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.
Florian Toifl, BA Nina Šmon, BA Kelsenstraße 2, S.4.20 1030 Wien T: +43 1 606 68 77-3230 F: +43 1 606 68 email@example.com
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Application period for academic year 2021/2221st November 2020 to 15th August 2021
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)
You are a trained kindergarten teacher with professional and management experience. Personally, you want to critically reflect on what you have learned in your previous education and what you experience professionally every day and combine this with scientific findings. In this way you seek to expand your scope of action. What you already do now, you will in future also be able to justify based on established theory or do differently for good reason. In your job you recognize a complex, interwoven relationship between children, families, staff and education partners. As director, you are open to input in order to act even more professionally and efficiently so that your child care facility is well organized, leaving you enough time for what is truly important: the education of our children.
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: Nicol Gruber, MA BSc
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 and the advantages and disadvantages of economic evaluation will be regarded in detail, especially focussing on instituional childcare.
Final exam Engagement, 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: - theoretical basis (f.e.: relationship between education/care and ethics / ethics as a field of education / ethics in training and further education etc.) - Critical analysis of the social handling of value pluralism & the importance of social handling of value pluralism for the field of elementary education - ethical concepts: Getting to know and comparing various "ethics concepts" that guide action - Reflection on practice: Reflection on one's own values ​​and norms
Final exam * Committed participation and active work within the discussions, including in-depth preparation (text reading and editing as well as research) in self-study: 20% (= 2 out of 10 points) * Final Thesis on practical and professional ethical aspects: 80% (= 8 out of 10 points) 1: 10 – 9,5 Points 2: 9 - 8,5 Points 3: 8 - 7 Points 4: 6,5 - 6 Points 5: under 6 Points
impulse presentations by the course leader; small group work, short presentations, text study and research work on the part of the students
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. Language awareness regarding the problems of translation of field specific terms into English/German will guide us throughout the course.
Continuous assessment Active 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 assessment Timely 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
presentations,individual work, group work, written reflection
Lector: Mag.a Anna Malleier-Obermair
• 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 exam Final exam: 3 parts of the exam in the form of assignments (75% of the final grade). [For a positive final examination, all three parts of the examination have to be passed.] Group work as part of the course (25% of the final grade)
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 assessment participation 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 assessment Total: 10 points Text study: 3 points Video ethnography: 3 points Final 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;
- 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 assessment Presentation of an observation procedure (group performance): 5 points, Written thesis (individual performance): 5 points
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 assessment presentations, 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: Prof. Dr. Jens Kratzmann
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 assessment Text study, Portfolio
presentations by the lecturer, self-study, small group activities, practical reflection
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.
presentations, group work
- 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 assessment Writing 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, even if the first language of the children and parents is not German - 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 assessment A 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 assessment research, 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
combination of presentations, individual tasks and teamwork, case studies
- Logic" of scientific research - basic concepts of qualitative research - overview qualitative methods
Continuous assessment Max. points: 40, in 7 steps - see german version
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
- 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 texts research: - Research literature online and in the library - qualitative assessment and preparation of the results - Organization of the material - Create bibliography Formal structure and content requirements of a thesis: - topics containment - Formulate questions - Exposé creation - Quote and argue - Writing abstract, introduction, conclusion - Design and language
Continuous assessment Participation in the course 2 work orders for the distance phases 1 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 assessment The 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
- Conceptual clarification of the term “pedagogical concept” in the context that theories and action concepts are often used interchangeably in elementary education and that elementary education conceptual research is still in its infancy. - Concepts of action can reduce the complexity of pedagogical practice, provide certainty, and resolve elementary educationareas of tension in rudimentary ways, because they are application-oriented and provide a direction. - Pedagogical guiding ideas and educational principles are programmatically condensed in early childhood education action plans. Based on a specific image of the child, they identify educational goals and formulate consequences for the design of pedagogical practice. - In the context of pedagogical professionalism, it is necessary to understand pedagogical concepts as practical constructs and to constantly reflect on them as such. Pedagogical concepts are always products of a current discourse on education, and they legitimise pedagogical action. In this respect, it is highly significant to examine pedagogical concepts of action with a critical and self-reflexive view of subject constructions and dogmatism.
