The content is divided into five sub-areas which result from the life contexts of childhood and family and the related institutional forms of child and youth welfare and education: children and family; Education, upbringing and care; Cultures; Organization; Systems. You can read a detailed description of these areas under the following graphic representation.
Two practical phases are integrated into the course of study, each in the 3rd and 4th semester. The first practical course focuses on childhood education, the second on family education or non-formal education. The practical phases are linked to project tasks and are accompanied by the university in a theoretical, didactic and practice-reflective manner.
The approaches to the fields of activity of childhood educators * and family educators * can be analytically differentiated into professional and scientific, whereby a separation in this regard is not sought either in professional practice or in the course of studies, in modules or courses. Rather, the differentiation between professional and academic approaches enables the conception of courses and modules to take into account and link as many perspectives as possible and to relate them to professional activities.
Children and family
The fields of activity of childhood education and family education center around work with children, groups of children, families, parents and adults in families. This practice is always characterized by ways of looking at things, attitudes and forms of action that children and families assume as natural and already recognized phenomena. This is the case, among other things, with certain developmental psychological or social-medical knowledge and with certain preventive and diagnostic approaches, which are assigned considerable importance in the fields of practice. Graduates of the degree program can understand the intrinsic logic of this field of activity, take into account the relevant knowledge and relate it to other fields of activity.
Education, upbringing and care
The triad of education, upbringing and care is generally cited as a task description of child and youth welfare and in particular as performance expectation at childhood institutions such as daycare, day care centers or open all-day schools, or in the case of family education, adult education is given as performance expectation at institutions of the Formulated further training. As a field of action, however, this triad describes both professional and institutionalized as well as family forms of interaction, (self) relationships and processes. In these fields, the practical, conceptual, research and theoretical discussions coincide with didactic action.
Cultures - lifeworlds
Educational processes take place in symbolic worlds to which they actively contribute. From a pedagogical point of view, these “worlds” can be called educational areas or educational approaches - if, on the other hand, one also wants to address non-pedagogical, non-didactic approaches to these symbolic worlds, one can speak of symbolic forms, media or cultures. Practical, conceptual, theoretical and research approaches to linguistic, movement-oriented, aesthetic, epistemological, playful, religious symbolic forms, etc., or cultures form the field of activity cultures and living environments, whereby the concept of living environment is not (yet) formalized, professionalized , organized and “recorded” ways of experiencing and performing, practices and relationships of children and families.
Organization - institution, social space
It is a fact that, from a socio-spatial perspective, childhood education and family education take place in organizations which, as institutions, fulfill social functions and are directed towards the corresponding performance expectations. Professional identities, educational interactions, didactic action and cooperation in teams and with relatives, communities and actors as well as social space facilities are institutionally and organizationally shaped and prefigured in a complex way. Graduates research this scope empirically, analyze it theoretically and make it practically tangible as a starting point for conceptual work.
Systems - Society
The special importance of socio-theoretical debates in the course is based on the fact that education, upbringing and care takes place in, for and through society. Current social expectations of performance in childhood education and family education, prevailing discourses on childhood and family as well as scientifically and medially discussed time and social diagnoses form frames of reference that are theoretically developed and raise questions about the professional identity of the students, some of which are also dealt with practically and conceptually. Individual social systems are also of particular importance for childhood education and family education. Besides science,
Want to know more about this program, Art - Design? Fill out the following form and include any questions you have. This information will be sent directly to the school, and a representative will respond to your enquiry.