scientific qualification paper and present it.

• Students write up a student research project in a systematic, comprehensible and precise manner, drawing on previously acquired knowledge as part of a scientific qualification project.

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study, coaching

Continuous assessment: Partial achievements: Presentation (oral), Bachelor thesis (process and final version)

• Differentiated reflection on the question of how children and adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes

• Differentiated examination of the assessment of one's own learning process

• Differentiated understanding of individual and group learning processes and understanding their significance for one's own pedagogical actions

• Differentiated elaboration and analysis of ambiguities or "puzzles" relating to learning phenomena and, in particular, learning difficulties, with a special focus on learning resistance of adults and children

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna

• Students have a highly differentiated, self-reflective approach to their own learning processes.

• Students have developed a very differentiated understanding of the learning processes of (other) learners and can combine this with theoretical knowledge about learning processes.

• Students have developed a differentiated repertoire for stimulating learning processes and can apply this in interactions with children and adults.

• Students have differentiated their ability to mentalize and can perceive and understand the experience of others in interactions in a differentiated way.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial achievements: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Conducting organizational observations and analyzing them according to the group relation approach

• Students deal theoretically with selected concepts of psychodynamic organizational theories and deepen the knowledge gained from this with the help of case analyses

• Differentiated reflection and analysis of the interplay of institutional structures and dynamics and their own/individual actions in pedagogical practice.

• Differentiated understanding of conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics in the context of institutional structures and dynamics.

• Development of differentiated self-reflective and other-reflective skills in the context of case work.

• Students are able to recognize institutional structures, rules, routines and institutional and team dynamics through the analysis of observations at the learning location of the practice organization and to reflect on their significance for successful or unsuccessful pedagogical processes.

• Students have basic knowledge of psychodynamic organizational theory and know the connection between the primary task of institutions, the associated primary risk and the resulting stress factors in the elementary educational institution and how this manifests itself at the institutional level.

• In this context, students can - by analyzing practice protocols - make differentiated reflections on how such structures and dynamics at the institutional level have significance for their own experience in practice and how this is reflected in a conscious and unconscious way in their work with children and cooperation with parents, families and team colleagues.

• Students are able to derive both theory-based and case-related consequences for pedagogical action and implement them at the learning location of practical organization.

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Term paper, continuous and committed participation in the work processes in the course, seminar paper

• Design, support and reflect on process-oriented, child-oriented and situational learning environments based on observations and the various educational areas

• Assess pedagogical quality and derive findings for their own pedagogical practice

• Diagnostic case understanding, observation and case analysis of a case

• Final reflection: Reflection on own attitude and professional self-image in terms of professionalization

• Self-reflective analysis with regard to one's own pedagogical actions

• Students are able to design and guide everyday practice without direct support from the teacher in the practical organization with regard to educational, developmental and support services for children and accompany the group in a prudent and responsible manner.

• Students can make differentiated assessments of the quality of their own pedagogical work based on theory and derive consequences in terms of quality development.

• Students can reflect on and evaluate the significance of their own practice design for the relationship dynamics and the development of the children in the group and the significance for the interaction between the children.

• Students can analyze their own pedagogical actions in a differentiated way and integrate reflected experiential knowledge into their actions and their habitus.

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)