Social Management in Early Education and Care
Although child care facilities provide the elementary foundation for a successful educational career, the learning conditions at these facilities can still be improved. The path to improvement begins with the training of kindergarten teachers. The part-time bachelor's program is the first university degree program in Austria for trained kindergarten teachers with professional and management experience. The degree program focuses on how you can develop educational partnerships with families, team leadership and cooperation with education partners and how to optimally organize your facility.
Online applications are still possible despite mandatory attendance and examinations being limited. After you have completed your online application, we will send you information on the further procedure by e-mail. For questions regarding the application process, please contact the secretary's office of the program or the program administration.
Florian Toifl, BANina Šmon, BA Favoritenstraße 226, B.2.28 1100 Vienna T: +43 1 606 68 77-3230 F: +43 1 606 68 77-3239 firstname.lastname@example.org
Map of the main campus Favoriten (Google Maps)
Ihre E-Mail wurde versendet
Application period for academic year 2020/2123rd November 2019 to 30th June 2020
tuition fee / semester:
+ ÖH premium + contribution2
1 Tuition fees for students from third countries € 727,- per semester
2 for additional study expenses (currently up to € 83,- depending on degree program and year)
We maintain close cooperation with elementary educational institutions, elementary educational training centers and universities with which we regularly exchange knowledge and experience. The bachelor's degree program was developed in collaboration with experts from the Universities of Vienna and Innsbruck, the Bundesbildungsanstalt für Kindergartenpädagogik Klagenfurt, employees of course-providing bodies, the early education and care platform EduCare and other experts from the field of early education and care and its related disciplines. The first conference for directors and responsible bodies for children's education and child care facilities in Austria took place at FH Campus Wien. Currently there are very few university professorships for early education and care in Austria The head of our degree program is herself a university qualified teacher. Nina Hover-Reisner most recently taught and researched topics in early education and care at the Department of Education at the University of Vienna. Before that, she worked for many years in early education and care institutions. Thus she combines to a high degree scientific expertise with practical experience.
Although child care facilities provide the elementary foundation for a successful educational career, the learning conditions at these facilities can still be improved. The path to improvement begins with the training of kindergarten teachers. In the vast majority of European countries a university education is the norm. Only in Austria is this not the case. At a time in which the growing need for quality child care facilities is being discussed and at the same time too few people want to work in early education and care, it is more important than ever to promote the development of the profession into an academic field. FH Campus Wien is the first university to offer a degree program for trained kindergarten teachers with professional and management experience. The degree program focuses not only on the education of the children according to established theories, but on how you can develop educational partnerships with families, team leadership and cooperation with education partners and how to optimally organize your facility.
The degree program focuses on three core skills: early education and care in different settings, development and professionalization of the occupational field and organization and management.
Lector: Sandra Matzinger, PhD
The course starts with the concept of "economics" in order to work from there to everyday-oriented content for the students: The course begins with a first block, which deals with economic aspects of childcare. The theories and concepts are transferred to childcare in alternating phases of the treatment of theory and practice.In a second block, the focus is on social policy. Here basic terms are clarified and the relation to institutional childcare is worked out. In a distance phase, housework is worked out in groups.In the last block, concepts are discussed using country examples. FurtherEconomic aspects of childcare in different countries are discussed.
Final examEngagement, group work, written test
The basic method of the course is the teaching of the course content based on an interplay between theoretical content and its application to practice. The course concept provides for a subsequent practice block for each theory block, which transfers the learned theories and concept to the service of institutional childcare. Interactive elements to consolidate the teaching content complement this concept.
Lector: Mag.a Dr.in Maria Fürstaller
At the center of the course is the examination of the ethical justifications for elementary education. In the LV we deal in particular with the following content:- ethical concepts in the field of elementary education- UN children's rights- Ethics in (academic) education and training- Ethics as an area of ​​education in early childhood- (own) values ​​and norms as the basis for pedagogical action- Critical analysis of the social handling of value pluralism & the importance of social handling of value pluralism for the field of elementary education
Final examDedicated participation in group work and presentations, research work and literature studies, thesis on ethical and professional aspects in the field of elementary education (total: 10 points)
presentations, group work, text study
Lector: Mag. Marisa Krenn-Wache, MA
We will work on field related English texts and look for information on international organizations relevant to ECEC. We will discuss international journals, early childhood curricula and policy documents. Languageawareness regarding the problems of translation of field specific terms into English/German will guide us throughout the course.
