Childhood education and health

Development, related sciences and basic concepts of childhood education:
Educational science foundations of early childhood education and upbringing; development of childhood pedagogy; basic terms, fields of action, central statements, concepts and methods of educational science and related
Basic knowledge of child development in the fields of educational psychology, medicine, sociology, family policy, social pedagogy, anthropology/neuroscience, etc. Related sciences

Development, socialisation and education:
Perspectives of the related sciences; connections between development, socialisation and education; relationship between social structure (social inequalities) and the education system; education systems in international comparison

Professional identity and basic pedagogical attitude:
Professional understanding of educating, training and caring; importance of the basic professional pedagogical attitude; discussion of the concepts of identity, personality and personality psychology; development of professionalisation
of the professional field; autobiographical work; career aspirations and professional role, own image of the child, own educational history; case-related reflection on professional behaviour against the background of various professional concepts and personal attitudes

Attachment, relationship design and resource-orientated support:
Attachment theories and their significance for childhood educational practice: relationships, types of attachment, attachment behaviour; aspects of a development-promoting educational relationship design; professional action in childhood educational
Professional action in childhood education fields with special consideration of developmental support and relationship and attachment formation in the context of adult-child and child-child interaction; relationship rituals, principles and aspects of resource-orientated support and their practical implementation

Social, political and structural contexts:
Introduction to basic social theory and socio-political concepts; analysis of social structures and developments in the field of institutional child education; overview of the plurality of child and youth welfare organisations; support structures, authorities, responsibilities and procedures; framework conditions of children's living environments; childhood from the perspective of demographic change
Child and youth welfare organisations; organisational structures, authorities, responsibilities and procedures; framework conditions of children's living environments; childhood in the context of demographic change

Legal foundations:
Legal bases for social professions; basics of administrative, social and family law; basic concepts of civil law; systematics and principles of child and youth welfare law (SGB VIII): Guardianship and protection mandate,
Assistance plan and assistance plan procedure; fundamentals and principles of criminal law; UN Convention on the Rights of the Child and UN Convention on the Rights of Persons with Disabilities; legal foundations of educational work in early childhood centres: e.g. Gute-
Kita Act; legal foundations of the duty of supervision, data protection; duty of confidentiality and liability

Profession, field of work and institution:
Professions, institutions and fields of work in childhood education and organisational and pedagogical aspects; models and concepts in the field of work; professionalisation discourse in the field of activity of childhood education

Fundamentals of scientific work and philosophy of science:
Fundamentals of scientific work; scientific theoretical foundations
and paradigms

Preparation of scientific papers and presentations:
Finding a topic and developing a (research) question; developing an outline; content and formal aspects of writing a synopsis and manuscript; academic writing; moderation and presentation; citation; literature management

Literature and database research:
Systematic literature research and the research process; research strategies and techniques (library catalogues and specialist databases (national/international), journal databases (national/international), internet-based search and
Open Access; evaluation of sources; dealing with scientific literature; literature management

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme). Credit for social pedagogical assistants is possible.

Learning and educational theory basics
Fundamentals of learning psychology and developmental psychology in relation to learning paths and learning strategies of children at different ages and stages of development;
methodological-didactic basics (conditioning factors for teaching/learning processes, didactics and didactic models, diversity of methodological action); holistic development and educational processes of children

Orientation framework and educational plans
Educational plans of the federal states, in particular the "Orientation plan for education and upbringing in elementary day-care centres in Lower Saxony" and its implementation in day-care centres; educational concepts;
european and international systems of childhood and education policy; comparative education policy of the federal states

Perception and observation:
Observation and perception as a basic pedagogical attitude and elements of professional action; basics of pedagogical observation, perception and interpretation; procedures for systematic observation and their
Conditions and practice of the concrete realisation of observation processes and documentation processes in childhood education fields; observation of children's educational processes (in the age range between 0-10 years) as a basis for professional work
Years) as a basis for professional exchange and reflective evaluation

