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Course Topics
- Basic concepts of general pedagogy and didactics - Historical developments and key pedagogical theories - Childhoods, being a child, and childhood studies - Child development and its relevance for processes of learning, education, and ‘Bildung’ - Family as the primary place of education and ‘Bildung’ - Learning environments: design and significance for children’s learning processes - The social environment and its influences on ‘Bildung’ and education - Didactic models and didactic principles - Planning, implementation, and reflection of pedagogical-didactic teaching and learning settings of early childhood education - Quality development in early childhood and school education - Role and professional role of professionals in kindergarten and primary school

Teaching format
Lectures with discussions, labs with short inputs, working group sessions, and student presentations

Educational objectives
Students should achieve the following specific educational goals: They should - be familiar with the basics of scientific work, be able to apply them and use modern ICT; - know basic pedagogical and didactic terminology and be able to use it correctly; - know the humanities and social science principles of pedagogical and didactic action in social institutions and be able to relate them to current challenges; - be familiar with the significance of scientific-theoretical positions for the perception, diagnosis, understanding and explanation of pedagogical problems and corresponding practical intervention strategies relevant to the profession and be able to make well-founded judgements; - know the special features of teaching-learning and educational processes in childhood as well as basic theory and research results of social science socialisation and childhood research and be able to assess their significance for kindergarten and primary school; - know the theories, methods, principles and quality cr Knowledge and Understanding - Know and correctly use fundamental pedagogical and didactic terms. - Understand the humanities and social science foundations of pedagogical-didactic practice in societal institutions and relate them to current challenges. - Be familiar with relevant scientific-theoretical positions in the professional field and their significance for diagnosing, understanding, and explaining pedagogical issues. - Know the characteristics of children’s learning, teaching, and educational processes, as well as key findings from childhood and socialization research. - Understand theories, methods, principles, and quality criteria of pedagogical and didactic practice, especially in play-based pedagogy. - Be familiar with concepts of supportive educational settings, learning environments, and pedagogical relationships. Application of Knowledge and Understanding - Apply the basics of academic work using modern information and communication technologies to reflect on pedagogical-didactic questions. - Plan, design, implement, reflect on, analyze, and evaluate didactic projects, games, and educational processes in early childhood settings. - Consider technological tools to support individual and inclusive educational processes. Judgment - Assess the relevance of research findings from childhood and socialization studies for practice in kindergarten and primary school. - Develop didactic and pedagogical justifications for designing differentiated learning settings. - Derive the implications of fundamental concepts of child development for learning, education, and processes of ‘Bildung’. Communication - Use pedagogical and didactic terminology appropriately and precisely for the target audience. - Present results of academic work and pedagogical-didactic planning clearly, structured, and audience-oriented. Learning Strategies - Use digital tools and modern information and communication technologies purposefully to support one’s own learning process. - Independently research and evaluate further literature and materials. - Apply strategies for continuous reflection and development of pedagogical competencies.

Assessment
Written: Written exam, taking into account a portfolio created during the semester in self-study time, The written exam and the portfolio each consist of two parts: - Partial examination in pedagogy with corresponding tasks - Didactics sub-examination with corresponding tasks

Evaluation criteria
Assignment of a single final assessment for the entire module on the basis of the final module examination. The assessment is based on the syllabus and the compulsory literature, the topics covered, the expected learning outcomes and the specific educational objectives. The criteria for assessment are as follows: technical correctness, logical structure, clear argumentation, reference to specialist literature, ability to critically analyse and (self-) reflect, linguistic correctness, use of scientific terminology, independent and well-founded judgement. According to the examination regulations of the faculty, the assessment of both partial examinations (pedagogy on the one hand, didactics on the other) must be positive for a positive overall assessment of the module performance. In the event of a negative assessment of the overall module, positively assessed parts of the module (complete partial examination in pedagogy or complete partial examination in didactics) will be credited the next time you take the module examination. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, taking the examination three times without passing will result in a suspension for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).