Continuous assessmentActive participation in class: 40%Oral presentations in class: 30%Written summaries and statements: 30%
There will be a mix of theoretical input, lectures and discussions in class combined with team and group work. During group work and by writing summaries and personal statements students will do an in-depth study of the texts.
Lector: Mag.a Barbara Lehner, MA
The course begins with a look at your own learning process in order to work out what prerequisites are required to stimulate learning processes. In addition to beneficial learning prerequisites, tools are also required to assess development. In the course, you will learn about theories and a method of observation that enable you to think about development and development needs as well as to understand the importance of the interaction processes between child and educator.For the course, observations of children in their interaction with the pedagogue and other children are to be written using the “Work Discussion” method developed in London. Together, the protocols are used to work out how it can be understood, why children act the way they do, and the specific meaning of the action or intervention of the educator. On the basis of such a reflective assessment of the child's behavior and inner experience, the child can subsequently be supported in its development and educational processes can be stimulated.
Continuous assessmentTimely writing of a "Work Discussion" protocol and its interpretation in the sense of the knowledge learned in the course as a thesis. Dedicated participation in the work processes in the course.
- Lecture on developmental theories,- Creation of work discussion protocols, reading of texts on various developmental theories and observation methods- Discussion of observation protocols from one's own practice ("Work Discussion protocols) and the resulting reflection of one's own actions.
Lector: Mag.a Dr.in Katharina Rösler
- historical development of elementary education with a focus on Austria- social, political and historical contexts- History of childcare facilities- History of education and profession "Kindergarten teacher"- pedagogical currents of the 19th and 20th centuries- Research perspectives on family, childhood, education- Developments since joining the EU, current situation
Module examModule exam
presentations,individual work, group work, written reflection
Lector: Mag. Dr. Reinhard Bodlak, MSc
• Business - operation - organization - social economy• Overview of business administration• Economic thinking in the context of an NPO and an elementary education company• "Manage" a company, organization or project - management phases and management cycle• Normative - operational - strategic management• Environment and goals of the company• Overview of legal forms, legal forms for elementary education companies• Excursus: business plan
Final examCumulative exam 60%Moodle task 30%Written reflection of the course 10%
lectures, group work, case studies, discussions, individual work (moodle tasks)
Lector: Mag.a Nina Hover-Reisner
The course focuses on the question of how adults learn and which factors are conducive to or even hinder the stimulation and implementation of learning processes.- Gathering and discussing assessments of your own learning process- Approach to the understanding of learning processes of individuals and also of the group- Working out and analyzing ambiguities or “puzzles” related to learning phenomena and especially learning difficulties with a special focus on learning resistance- Conveying and discussing specialist and experience knowledge on the subject areas of role finding, curriculum planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna
Continuous assessmentparticipation in the reflection processes in small groups, writing a learning diary with entries on the personal learning process
group work, presentations, text study,
Lector: Raphaela Hanke, BA
- Reflexive examination of your own elementary pedagogical understanding of education.- Theoretical preoccupation with the concept of education in early childhood education.- Importance of the quality of interaction and relationship and engagement with various concepts for learning in social interaction.- Approaching an interpretation of children's educational processes from a phenomenological and ethnographic perspective.- Testing video-ethnographic research methods in one's own educational practice.
Continuous assessmentTotal: 10 pointsText study: 3 pointsVideo ethnography: 3 pointsFinal thesis: 4 points
presentation, group work, case studies, individual work, discussions, e-learning phases, open space,plenary presentation of the students, text study, reflections, video recordings in the own educational practice;
Lector: Dipl.-Rehapsych. (FH) Dr. Tina Eckstein-Madry
Developmental psychological theories of early childhood are taken into consideration to discuss their relevance for the everyday work for the child development and education. Relevant theories about the development of young children are considered differently and the theoretical knowledge gained is critically reflected in the everyday practice of childcare centers.
Continuous assessmentpresentations, written thesis
Discussions, moderated and recorded group work, students' plenum presentations, impulse lectures of the lecturer, e-learning phases, text study, video examples and analyzes.
Lector: Mag.a Romana Gruber, Mag.a Nina Hover-Reisner
- Testing the use of selected elementary pedagogical diagnostic methods (especially observation, documentation and evaluation methods) with reference to case material from our own pedagogical practice.- Development of practical consequences that are drawn in everyday kindergarten life with the involvement of kindergarten teachers to be guided.