Documentation and methods:
Educational documentation in different pedagogical approaches; forms, styles and application of educational documentation in childhood educational practice; documentation of children's educational processes as a basis for dialogue; educational documentation at the transition of pedagogical institutions

Structuring and organising pedagogical work:
Fundamentals of structuring work and organisational processes in childhood education institutions; guiding principles of constructivist didactics; didactic approaches and models; reflection on the diversity of methodological action; knowledge of planning, initiating and reflecting on childhood education programmes; childhood education architecture and spatial concepts, design of outdoor areas

Designing and supporting education, care and child-raising processes:
Shaping relationships and interaction as the cornerstone of learning, education and child-raising processes; relevance of designing the early childhood learning environment to stimulate education and development; fundamentals of play; significance,
Forms and functions of play as part of the early childhood education process and the introduction of methodological and didactic steps; importance of play for child development (0-3 years, 3-6 years, 7-10 years); phases of play, play observation; play and leisure activities within the framework of childhood education concepts

Communication approaches and counselling methods:
Fundamentals of (intercultural) communication and counselling in the context of childhood education; communication theories and approaches; communication in the context of child endangerment according to § 8a (4) SGB VIII; clarification discussions, successful communication in confrontational discussions; goal- and resource-oriented communication; case workshop, role plays, systemic counselling methods for working with families; exercises to expand communication skills; person-centred and solution-oriented communication,
Designing "door-to-door conversations", online counselling; conflict resolution management

Coaching and supervision:
Basics of supervision, coaching and collegial case counselling: definition of terms, development trends; settings; levels of problems, action and intervention; limits of supervision and coaching; case supervision and case discussion in the context of childhood education; case workshop; exercises

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme). Crediting of the practical phase for social pedagogical assistants is possible.

Pedagogical approaches and group concepts:
Pedagogical concepts of childhood education; classic and current approaches to childhood education; (open, partially open and closed) group and room concepts; design of learning-stimulating environments and use of appropriate materials; the room as a "third educator", "daycare centre without roof and walls": forest kindergarten concept, focus on nature experiences; research room; construction games; maths workshop; family centres

Group educational processes and learning arrangements:
Fundamentals of group dynamics; group phase models; introduction to theme-centred interaction (TCI); initiation, recording and classification of self-education and group-oriented educational processes in children's groups; analysis, reflection and further development of individual and group educational processes and learning arrangements; group games

Participation and paths to democracy education with children:
Participation and education, democracy and social engagement; concepts of participation; methods of democracy education; democratic pedagogy and culture of participation in everyday pedagogical life with children; didactic-methodological suggestions: Dialogues with children, children's conference, children's parliament; complaints procedures for children; intercultural pedagogy, inclusion and participation; poverty as an inclusive challenge to society

Children's rights and child welfare:
Human and children's rights and children's rights movement in a structural and historical context; children's rights against the background of the UN Refugee Convention and child welfare; child endangerment and child welfare; conducting conversations in the context of child endangerment, protection mandate in accordance with Section 8a (4) SGB VIII with guardians and professionals; children's rights in the Child and Youth Services Act (SGB VIII); Fields of action of child policy and child policy as (implicit) social policy in the areas of family, women's, municipal, housing market and education policy as well as other policy areas; exemplary analysis of the political and legal status of children and young people in different life contexts; children's rights in everyday educational work with children; child protection issues and measures

Research in the field of childhood education:
Research and research process, scientific and epistemological foundations in the context of research in the field of childhood education; findings and discourses in the field of childhood education and childhood education research; empirical educational research and selected educational studies

Methods of empirical social research:
Fundamentals of empirical social research; research paradigms and designs, data collection and evaluation methods; quality criteria and research ethics

Fundamentals of health sciences and health promotion:
Fundamentals of health sciences/public health; epidemiological foundations, development, definitions, theories, concepts and models of health and illness as well as health promotion and prevention in the setting
Daycare centres and other fields of childhood education

Workplace health promotion:
Fundamentals of workplace health promotion and health management; occupational health and safety; health promotion and prevention in fields of action in childhood education (e.g. addiction prevention, preventive measures for accident prevention, noise protection, ergonomic measures, stress management; work-life balance, resilience); workplace integration management (BEM)

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme). Crediting of the practical phase for social pedagogical assistants is possible.

