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| Module code: BSP-16 |
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5S (5 hours per week) |
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6 |
| Semester: 4 |
| Mandatory course: yes |
Language of instruction:
German |
Assessment:
BSP-16.1 Module work: Part a (70%) (MA) (bn)
BSP-16.2 Module work: Part b (30%) (MA) (bn)
[updated 20.05.2020]
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BSP-16 (P322-0008, P322-0009, P322-0074) Social work and early childhood, Bachelor, ASPO 01.10.2019
, semester 4, mandatory course
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75 class hours (= 56.25 clock hours) over a 15-week period.
The total student study time is 180 hours (equivalent to 6 ECTS credits).
There are therefore 123.75 hours available for class preparation and follow-up work and exam preparation.
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Recommended prerequisites (modules):
None.
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Recommended as prerequisite for:
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Module coordinator:
Prof. Dr. Iris Leisner-Ruppin |
Lecturer: Prof. Dr. Iris Leisner-Ruppin
[updated 26.08.2019]
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Learning outcomes:
BSP-16.1 Seminar: Didactic Approaches in Childhood Education
After successfully completing this course, students will:
- have gained insight into discourses on observation and documentation, their methods and evaluations.
- be able to correlate professional theoretical discourses on education with curricula.
- be able to reflect on didactic theories and relate them to childhood education.
- be able to develop their own position on discourses on and experts from the field of early childhood education (education, self-education and instruction), school and adult education.
Teachers should be able to:
- apply didactic principles and methods to accompany and promote educational processes in children/young people/adults
- plan age-specific differentiated arrangements and settings.
- recognize the needs and interests of children, adolescents and adults and based on those needs and interests, develop appropriate learning arrangements.
BSP-16.2 Seminar: Selected Methodologies of Social Work
After successfully completing this course, students will:
- be able to classify and apply selected methods from the fields of social work or childhood education.
[updated 17.04.2025]
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Module content:
BSP-16.1 Seminar: Didactic Approaches in Childhood Education
The seminar will relate the didactics of early childhood education to general didactics. Educational programs and domain-specific skills will be analyzed within the context of learning and education. Discourses on education, (self-)education and instruction will be discussed, taking into account the development of early childhood education in relation to both discipline and profession. Within the framework of the seminar, special attention will be paid to the consideration of heterogeneity when designing group and individual settings, didactic and methodological planning, implementation and evaluation. In addition to the didactics of early childhood education, the seminar will focus on general didactics (school/adult education), in particular the theory of constructivist didactics.
BSP-16.2 Seminar: Selected Methodologies of Social Work
Selected methodologies of social work or childhood education will be presented and practiced within the framework of the seminar.
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BSP-16.2-1 School Development Sandra Hahn
School is a central part of an individual´s biography. In addition, the number of children in Germany attending an after-school club, an all-day school or some other form of school-based after-school care is on the rise. In particular, as a result of longer and more frequent participation in all-day education and care, these institutions are part of students´ daily lives and are thus important for their development and education (cf. Appel/Plehn 2021, p. 1). This raises the question of how school is understood, lived and designed. Is it a place of learning and personal development, a place of knowledge transfer, a place of refuge, a protected space, a place for living and gaining experience, a place of socialization or a means of selection, etc.? (cf. Blömeke et al 2007, p. 11). In this context, the systemic framework conditions do not have to be accepted unquestioningly, but should be considered for what they are: an educational design task (cf. ibid., p. 13). With this in mind, the task of school social work has also evolved. In terms of content, it not only addresses individual problem constellations, but also focuses its actions on all students at a school, as well as on teachers and legal guardians in the sense of an educational partnership.
These topics are discussed in our course, so that in addition learning about the different types of all-day schooling, students will also learn about school concepts, identifying risks in everyday school life, and topics such as room or schoolyard design. After all, “education knows no boundaries.” Teaching is no longer limited to the classroom; instead, knowledge can be gained and experiences had throughout the entire school, including the outdoor areas” (Stadelmann 2023). Because with the ‘legal entitlement to all-day care for primary school children from 2026, the ’institutionalization of childhood” (Walther et al 2021, p. 12) is set to advance further. All-day schools will become the place where schoolchildren, teachers and educational specialists will spend more and more time on school grounds – in the school and also outside in the schoolyard” (ibid.). It is therefore clear that the design and equipment of school rooms make a decisive contribution to whether pupils feel comfortable, can pursue their ideas and interests and educate themselves. This requires the design of suitable teaching concepts in which teachers and (school) social workers work together to consider the needs of the respective classes.
In order to make the theory-practice transfer, which is central to this course, clear, we are planning to hold a ´Day of Knowledge´ in a school context (primary school, 2nd grade). Participation in the course is a prerequisite for involvement.