Continuous assessmentPresentation of an observation procedure (group performance): 5 points,Written thesis (individual performance): 5 points
The course aims to develop a understanding of what a "sociology of early childhood and family" deals with and from which theoretical or discipline-specific perspectives this field can be "illuminated". In doing so, the complexity of the connections between social framework conditions, time-typical problem interpretations, generation-specific educational mentalities and the subjective forms of processing and reactions of children, parents, but also of educators is worked on in a theoretical manner and reflected with a view to pedagogical practice. The aim is to find out how this “sociological view” opens up (new) perspectives for working with children and parents or for educational practice.
Continuous assessmentText study: 4 pointsPortfolio: 6 points
presentations by the lecturer, self-study, small group activities, practical reflection
Lector: Mag. Dr. Andreas Paschon
In this course, an introduction to the theories of elementary education is given. Theories and concepts are presented in a scientific context, systematized and their importance in socio-political and socio-cultural developments is shown. In connection with the theoretical considerations, reference is made to one's own practice in order to consider how theories guide one's own practice.
Module examModule exam, group work, assessment
presentations, group work
Lector: Mag. Tilmann Schleicher
- historical and socio-political contextualization of reform pedagogy;- Introduction to central concepts of educational reform “classics”: Reggio, Waldorf, Montessori and Freinet education;- Practical examples (insight into the practical design of institutions that base their work on reform pedagogical concepts);- Impact research on reform pedagogical elementary pedagogical practice; - Approaches to criticism of educational reform concepts;- Dealing with the question of whether and in what way elementary education institutions geared towards reform pedagogy and the “everyday pedagogy” practiced there are compatible with scientifically generated knowledge on child development and educational processes
Continuous assessmentWriting an educational journal per block (individual work, 3x 1 point = 3 points), presentation in the course in small groups (4 points), thesis (written individual work, multi-page, 3 points)
presentations, group work, acustical newspaper, plenary discussion, individual work,
- Possibilities and limits of advice in elementary educational institutions- Possibilities of different forms of conversation in parent work- Consulting concepts for working with parents- Examination of relationship dynamics between parents and educator in the sense of- The attitude of the pedagogue in a parent conversation- Preparation of parent talks- Opportunities to conduct discussions with regard to conflict discussions with parents- Reflection on your own conversations i
Continuous assessmentA total of 10 points can be achieved for the partial achievements: participation (small group work in the seminar), preparation of a work discussion protocol, written thesis
group work, role playing, discussion, working in the plenary, presentations, work discussion
Overview of the stresses of parents with preschool children; Possibilities of help from external institutions and models of support in kindergarten:- Getting to know the networks and systems of early help, with special attention to pedagogical institutions and their working methods;- Position of kindergarten in the system of early help;- Possibilities of cooperation with other institutions (youth welfare office, crisis intervention, ...);- Insight into international models of early help and their working methods.
Continuous assessmentresearch, written thesis, participation in the work processes in the course.
Presentation of various models through lectures, students' own research, discussion
- Introduction to the functions and subareas of accounting- Management of cash registers and cash registers => preparation of cash register reports- Income-expense account- Basic concepts and system of double accounting- Chart of accounts and chart of accounts- Booking cycle- Double determination of profits- Annual accounts- Balance sheet- Income statement
Final examfinal exam 55% moodle-exercises 25%thoughts and constructive feedback on the course 20%
combination of presentations, individual tasks and teamwork, case studies
Lector: Mag. Dr. Andrea Schaffar
- Logic" of scientific research- basic concepts of empirical social research- overview of methods (quantitative and qualitative methods)- development of a research project (project idea - identifying and formulating a research question - research design)
Continuous assessmentparticipation in the discussions (1 point)presentations of the planned research project (1 point) research project application (8 points)
presentations, discussions, text study, group work, moodle
- Delimitation of cost accounting from accounting- Cost management (basic relationships, starting points and instruments)- Cost element accounting, cost center accounting, cost object accounting- Staff costs calculations- Profit margin calculation as a decision calculation- Payers income statement- Plan and actual cost accounting- variance analysis- Comprehensive Income
Final examFinal exam 55% of the final gradeMoodle task 25% of the final gradeWritten reflection of the course 20%
Lector: Martina Özkoral, BA, Mag.a Dr.in Katharina Rösler
- Basics of scientific writing:- Basics of scientific- Scientific publications and types of text- Scientific writing process- Techniques of scientific work- Apply concrete writing exercises and overcome writer's block- direct work on sample textsresearch:- Research literature online and in the library- qualitative assessment and preparation of the results- Organization of the material- Create bibliographyFormal structure and content requirements of a thesis:- topics containment- Formulate questions- Exposé creation- Quote and argue- Writing abstract, introduction, conclusion- Design and language
Continuous assessmentParticipation in the course2 work orders for the distance phases1 written thesis
presentations, individual work, group work, e-learning, text study
Lector: Mag. Tilmann Schleicher, Mag. Ruth Schleicher
- importance of movement for child development- fields of experience of psychomotor skills- movement spaces as well as the meaning and use of everyday material- safety- significance of the game as a source of inspiration for the development of movement in infancy
Continuous assessmentThe individual and subjective appropriation of specialist knowledge, skills and the discussion about them in the group or in relation to the process with children are fundamental for the performance assessment.Write a written reflection on the course content offered.