Fundamentals of paediatric health:
Fundamentals and aspects of healthy child development; epidemiological principles; fundamentals of paediatric physiology and pathophysiology, (child) psychology/psychiatry and pharmacology; chronic diseases in childhood; child health reporting; development, progression and management of food intolerances; prevention and care (especially screening and vaccinations); aspects of physical and dental hygiene, child nutrition, speech development and exercise

Paediatric emergencies and emergency management:
Epidemiological principles of illness and injury in child day-care facilities and other fields of action in childhood education, principles of emergency medicine; concepts of emergency management in fields of action in childhood education; accident prevention in childhood; theoretical and practical exercises in the simulation laboratory; children in hospital; bereavement counselling

Educational partnerships and work with parents:
Fundamentals, models and forms of educational partnerships and parent work; the construct of the family in transition; learning levels of "dialogue-based parent work"; pedagogical and psychological approaches to action; parents' participation rights; cooperation with mono- and multi-ethnic families; activating methods of parent work

Family education in an interdisciplinary context:
Concepts and offers of family education; the family as a place of education; diversity-conscious and migration-sensitive family education in society; importance of the social space and cooperation and networking of relevant actors for families and children; effectiveness studies on parent and family education; methodological design of family education offers, such as parent training/parent and sibling courses

Theory-based foundation course:
Fundamentals, theories and models of child language development and language acquisition; developmental psychological aspects of language development; importance of language and speech development integrated into everyday life; systematic stimulation and design and initiation of diverse, dialogical communication and speech opportunities; language games, finger games, role-playing games; importance of language and speech promotion in everyday life; methods of language education:
e.g. "literacy" concept; the role of the early childhood education specialist as a language role model; intercultural language diversity; language development disorders and delays in childhood; language diagnostic procedures and language support programmes; sign language

Action-orientated consolidation:
Theory-practice and practice-theory transfer; planning of language education and language support measures based on scientific findings in childhood education; language and creative workshop; conceptualisation and planning of a target group-specific project in the area of "language and speech" in childhood education

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme).

Theory-based foundation course:
Fundamentals of physical, gross and fine motor development in childhood; importance of body awareness and movement for children's health; movement games, music games, relaxation games, perception games; concepts of movement promotion in indoor and outdoor areas, integration of the educational area of nature and living space; theory and practice of psychomotor skills; healthy nutrition; programmes to promote resilience and protective factors; support and development of an attitude of professionals that promotes resilience
and protective factors; support and development of a resilience-promoting attitude among professionals

Action-orientated consolidation:
Theory-practice and practice-theory transfer; planning of health-promoting concepts and measures in the learning area "body-movement-health" on the basis of scientific findings in childhood education; music and movement workshop; conceptualisation and planning of health-promoting measures in the learning area "body-movement-health"
Music and movement workshop; conceptualisation and planning of a target group-specific body and movement project in connection with the learning area "Nature and habitat"

The internship is completed with an average of at least 20 consecutive hours per week. During the practical phase, the theoretical knowledge acquired on the relevant subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme).

Theory-based foundation course:
Basics of media education, media education, media didactics; media socialisation of children; goals and working methods of action-oriented media education; media education as part of aesthetic education; critical and age-appropriate discussion of media and current digital trends in the context of childhood education; healthy use of media for educational professionals, with parents and children; media education work with parents; data protection, children's media protection and data security

Action-orientated specialisation:
Theory-practice and practice-theory transfer; planning of media education concepts and measures in the learning area of "media education" based on scientific findings in fields of action in childhood education; media and creative workshop; conceptualisation and planning of a media project in childhood education with the integration of further aesthetic educational aspects