Structure
The event planned will involve collaboration with staff from the Bildungscampus Saarland and the htw saar. Excursions are also planned, as is the practical implementation of projects in a school context (We plan to adhere to the seminar schedule, but cannot guarantee this for activities outside the university.).
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BSP-16.2-2 Methods of teaching sex education Moritz Czarny
Since the 1970s, sex education has found its way into socio-pedagogical fields of action, both theoretically – as an aspect of pedagogy – and practically – in the form of institutionalized educational and support services (cf. Schmidt/Sielert/Henningsen 2017). The discussion of (physical) intimacy in professional social relationships takes place in the context of the conflicting priorities of a pedagogical approach that is both repressive and a taboo-based (Sielert), “the naive idea that a thorough knowledge of the body, ‘common sense’ and ‘proper morals’ are sufficient to accompany children and young people and adults in their sexual development” (ibid. 2017, p. 1371; note by M.C.) and the struggles for interpretive sovereignty between conservative and emancipatory ideals.
Based on the anthropological fact of a ´homo sexualis´, it can be concluded that dealing with gender-related issues in education and support processes is (latently) unavoidable and thus requires professional reflection that encompasses specialized practical offers (see Klepacki/Zirfas 2014; Eggert-Schmid Noerr/Heilmann/Weißert 2017). Accordingly, in the seminar we will devote ourselves to the phenomena of sexuality, eroticism and love in terms of basic theory (Freud, Foucault, Fromm), discuss the conditions for children and young people growing up in this regard in late modernity, address current incidents of sexualized violence in the name of ´pedagogical Eros´ , and then analyze the approaches of concrete action practices. This will be done in relation to case studies from the fields of kindergarten, school, media education, institutional education, and care for the disabled. A lecture by practitioners in family, sexual and pregnancy counseling is also planned. In addition to self-study, this will take place methodically through joint reading, discussion groups, presentations, and through analysis and testing of didactic materials.
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BSP-16.2-3 Team development Agnes Jasiok
“Life in groups is as natural and inevitable a part of our human existence as birth and death. We need other people to feel secure and to be able to work productively (...). As such, our well-being in this world depends largely on whether and how we manage to find a home in the group constellations in which we are embedded.” (Stahl 2012, p. 21). Team development focuses in particular on establishing constructive cooperation and a collegial working atmosphere characterized by trust, mutual support, and mutual appreciation.
Teamwork depends largely on how we communicate, how we express ourselves nonverbally, intentionally or unintentionally. Based on social psychology and communication theory models, we will test and reflect on creative and resource-oriented team methods and communication techniques that support constructive teamwork, drawing on students’ experiences.
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BSP-16.2-4 Methods of action in “Erinnerungspädagogik” Simone Odierna
Participation requirements: Interest in the topic
Required for module credit: continuous participation and participation in field trips
. Individual reflection / “research” on war and peace, flight and displacement
. Digital visit to places of remembrance, analog visits to the Neue Bremm memorial site and the memorial in Verdun,
. Reflection on experiences
. Evaluation of visits to memorial sites
. Theoretical work (topics can be chosen according to personal interest)
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[updated 17.04.2025]
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Teaching methods/Media:
Literature studies
Exercises within the framework of the seminar (didactic planning)
Presentations
Selected approaches and methods will be tested through simulation or role playing.
[updated 20.05.2020]
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Recommended or required reading:
Arnold, Rolf (2008): Die emotionale Konstruktion der Wirklichkeit. Beiträge zu einer emotionspädagogischen Erwachsenenbildung. Baltmannsweiler: Schneider Verlag Hohengehren.
Jank, Werner/ Meyer, Hilpert (2002): Didaktische Modelle. Berlin: Cornelsen.
Kasüschke, Dagmar (Hrsg.) (2010). Didaktik in der Pädagogik der frühen Kindheit. Kronach: Carl Link.
Kron, Friedrich. W./ Jürgens, Eiko/ Standop, Jutta (2014). Grundwissen Didaktik. (6., überarbeitetete Auflage, München: Ernst Reinhardt.
Kucharz, D. (u. a.) (2012): Elementarbildung- Bachelor/Master. Weinheim, Basel: Beltz.
Neuß, Norbert (Hrsg.)(2013): Grundwissen Didaktik für Krippe und Kindergarten. Berlin: Cornelsen.
Siebert, Horst (2012): Didaktisches Handeln in der Erwachsenenbildung. Didaktik aus konstruktivistischer Sicht. 7.überarbeitete Auflage, Augsburg: Ziel
Viernickel, Susanne/Völkel, Petra (2009): Beobachten und dokumentieren im pädagogischen Alltag. Freiburg im Breisgau: Herder.
[updated 17.04.2025]
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