Theoretical and practical parts, interactive design of the course
Insight into current national and international theoretical and empirical foundations of pedagogical activity and pedagogical discourses as well as the development of options for implementing selected concepts of action in one's own practice.
Continuous assessmenttext studypresentation
Presentations by the course management, presentations by the students, discussions
Lector: Dipl.-Rehapsych. (FH) Dr. Tina Eckstein-Madry, Mag.a Dr.in Maria Fürstaller, Doz.Mag.a Dr.in Tamara Katschnig
- Overview of different qualitative and quantitative survey methods of empirical research as well as baselines (methodology) of qualitative and quantitative survey methods; Quality criteria of empirical studies;- Development and application of selected qualitative and quantitative survey methods in the context of a research project- Reflection of the survey methods in connection with practical problems
Continuous assessmentPart: Qualitative survey methods (total: 10 P)Text study and editing (individual work): 2 P.Collection: rehearsal and implementation Interview: 3 P.Postscript and transcription: 5 P.Part: Quantitative survey methods (total 10 P)Text study and application of knowledge I (individual work): 4 P.Text study and application of knowledge II (group work): 3 P.Collection: Reflection (individual work): 3 P.
presentations, group work, textt study, research
Transitions or transitions represent significant biographical aspects in the curriculum vitae. In the elementary pedagogical context, the transition from family to non-family care, from day nursery to kindergarten and from kindergarten to primary school is of particular interest. The courses deal with the specific challenges associated with these three transitions.- In connection with this, an overview of the various methodological and theoretical approaches to transitional research is developed in order to be able to work out the central findings on the question of the importance of transitions for early development and educational processes.- A deepening takes place through the examination of exemplary educational biographies and various factors that can influence the course of transitions (e.g. structural aspects of educational institutions, family-cultural aspects, relationship biographies, etc.).- In the course students get to know different models of transition support. These concepts are critically reflected against the background of the central findings from transition research.
Continuous assessmentPresentation (group work): 5Literature-based case-reflection (individual work): 5Total points: 10 P.
presentatione, individual work, group work, text study, practice reflection
The content of the course focuses in particular on the following areas:- Overview of various qualitative and quantitative tools to analyse empirical research- Conveying the baseline / logic (methodology) of qualitative and quantitative methods; Quality criteria of empirical research (qualitative and quantitative methods);- Analyses of collected data using quantitative and qualitative methods as well as interpretation of the results- Reflection of the analyses in connection with practical problems
Continuous assessmentPart qualitative methods:Text study and editing (individual work): 2.0 P.Interview evaluation (individual work and group work): 3.0 P.Part quantitative methods:MC test: 2.0 P.Interpretation of correlations (individual work): 1.5 P.Interpretation of t-test (individual work): 1.5 P.Common part: Project report: 10.0 P.