Continuous assessment Continuous assessment: - Presentation of a selected pedagogical concept (5 points) - Thesis in the form of a portfolio (4 points) - Active participation in small group work and plenary discussions (1 point)
Impulse lectures by the LV-leader; presentations in small groups; plenary discussions; application-oriented and literature-based examination of selected pedagogical concepts within the framework of a portfolio;
- 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; - Specification: quantitative questionnaire and qualitative interviewing on a selected research topic as part of a student research project - Reflection of the survey methods in connection with practical problems The course will be continued in the winter semester - the collected data will be evaluated in the winter semester. A result report is to be written in the winter semester. The aim of both courses is to enable practical research experience for the implementation of empirical studies (BA theses)
Continuous assessment Part: Qualitative survey methods (4): Rehearsal and implementation interviews: 2,0 P. Postskriptum & transcription: 2,0 P. Part: Quantitative survey methods (4): application of knowledge I (individual work): 2,0 P. application of knowledge II (group work): 2,0 P. Common Part (7): Literature research (selected): 2,0 P. Summary of the literature research: 5,0 P Total: 15 Points assessment key 1: 13,5 - 15,0 Points 2: 12,0 -13,4 Points 3:10,5 - 11,9 Points 4: 9,0 - 10,4 Points 5: under 9 Points
presentations, group work, textt study, research
Transitions or transitions represent significant biographical phases 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. The main focus of the course is on psychoanalytical-pedagogical approaches to 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.
Continuous assessment Part 1: Research on a selected transition (individual work): 3 points Part 2: Knowledge test (individual work): 3 points Part 3: Case processing (individual work): 4 points
presentatione, individual work, group work, text study, practice reflection
Lector: Dipl.-Rehapsych. (FH) Dr. Tina Eckstein-Madry, Mag.a Dr.in Maria Fürstaller
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 result - Publication of research results - Reflection of the analyses in connection with practical problems
Continuous assessment Part 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
Lector: Mag. Dr. Reinhard Bodlak, MSc
- 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
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 - Theories on the linguistic development and support of children with a non-German first language - Processes and strategies in dealing with strangeness - Exercise for self-reflection and biography work
Continuous assessment participation in the work processes in the course, group work, individual work, written thesis.
presentations, teyt study,discussion, reflecion
Lector: Michael Soder, MSc. PhD.
The aim of the course is to give students a first insight into the financing of investments and their overall economic role and importance. In the course of the course, especially the public budget and the structure of the public budget as the revenue side as well as the expenditures using the example of educational investments are treated. At the same time, students are introduced to basic concepts of financing by means of current examples and analyzed in the context of educational investments. After successful completion of the course, students should be able to understand and evaluate economic analyses of educational investments in broad outlines. Students should also gain an insight into the overall social impact of investments in education against the background of distributional policy considerations. Financing & Investments - Overview Public Finance, Public Budgets and Public Investment - Macroeconomic effects of private and public investment - Basic concepts of financing and investment decisions (ROI, interest, etc.) - Distribution policy implications of public investments.
Combination of lectures, practical examples, discussions, 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 assessment active 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
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 assessment committed 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, we deal with the basics of evaluation research (characteristics, goals, methods, design). We work out the specifics regarding the evaluation of (early) educational processes. An overview of the status of evaluation research in the field of early childhood education is compiled. Central questions and topics of the course are: - Challenges regarding the evaluation of the complex subject area “Educational Processes" - Status of evaluation research in the field of early childhood education and desiderata - Forms and methods of evaluating (early) educational processes - Basics for the design of evaluation studies
Continuous assessment Literature - Reading and editing: 4 points oral presentation of research work: 3 points written presentation of research work: 3 points
presentations, group work, text study
In the course, the students deal with the worlds of children using case studies from practice. In particular, the various lifeworlds such as poverty, migration, impairment, illness of parents, violence, divorce, but also developmental considerations on trauma and language development of children and the related stresses on children, parents and employees * inside in kindergarten. In combination with theory, the attempt is made to grasp the meaning of these specific living environments for children, parents and teams and professional options for action are reflexively developed.
Continuous assessment - Active participation in the course - Small group work - To write a thesis in a small group A total of 10 points can be achieved. The grade results from the following notation: 0-5.5 pts. Not enough 6-6.5 pts. Sufficient 7-8 points. Satisfactory 8.5-9 pts. Good 9.5-10 pts. Very good
Lecture, small group work, text study, working with case material in small groups and in plenary, self-reflection.
Lector: Mag. Dr. Andrea Schaffar
The focus of the course is the implementation of your own research project. Following the definitions of the previous semester, an already developed research idea will be implemented empirically. Qualitative and quantitative processes will be applied and reflected upon.
Continuous assessment Max. points: 10 Presence and active participation in the work processes in the course (5 points) (individual grade) Presentations of the intended research projects (2 points) (group grade) steps regardings analysis and interpretation (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 assessment The 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
Lector: Mag. Fritz Wottawa-Posch
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 assessment participation 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
- 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 exam 40% active participation and committed participation in the reflection processes in small groups 60% 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.