Plurality of social environments and life situations:
Basic knowledge of life situations, plurality of lifestyles and milieus; theories and concepts of diversity; dealing with prejudice, discrimination and intersectionality; concept and practice of the anti-bias approach; poverty-sensitive and resilience-oriented approaches in childhood education; UN Convention on the Rights of the Child; conditions of growing up in an immigration society and aspects of migration processes; ethnicity/culture; poverty and unemployment in families and their effects on children; gender socialisation, gender-conscious pedagogy

Inclusive childhood education and support for children with developmental difficulties:
Fundamentals of the pedagogy of diversity, inclusion and interculturality as well as concepts of inclusion and participation in childhood pedagogy; index for inclusion in child day care facilities; physical, mental and psychological forms of impairment in childhood: developmental disorders/delays and behavioural problems; diagnostics and instruments for the early detection of developmental disorders; prevention and intervention options; help and support systems in the social environment (e.g. advice centres, early intervention centres, social, child and youth welfare facilities, early help)

Co-operation and networking:
Approaches and methods in the context of childhood education cooperation strategies and network analysis and work; cooperative collaboration with educational institutions and with cooperation partnerships

Transition management and support systems:
Transition theories; planning, design and evaluation of transitions in fields of action in childhood education; models and methods of familiarisation; attachment theories and behaviour; relationship design and educational
partnerships; cooperative collaboration with other fields of childhood education; networking with local and regional support systems and coordinated support services for parents and children aged 0-10 years

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme).

Team processes and work in multi-professional teams:
Fundamentals of team processes and multiprofessionalism; methods, models, forms and training of team development; fundamentals of group dynamics, team roles; team composition; communication and cooperation in multiprofessional teams

Mentoring and designing learning arrangements for trainees and students:
Fundamentals of mentoring in daycare centres and other fields of childhood education; roles and tasks of mentors; concepts for practical guidance for trainees and students; didactic planning, design and support of teaching and learning arrangements for trainees and students
Planning, design and support of teaching and learning processes using suitable methods of practical guidance, instruction, conflict and feedback discussions in the context of practical guidance; constructive criticism and conflict resolution; writing assessments and reports

Management and leadership of groups and facilities:
Organisational management and development (daycare centres as "learning organisations"), corporate management, facility and personnel management in educational institutions; personnel development processes; methods of project and knowledge management; management and leadership tasks in educational institutions; conducting negotiations; identifying and analysing potential conflicts with providers or employees in one's own educational institution
Knowledge management; management and leadership tasks in educational institutions; conducting negotiations; identifying and analysing potential conflicts with providers or employees in your own educational institution

Quality development and conceptualisation:
Quality management and quality assurance measures in educational institutions; auditing and certification; quality management methods and tools; quality planning, objectives and indicators; quality-related
Recommendations and scientifically based standards for process design; concept development; transfer of concepts, co-operation concepts

Administration and public relations:
Owners and administrative structures in the field of child day care; municipal policy requirements; labour, collective bargaining and contractual framework conditions in childhood education work; structure, tasks and function of public relations in educational institutions; public relations materials; social media appearances; communication structures and techniques on the Internet; data protection and data security; event management

The theoretical knowledge acquired in the modules on the corresponding subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme).

Bachelor's thesis:
Preparation of a Bachelor's thesis; the module content is determined by the thematic focus of the Bachelor's thesis; the scientific questions are based on the subject of the degree programme; independent literature analysis or empirical research; relevant literature research, principles and forms of scientifically sound work; process-oriented support and supervision by the first supervisor takes place in the module
supervisor takes place in the module.

Colloquium:
Preparation of theses for the colloquium; conducting an expert discussion; critical reflection on the work; professional and personal statement on the topic; classification of one's own work in the context of studies and practice.