presentations; Evaluation in small groups and individually; discussion, reflection of the evaluation process in the plenum; project report
- Controlling in the company- Function, process of controlling, controlling as an institution- Controlling tasks- Controlling loop- Strategic and operational controlling- Basic controlling instruments (selection)- Controlling tools (selection)- Key figures and reporting
Final examCumulative exam 60% of the final gradeMoodle task 30% of the final gradeWritten reflection of the course 10% of the final grade
presentations, group work, inidividual work, case stady, discussion
- Dealing with the theory and history of equality and difference- Concepts of intercultural, interreligious and gender-sensitive pedagogy- Intercultural pedagogy and inclusion education in ECEC- Processes and strategies in dealing with strangeness- Exercise for self-reflection and biography work
Continuous assessmentparticipation in the work processes in the course, group work, individual work, written thesis.
presentations, teyt study,discussion, reflecion
Lector: Mag. Ina Tschabuschnig, MAS
financing- Overview of finance- Finance at NGOs- Liquidity, liquidity indicators, liquidity rules- Financial plan, financing rules, cash flow calculation- Overview of financing types (internal financing, external financing, legal forms)- Loan financing (bank talk, loan documents, loan collateral, interest calculation, types of repayment)- Leasing finance (types of finance, tax law implications)- Alternative forms of financing (microcredit, crowdfunding, private equity, investor-operator model, foundations, mezzanine financing)- Special funding for NGOs (public funding, sponsoring, donations, fundraising, benefit, merchandising)investment- types of investments- investment decisions- investment events- investment planning- Investment calculation (static, dynamic with MS Excel)
Final examGroup presentation - 60% of the final gradeWritten individual work - 40% of the final grade
Combination of lectures, practical examples, discussions, common arithmetic exercises, individual work (Moodle tasks), group work (Moodle tasks)
The attitude of the listener and questioner, which is important for the process of collegial counseling, is theoretically worked out and practiced in simple counseling settings within the group. The theoretical basis for this is represented by various advisory and observation methods, which should convey the competence for peer counseling in the merger and can be used in practice depending on the situation.The term "learning organization" is viewed in the context of peer counseling and checked for the possibilities of this learning within an organization.
Continuous assessmentactive involvement in the course, written reflection on your own questioning attitude in conversation situations, participation in a peer consultation and written reflection
inputs, group work, small practice settings, work discussion, self reflection
Lector: Mag. Ingrid Nirnberger
This course is dedicated to the use of personnel management tools. A particular focus is on the management and further development of employees. Among other things, the participants learn - role and task as a manager- discover and develop the potential of the employees- create framework conditions for motivation and innovation- building trust and relationship levels and strengthening positive handling of conflicts
Continuous assessmentcommitted participation in the reflection processes in small groups, writing a paper
Rounds of marble, small group discussions, plenary presentations of the students, keynote speeches by the course management, text study
As part of the course, a basic understanding of what evaluation research is concerned with, what its objectives are, what methodological methods can be used in evaluation research and the steps along which an evaluation project is carried out should be developed. This basic understanding should be helpful in order to be able to deal with the evaluation of educational processes. The following questions will concern us:- Which challenges are associated with the evaluation of the complex subject area "educational processes" and which research methodological consequences are associated with it?- What are the appropriate forms and procedures for evaluating educational processes?- How can an evaluation study - from planning, implementation, evaluation to documentation of results - be designed for (early) educational processes?- What significance can evaluation studies and their results have for educational work and how can they be used from the point of view of quality assurance / quality development?
Continuous assessmentResearch work (including bibliography): 5 pointsConception & presentation of an evaluation project (group work): 5 points
Lector: Mag.a Alexandra Geisler, MA, Mag. Robert Schmid, MA
In this course, we will deal with the subject of divorce / separation and intend to address the following questions:- Is divorce / separation a subject that should even be addressed in kindergarten and, if so, howintensely?- Which consequences does divorce / separation have on experiences of a child?- How can kindergarten assist the individual child / the whole group in such difficult times?- Which can the different symptoms shown by the individual child be approached?- What can be done w.r.t. parental involvement?
Continuous assessmentThe grade will be composed out of the following elements:•Attendance•Willingness to contribute to discussions•Participation in small-group work•Written group work summaries•Contributions to the preparation of a lecture script
Lectures, discussions in small groups and in plenary sessions, self-awareness, presentations and discussions of small-group work. Role-playing games. Alternating turns in written group work summaries.
Lector: Dr. Eva Pölzl-Stefanec
The focus of the course is the implementation of your own research project. Building on the previous semester, an already developed research idea is implemented empirically. Qualitative and quantitative processes are applied and reflected upon.