Continuous assessment Active participation in class: 50% Oral presentations in class: 25% Written summaries and statements: 25%
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 assessment Writing 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 exam 20% active participation and committed participation in the reflection processes in small groups 20% written reflection work (individual work, 1-sided) 60% written thesis within the scope of the examination date
presentaitons, group work
- Definitions, concepts and methods of practical networking in elementary education. - Get to know professional relevant networks at regional and national level.
Continuous assessment 3 Examination-relevant sub-services + Committed participation in the work processes in the courses 1. Development of basics and basic principles (15%) 2. Research and analysis of elementary education network (20%) 3. Processing and presentation of a task (45%) 4. Dedicated participation in the courses (group work, discussion, presentation, text analysis) (20%)
Content impulses, group work, text analysis, internet research, self-study, presentation and independent development and presentation of content.
Basic concepts of project management; Project management tools; Communication in projects; Documentation and project completion;
Continuous assessment Processing 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
Theory of effective lecture design/presentations (oral presentations: poster, workshop and lecture; wirtten presentations: article in trade journal) and practice
Continuous assessment Presentation: 5 Points; application of knowledge 1,5 Points; Peer-Review: 3,5 Points / Total points: 10 Assessment key: 1: 10 - 9,5 points / 2: 9 – 8,5 points/ 3: 8 - 7 points / 4: 6,5 - 6 points / 5: 5,5 – 0 points
presentations, individual work, group work
After several short lecture blocks and self-study, the theoretical knowledge will be applied using practical examples and tested in small groups.
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 exam Presentation of the thesis: 1 point, BA thesis: 9 points
Lector: Univ.-Prof. Dr. Wilfried Datler, Mag.a Barbara Lehner, MA
Research shows the connection between health and, above all, the psychological stress experienced by the educational specialists in daycare centers (cf. Viernieckel, Voss 2012). The mental stress is related to the primary task of accompanying, educating and supporting the children and their families in the elementary education facility. The institutional challenges exist at all levels - specialist, management, organization and should be able to be recognized and reflected on with regard to mental health on the one hand. In this sense, the course takes a look at the institutional structures based on case material from one's own institution, so that the students are enabled on the one hand to do justice to the primary task of the institution and, on the other hand, preventively in terms of their (own) mental health (and those of employees) to take effect.
Final exam Participation in the course, written thesis
Teaching inputs, Talks and Group work, work with case material
Lector: Franziska Schubert-Suffrian
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 assessment active 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 assessment Continuous 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
Lector: Mag. Nicole Ruckser
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 exam Attendance 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
Lector: Mag.a Barbara Neudecker, MA
- 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 assessment Cooperaton in the course Reading Assignments Group work and documentation Presentation of a practical assignment
- theoretic input - group work - literature study - discussion of case material
Lector: Mag. Marlene Erlacher
marketing, advertising and pr - definition and classification the impact of new media about a brand and its importance in kindergarten marketing - the theoretical overview - definition of terms - changing understandings - subject classification - tasks - aims marketing concept - market analysis - Strategic Marketing - Operative marketing - marketing tools - marketing integration - brand marketing management - marketing planning - marketing budgeting - marketing implementation - performance review social marketing - Special features of social marketing About storytelling - and why its getting more and more important in the field of marketing Social media marketing fundraising - definition of terms - various specifications - Is fundraising important and useful for a kindergarten? Sponsoring CSR
Continuous assessment Small written exercises between the single lectures. Final written thesis with current references.
We will work with the online plattform "ideaflip". Ideaflip is a living online board where every student can interact. On this plattform we we construct our own kindergarten. We will elaborate a strategic marketing concept for this kindergarten. In addition, there will be given theortical input.
Lector: Prof. Dr. Tim Rohrmann
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 assessment 1. Written preparation 2. Active participation in the seminar 3. 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 exam Research work & Präsentation: 4 points evelopment and presentation (written): 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
Lector: Dipl.-Rehapsych. (FH) Dr. Tina Eckstein-Madry, Mag.a Dr.in Maria Fürstaller, Mag.a Nina Hover-Reisner, Mag. Dr. Andrea Schaffar
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 exam Presentation 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
Lector: Mag.a Monika Weggel
- 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 assessment Active 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 firstname.lastname@example.org
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
New study location as of 12th July 2021: As of 12th July 2021, all study programs of the Department of Social Work (Secretary's office, offices, teaching rooms) will be located at Kelsenstraße 2, 1030 Vienna. All teaching activities will take place at this location on a temporary basis from winter semester 2021/22.
Head of Degree Program in Early Education and Care
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!
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