Development, related sciences and basic concepts of childhood education:
Educational science foundations of early childhood education and upbringing; development of childhood pedagogy; basic terms, fields of action, central statements, concepts and methods of educational science and related
Basic knowledge of child development in the fields of educational psychology, medicine, sociology, family policy, social pedagogy, anthropology/neuroscience, etc. Related sciences

Development, socialisation and education:
Perspectives of the related sciences; connections between development, socialisation and education; relationship between social structure (social inequalities) and the education system; education systems in international comparison

Professional identity and basic pedagogical attitude:
Professional understanding of educating, training and caring; importance of the basic professional pedagogical attitude; discussion of the concepts of identity, personality and personality psychology; development of professionalisation
of the professional field; autobiographical work; career aspirations and professional role, own image of the child, own educational history; case-related reflection on professional behaviour against the background of various professional concepts and personal attitudes

Attachment, relationship design and resource-orientated support:
Attachment theories and their significance for childhood educational practice: relationships, types of attachment, attachment behaviour; aspects of a development-promoting educational relationship design; professional action in childhood educational
Professional action in childhood education fields with special consideration of developmental support and relationship and attachment formation in the context of adult-child and child-child interaction; relationship rituals, principles and aspects of resource-orientated support and their practical implementation

Social, political and structural contexts:
Introduction to basic social theory and socio-political concepts; analysis of social structures and developments in the field of institutional child education; overview of the plurality of child and youth welfare organisations; support structures, authorities, responsibilities and procedures; framework conditions of children's living environments; childhood from the perspective of demographic change
Child and youth welfare organisations; organisational structures, authorities, responsibilities and procedures; framework conditions of children's living environments; childhood in the context of demographic change

Legal foundations:
Legal bases for social professions; basics of administrative, social and family law; basic concepts of civil law; systematics and principles of child and youth welfare law (SGB VIII): Guardianship and protection mandate,
Assistance plan and assistance plan procedure; fundamentals and principles of criminal law; UN Convention on the Rights of the Child and UN Convention on the Rights of Persons with Disabilities; legal foundations of educational work in early childhood centres: e.g. Gute-
Kita Act; legal foundations of the duty of supervision, data protection; duty of confidentiality and liability

Profession, field of work and institution:
Professions, institutions and fields of work in childhood education and organisational and pedagogical aspects; models and concepts in the field of work; professionalisation discourse in the field of activity of childhood education

Fundamentals of scientific work and philosophy of science:
Fundamentals of scientific work; scientific theoretical foundations
and paradigms

Preparation of scientific papers and presentations:
Finding a topic and developing a (research) question; developing an outline; content and formal aspects of writing a synopsis and manuscript; academic writing; moderation and presentation; citation; literature management

Literature and database research:
Systematic literature research and the research process; research strategies and techniques (library catalogues and specialist databases (national/international), journal databases (national/international), internet-based search and
Open Access; evaluation of sources; dealing with scientific literature; literature management

Learning and educational theory basics
Fundamentals of learning psychology and developmental psychology in relation to learning paths and learning strategies of children at different ages and stages of development;
methodological-didactic basics (conditioning factors for teaching/learning processes, didactics and didactic models, diversity of methodological action); holistic development and educational processes of children

Orientation framework and educational plans
Educational plans of the federal states, in particular the "Orientation plan for education and upbringing in elementary day-care centres in Lower Saxony" and its implementation in day-care centres; educational concepts;
european and international systems of childhood and education policy; comparative education policy of the federal states

Perception and observation:
Observation and perception as a basic pedagogical attitude and elements of professional action; basics of pedagogical observation, perception and interpretation; procedures for systematic observation and their
Conditions and practice of the concrete realisation of observation processes and documentation processes in childhood education fields; observation of children's educational processes (in the age range between 0-10 years) as a basis for professional work
Years) as a basis for professional exchange and reflective evaluation

Documentation and methods:
Educational documentation in different pedagogical approaches; forms, styles and application of educational documentation in childhood educational practice; documentation of children's educational processes as a basis for dialogue; educational documentation at the transition of pedagogical institutions

Communication approaches and counselling methods:
Fundamentals of (intercultural) communication and counselling in the context of childhood education; communication theories and approaches; communication in the context of child endangerment according to § 8a (4) SGB VIII; clarification discussions, successful communication in confrontational discussions; goal- and resource-oriented communication; case workshop, role plays, systemic counselling methods for working with families; exercises to expand communication skills; person-centred and solution-oriented communication,
Designing "door-to-door conversations", online counselling; conflict resolution management