Continuous assessmentPresence and active participation in the work processes in the course (5 points) (individual grade)Presentations of the intended research projects (2 points) (group grade)written research report (3 points) (group grade)
presentations, discussions, text study, group work, e-learning
Lector: a.o. Univ.-Prof. Mag. Dr. Wolfgang Gratz, Dr. Kornelia Steinhardt
Processing of case studies on team and leadership, which the students bring in, with appropriate theoretical inputs (leadership theories), relationships between leadership styles, leadership instruments and the effect of leadership behavior; Generalization of the learning experiences from the case processing to a mindful, actively observing and listening and at the same time effective understanding of leadership.
Continuous assessmentThe course is assessed as “successfully attended” if a case study is available in moodle at the beginning of the course (template in moodle) and the presence at the course is sufficiently fulfilled.
- Different forms of work on cases- Brief technical inputs from the speakers- Individual transfer
This course deals with the basics for good teamwork. At the center of the course is the examination of the framework conditions for successful teamwork. The participants deal in particular with the questions of what makes a group a team, how to optimally use the resources in a team and how to further develop teams. The course presents methods for team development and also shows possible causes of team conflicts and suitable strategies to overcome them.
Continuous assessmentparticipation in the course, active participation in group work, presentations, final evaluation
exercises, discussion and work in small groups, plenary presentations of the students, keynote speeches from the course management, text study, reflection
Lector: Mag.a Monika Weggel
- Basics of change management- Change cycles and phases of change processes- Actively shaping change processes- Dealing with resistance- Success factors for successful change processes- Typical mistakes- Change management methods
Final exam40% active participation and committed participation in the reflection processes in small groups60% writing a homework (5 pages)
In addition to the class "Fachsprache Englisch" policy relevant texts and information from international organisations like the European Commission, OECD, UNESCO, ILO etc. will be presented, discussed and worked with.
Lector: Mag.a Romana Gruber, Mag.a Barbara Lehner, MA
On the basis of concrete case reports from the everyday pedagogical life of elementary pedagogical institutions, those topics are dealt with that are brought to the center of attention via the case analyzes, such as:- the development of pedagogical professionalism of educators and leaders in ECEC institutions- the importance of emotion, relationship experience and reflection for the development of educational professionalism,- dealing with different cultures and living environments of children and their families in everyday educational life,- the analysis of interaction processes between pedagogues and children and their importance for the children's educational and development processes and the connection between pedagogical professionalism and child development perspectives.
Continuous assessmentWriting 6 minutes and 1 meeting minute (6 points in total) and a thesis at the end of the semester (4 points).
- Special features in the organization of non-profit organizations- Mission statement, goals and strategies for implementation- Organizational forms, organizational types, organizational culture and development phases- Leadership in NPOs, hierarchy and power- Analysis tools for organizations and their further development
Final exam20% active participation and committed participation in the reflection processes in small groups20% written reflection work (individual work, 1-sided)60% written thesis within the scope of the examination date
presentaitons, group work
Lector: Maria Novak, Mag. Nicole Ruckser
- Definitions, concepts and methods of networking and political lobbying.- Get to know professional networks at regional, national and international level.
Continuous assessment3 Examination-relevant sub-services + Committed participation in the work processes in the courses1. Literature editing basics networks (25%)2. Research and analysis of elementary education network (15%)3. Processing and presentation of a task - group work (45%)4. Dedicated participation in the courses (group work, discussion, presentation, text analysis) (15%)
presentations, group work, internet research, individual work,
Basic concepts of project management; Project management tools; Communication in projects; Documentation and project completion;
Continuous assessmentProcessing and presentation of practical and theoretical questions in small groups in the last block of the course.
Theory inputs, examples, individual work, small group work, plenary discussions
Lector: Mag.a Dr.in Maria Fürstaller, Mag.a Nina Hover-Reisner, Mag.a Barbara Lehner, MA
Theory and practice of effective lecture design; Testing theoretical knowledge in the course of the course conference: presentations in various formats (poster, workshop, lecture) and / orDegree program documentation (publications);
Continuous assessmentAbstract for a conference contribution : 4 p., Presentation / publication: 6 p.Total points: 10 P.
presentations, individual work, group work
Lector: Mag. Martina Erlebach
I/ Allgemeines Kindschaftsrecht- Abstammung- Obsorge/Kontaktrecht- Aufgaben des Kinder- und JugendhilfeträgersII/ Die Familie in der Krise- Scheidung- Gewaltschutz (Selbststudium)- Möglichkeiten des Kinder- und Jugendhilfeträgers- KindeswohlgefährdungIII/ Berührungspunkte Arbeit/Gericht- Straf- und Zivilverfahren- Anzeige und Klage- Rechte und Pflichten als Zeuge- Aufsichtspflicht (Selbststudium)
Final exam(Small) group work in the blocks (1 point)Final thesis as individual work: case processing (9 pts)
After several short lecture blocks and self-study, the theoretical knowledge will be applied using practical examples and tested in small groups.