Coaching and supervision:
Basics of supervision, coaching and collegial case counselling: definition of terms, development trends; settings; levels of problems, action and intervention; limits of supervision and coaching; case supervision and case discussion in the context of childhood education; case workshop; exercises

Participation and paths to democracy education with children:
Participation and education, democracy and social engagement; concepts of participation; methods of democracy education; democratic pedagogy and culture of participation in everyday pedagogical life with children; didactic-methodological suggestions: Dialogues with children, children's conference, children's parliament; complaints procedures for children; intercultural pedagogy, inclusion and participation; poverty as an inclusive challenge to society

Children's rights and child welfare:
Human and children's rights and children's rights movement in a structural and historical context; children's rights against the background of the UN Refugee Convention and child welfare; child endangerment and child welfare; conducting conversations in the context of child endangerment, protection mandate in accordance with Section 8a (4) SGB VIII with guardians and professionals; children's rights in the Child and Youth Services Act (SGB VIII); Fields of action of child policy and child policy as (implicit) social policy in the areas of family, women's, municipal, housing market and education policy as well as other policy areas; exemplary analysis of the political and legal status of children and young people in different life contexts; children's rights in everyday educational work with children; child protection issues and measures

Research in the field of childhood education:
Research and research process, scientific and epistemological foundations in the context of research in the field of childhood education; findings and discourses in the field of childhood education and childhood education research; empirical educational research and selected educational studies

Methods of empirical social research:
Fundamentals of empirical social research; research paradigms and designs, data collection and evaluation methods; quality criteria and research ethics

Fundamentals of health sciences and health promotion:
Fundamentals of health sciences/public health; epidemiological foundations, development, definitions, theories, concepts and models of health and illness as well as health promotion and prevention in the setting
Daycare centres and other fields of childhood education

Workplace health promotion:
Fundamentals of workplace health promotion and health management; occupational health and safety; health promotion and prevention in fields of action in childhood education (e.g. addiction prevention, preventive measures for accident prevention, noise protection, ergonomic measures, stress management; work-life balance, resilience); workplace integration management (BEM)

Fundamentals of paediatric health:
Fundamentals and aspects of healthy child development; epidemiological principles; fundamentals of paediatric physiology and pathophysiology, (child) psychology/psychiatry and pharmacology; chronic diseases in childhood; child health reporting; development, progression and management of food intolerances; prevention and care (especially screening and vaccinations); aspects of physical and dental hygiene, child nutrition, speech development and exercise

Paediatric emergencies and emergency management:
Epidemiological principles of illness and injury in child day-care facilities and other fields of action in childhood education, principles of emergency medicine; concepts of emergency management in fields of action in childhood education; accident prevention in childhood; theoretical and practical exercises in the simulation laboratory; children in hospital; bereavement counselling

Theory-based foundation course:
Fundamentals, theories and models of child language development and language acquisition; developmental psychological aspects of language development; importance of language and speech development integrated into everyday life; systematic stimulation and design and initiation of diverse, dialogical communication and speech opportunities; language games, finger games, role-playing games; importance of language and speech promotion in everyday life; methods of language education:
e.g. "literacy" concept; the role of the early childhood education specialist as a language role model; intercultural language diversity; language development disorders and delays in childhood; language diagnostic procedures and language support programmes; sign language

Action-orientated consolidation:
Theory-practice and practice-theory transfer; planning of language education and language support measures based on scientific findings in childhood education; language and creative workshop; conceptualisation and planning of a target group-specific project in the area of "language and speech" in childhood education

Theory-based foundation course:
Fundamentals of physical, gross and fine motor development in childhood; importance of body awareness and movement for children's health; movement games, music games, relaxation games, perception games; concepts of movement promotion in indoor and outdoor areas, integration of the educational area of nature and living space; theory and practice of psychomotor skills; healthy nutrition; programmes to promote resilience and protective factors; support and development of an attitude of professionals that promotes resilience
and protective factors; support and development of a resilience-promoting attitude among professionals

Action-orientated consolidation:
Theory-practice and practice-theory transfer; planning of health-promoting concepts and measures in the learning area "body-movement-health" on the basis of scientific findings in childhood education; music and movement workshop; conceptualisation and planning of health-promoting measures in the learning area "body-movement-health"
Music and movement workshop; conceptualisation and planning of a target group-specific body and movement project in connection with the learning area "Nature and habitat"

The internship is completed with an average of at least 20 consecutive hours per week. During the practical phase, the theoretical knowledge acquired on the relevant subject areas is transferred to pedagogical practice, deepened and implemented independently
(see Annex II of the regulations for the practical study period in the Childhood Education and Health degree programme).

Theory-based foundation course:
Basics of media education, media education, media didactics; media socialisation of children; goals and working methods of action-oriented media education; media education as part of aesthetic education; critical and age-appropriate discussion of media and current digital trends in the context of childhood education; healthy use of media for educational professionals, with parents and children; media education work with parents; data protection, children's media protection and data security

Action-orientated specialisation:
Theory-practice and practice-theory transfer; planning of media education concepts and measures in the learning area of "media education" based on scientific findings in fields of action in childhood education; media and creative workshop; conceptualisation and planning of a media project in childhood education with the integration of further aesthetic educational aspects

Co-operation and networking:
Approaches and methods in the context of childhood education cooperation strategies and network analysis and work; cooperative collaboration with educational institutions and with cooperation partnerships

Transition management and support systems:
Transition theories; planning, design and evaluation of transitions in fields of action in childhood education; models and methods of familiarisation; attachment theories and behaviour; relationship design and educational
partnerships; cooperative collaboration with other fields of childhood education; networking with local and regional support systems and coordinated support services for parents and children aged 0-10 years

Team processes and work in multi-professional teams:
Fundamentals of team processes and multiprofessionalism; methods, models, forms and training of team development; fundamentals of group dynamics, team roles; team composition; communication and cooperation in multiprofessional teams

Mentoring and designing learning arrangements for trainees and students:
Fundamentals of mentoring in daycare centres and other fields of childhood education; roles and tasks of mentors; concepts for practical guidance for trainees and students; didactic planning, design and support of teaching and learning arrangements for trainees and students
Planning, design and support of teaching and learning processes using suitable methods of practical guidance, instruction, conflict and feedback discussions in the context of practical guidance; constructive criticism and conflict resolution; writing assessments and reports

Management and leadership of groups and facilities:
Organisational management and development (daycare centres as "learning organisations"), corporate management, facility and personnel management in educational institutions; personnel development processes; methods of project and knowledge management; management and leadership tasks in educational institutions; conducting negotiations; identifying and analysing potential conflicts with providers or employees in one's own educational institution
Knowledge management; management and leadership tasks in educational institutions; conducting negotiations; identifying and analysing potential conflicts with providers or employees in your own educational institution

Quality development and conceptualisation:
Quality management and quality assurance measures in educational institutions; auditing and certification; quality management methods and tools; quality planning, objectives and indicators; quality-related
Recommendations and scientifically based standards for process design; concept development; transfer of concepts, co-operation concepts

Administration and public relations:
Owners and administrative structures in the field of child day care; municipal policy requirements; labour, collective bargaining and contractual framework conditions in childhood education work; structure, tasks and function of public relations in educational institutions; public relations materials; social media appearances; communication structures and techniques on the Internet; data protection and data security; event management

Bachelor's thesis:
Preparation of a Bachelor's thesis; the module content is determined by the thematic focus of the Bachelor's thesis; the scientific questions are based on the subject of the degree programme; independent literature analysis or empirical research; relevant literature research, principles and forms of scientifically sound work; process-oriented support and supervision by the first supervisor takes place in the module
supervisor takes place in the module.

Colloquium:
Preparation of theses for the colloquium; conducting an expert discussion; critical reflection on the work; professional and personal statement on the topic; classification of one's own work in the context of studies and practice.