Lector: Mag.a Dr.in Maria Fürstaller, Mag.a Romana Gruber, Mag.a Barbara Lehner, MA, Mag.a Dr.in Katharina Rösler
Preparation of the bachelor's thesis 1 on a subject area relevant to elementary education, including the processing of a case from (own) practice based on current scientific literature and derivation of a recommendation for action.
Final examPresentation of the thesis: 2 points, BA thesis: 8 points
Basics: Health promotion and preventionModels: Health behaviourBasics: Worksite health promotionMeasurements, areas and guidelines of worksite health promotionBGF projects planning, implementing and evaluatingBGF projects in Kindergarten
Final examWritten exam after completion of the course
Teaching inputsTalkspartner and Group workPresentations of results of group works
In the course, the topics "Children's Rights, Participation and Democracy" become interdisciplinary, i.e. illuminated from an educational, psychoanalytic and social science perspective. Feminist theory is linked to an analysis of the generational order and position of children in contemporary society. In this confrontation questions of democratic theory brought up and worked on. The course builds on practical knowledge and guarantees entry into social theoretical analyzes of childhood, care / education work and democracy.
Continuous assessmentactive participation, critical and personal reflections on texts
presentation /critical and personal reflections on texts / debate / working groups
During the seminar, the participants are presented with selected concepts that describe groups and organizational processes. Against the background of these concepts, examples from the practice of elementary education institutions or organizations are discussed in order to sensitize the participants to a differentiated understanding of the connection between individual psychodynamics and psychosocial processes of groups or organizations. Particular importance is attached to the role of management.
Continuous assessmentContinuous participation in the plenum and in small groups during the seminar times, 2 written papers on given questions (approx. 7 pages in total)
lecture, text study, Processing case material from elementary pedagogical practice
The course deals with basic principles, methods and instruments of public relations in the field of elementary education and the associated sub-public and target groups. The focus is on the conception of communication concepts, press and media work as well as the sensible use of new media and social networks.
Final examAttendance and participation in the courses: 20%Written assignment during the semester: 20%Written thesis: 60%
Lecture, small group work, individual work, research, work on case studies, practical use cases and examples
- Psychosocial crises (traumatic crisis, change crisis)- Developmental crises- Basics of Crisis Intervention- Crisis Intervention with children- Trauma in children and adolescents- Overview on trauma pedagogy
Continuous assessmentCooperaton in the courseReading AssignmentsGroup work and documentationPresentation of a practical assignment
- theoretic input- group work- literature study- discussion of case material
marketing- definition of Terms- Subject classification- tasks- aimsmarketing concept- market analysis- Strategic Marketing- Operative marketing- marketing tools- marketing integration- brandmarketing management- marketing planning- marketing budgeting- marketing implementation- performance reviewsocial marketing- Special features of social marketing- fundraising- Sponsoring- CSR
Continuous assessmentwritten thesis
Combination of lectures, examples from practice, discussions, common practical exercises
Theoretical foundations of the gender dimension and overview of corresponding research findings Gender segregation in the world of work in a historical overview and currently; discursive application of the knowledge acquired.
Continuous assessment1. Written preparation2. Active participation in the seminar3. Small group work and presentation as part of the event
lecture, Work in groups
- Basics of quality and quality management in ECEC- Overview of quality research and quality discourses in ECEC- Concepts and approaches to quality management in ECEC- Procedures, instruments and possibilities for quality assurance, quality measurement and quality development- Supportive and hindering aspects in the implementation of development and change processes- Critical examination of the topic of quality management in connection with the current developments in the field of ECEC
Final examResearch work / documentation: 4 pointsevelopment and presentation of a location-specific concept for quality development and / or quality assurance: 6 points
Keynote speeches by the LV management; Individual and small group work; Peer learning and peer assessment; Short presentations; Text study and editing; practice exercises
Presenting the state of research, identifying and presenting a research gap, formulating a research question and developing a research design for the empirical investigation of a research object relevant to elementary education, preparing an exposé, carrying out the empirical study and writing the bachelor thesis II.
Final examPresentation of the thesis: 2 points, BA thesis: 8 points Total: 10 points
sections of the BA thesis are continuously discussed, reflected on and discussed, research work, text study
Social space orientation requires a conscious perception of local and regional conditions - offers for children and families - social, educational and health facilities play an important role. In this way, peculiarities of communal living spaces are considered and also discussed, which resources people need for active participation and participation in living together in social areas or how they can be supported in achieving them. The communal intelligence lives from a well-developed awareness of the actors. Children's facilities in special kindergartens - are the first reliable institute for growing up children in our society. It is therefore good if this institution knows and uses its possibilities and potentials in the direction of social space orientation.
Continuous assessmentActive participation and committed participation in the reflection processes in small groups and large group dialogues, text reflections, own work on the impulse questions.
Impulse presentations, text reflections, group work, dialogues, own work and their representation in the group, impulse questions between the four work units.
- Basics and tools of knowledge management- Development and use of knowledge management- Insight into different models of knowledge management- Building blocks of knowledge management- Practical practice using the knowledge management toolbox
Continuous assessmentActive participation and committed participation in the reflection processes in small groups Presentation of a group work as part of the course
Keynote speeches by the course management, marble rounds, moderated and logged small group meetings, plenary presentations of the students
Semester datesClassroom sessions are 8 times per semester, Thursday to Saturday full-time.As one semester will be credited to, the study time shortened to 5 semester.
Number of teaching weeks16 per Semester
Language of instructionGerman (as part of "Internationalization at Home" activities of FH Campus Wien, courses taught by visiting lecturers may be held in the English language).
As a graduate of the bachelor's degree program you are the director of a child day care facility and are responsible for the entire organization and management. You are responsible for the personnel management and creating an atmosphere of teamwork. In addition, you may also take on expert positions as a speaker at conferences and congresses, an instructor for training and further education, a project member or a project manager. Your responsibilities also include educational partnerships, i.e. working with children and their families. You maintain networks and cooperate with educational partners. You are able to fulfill social and socio-spatial responsibilities. In every area in which you are active, you contribute to the further develop of your profession.
You will work in a management position in an early education and child care facility or in teaching and research. These include:
Those with a qualification examination as a kindergarten teacher who do not have a higher education entrance qualification may instead complete an additional examination. The examination subjects are based on the required subjects of the philosophy, arts and education disciplines (in accordance with § 64a UG 2002, for example, University of Innsbruck, University of Vienna): German (essay), History 2, English
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
*Subject to approval by the relevant bodies:Three years of relevant work experience in a child day care facility, including one year as the director or deputy director. The skills and courses from the credited first semester are acquired informally during the four years of relevant work experience (including the at least one year in a management position) in a child day care facility.
Since one semester is credited, the duration of the degree program is reduced to 5 semesters. Only those who meet the credit requirements for professional practice and management experience will be accepted into the degree program.
Perhaps your qualifications exceed our admission requirements, you are interested in the possibility of joining the program at a higher semester or you hold a degree from a university abroad?
For more information, please refer to the sections on validation and shortening programs.
To apply you will require the following documents:
It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The admission procedure consists of a written test and an interview with the admission committee. The test is designed to assess your understanding of the conditions and requirements of social management in elementary education.
Head of Degree Program in Early Education and Care T: +43 1 606 68 77-3231 email@example.com
Office hoursThu, 8.30 a.m.-12.00 p.m. and 1.00 p.m.-4.00 p.m.Fri, 8.30 a.m.-12.00 p.m. and 1.00 p.m.-4.00 p.m.and by appointment
Academic Staff, Head of Center for Academic Writing
We work closely with numerous organizations in the social and public sectors, universities and research institutes. Our close relationships with early education and care institutions, early educational and care training centers and universities ensures you starting points for your career or your co-operation in research and development activities. You can find information about our cooperation activities and much more at Campusnetzwerk. It's well worth visiting the site as it may direct you to a new job or interesting event held by our cooperation partners!
Information Folder Social Management in Early Education and Care (PDF)
Folder Social Work (PDF)