Mag. Dr. Nina Hover-Reisner
Head of Degree Program in Early Education and Care; Head of Degree Program Child and Family Centered Social Work
+43 1 606 68 77-3231
nina.hover-reisner@fh-campuswien.ac.at
Frequently searched
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.
Bachelor of Arts in Social Sciences (BA)
Tuition fee pro semester
€ 363,361
+ ÖH premium + contribution2
Application winter semester 2024/25
15th October 2023 to 31th March 2024
36
Kelsenstraße 23
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)
3New 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 from winter semester 2021/22.
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.
The Department Social Work offers a comprehensive and unique range of studies in the Vienna area.
Continue your generalized basic education with very specific continuing education offers.
Our national and international network enables internships and opens up job opportunities after graduation.
And relevant professional qualification
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.
Regulation for the admission of third country citizens (PDF 234 KB)
Information for applicants with non-Austrian (school) certificates (PDF 145 KB)
To apply you will require the following documents:
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.
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 Validation section
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 Elementarpädagogik 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 and the advantages and disadvantages of economic evaluation will be regarded in detail, especially focussing on instituional childcare.
Continuous assessment
Partial Credits: Involvement in the course, presentations of group work, written exam.
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 each theory block to be followed by a practice block, which applies the theories and concepts learned to the service of institutional childcare. Interactive elements to consolidate the course content complement this concept.
German
Lector: Mag.a Dr.in Maria Fürstaller
- Theories of professional ethics and ethics of action (in) elementary education (ethics as a theoretical dimension of education / ethics as a field of education / ethics in training and further education).
- Contexts of society as a whole (value and norm systems, political systems, etc.) and processes of change (value pluralism, globalization, etc.) and their significance for ethical questions and problems for elementary education as a pedagogical practice and as a sub-discipline of education and educational science
- Comparison of national and international concepts of ethics in elementary education
- Reflection on one's own values and norms as a basis for pedagogical action in the sense of a (subjective) ethics of action
Continuous assessment
Partial performances: Term papers, presentation, thesis
Introduction by the course instructor / group work, presentation and discussion of student-generated content / research and text study / guided conceptual work
German
Lector: Mag.a Barbara Lehner, MA
- Conceptual foundations of psychodynamic developmental theories of early childhood.
- Selected psychodynamic developmental theories that focus on the importance of emotional experience as well as relationship formation for developmental and educational processes (Mahler, Erikson, Winnicott)
- Interweaving of the theories with pedagogical practice through reading and discussion of case studies
- Exemplary application of the method of work discussion: practice observations, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of discussion protocols.
- Working out the significance of emotional experience for developmental and educational processes using the example of the individual case in the context of case work and case analysis by means of the Work Discussion.
- Exemplary elaboration of pedagogical consequences in the sense of considering in which way - against the background of psychodynamic developmental theories as well as results of the case analysis - developmental and educational processes can be promoted and supported.
Continuous assessment
Immanent performance assessment through partial performances (continuous and committed participation in work processes in the course, term paper, oral presentation, seminar paper).
Lecture with activating methods, group work, discussion, group exercises, peer feedback, case processing - Work Discussion
German
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
Continuous assessment
Partial deliverables: Learning diaries, collaboration
Lecture by the course instructor, individual and group work, written reflection.
German
Lector: Mag.a Mag.a Maria-Clarissa Canete
• Business - organization
• 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
• Environment and goals of the company
• Overview of legal forms, legal forms for elementary education companies
• Excursus: business plan
Final exam
final exam, homework
lectures, group work, case studies, discussions, individual work
German
Lector: Mag.a Dr.in Katharina Rösler
- Historical and socio-political contextualization of reform pedagogy.
- Introduction to central classical concepts of early childhood education such as Reggio, Waldorf, Montessori and Freinet pedagogy.
- Insight into the practical design of institutions that align their work with reform pedagogical concepts
- Effectiveness research on reform pedagogically oriented elementary pedagogical practice;
- Approaches to the critique of classical concepts of early childhood education;
- Discussion of the question of whether and in what way reform pedagogically oriented elementary educational institutions and the everyday pedagogical practice practiced there are compatible with scientifically generated bodies of knowledge on child development and educational processes.
Module exam
presentations, group work, acustical newspaper, plenary discussion, individual work,
German
Lector: Raphaela Strebl, BA
- 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.
Module exam
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;
German
Lector: Mag.a Dr.in 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 assessment
Presentation of an observation procedure, Written thesis
group work, presentations, text study,
German
Lector: Mag.a Dr.in 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,
German
Lector: Raphaela Strebl, 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
text study, video ethnography, final thesis
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;
German
Lector: Dipl.-Rehapsych.in (FH) Dr.in Tina Eckstein-Madry
- Theories and subject areas of developmental psychology.
- Theory-based examination of the complexity of the connections between psychological maturation and development processes and the subjective forms of processing and reaction of children, parents, and educators.
- Relevance of theories of developmental psychology for elementary education as a pedagogical practice and as a sub-discipline of educational science in distinction to other theories of reference (e.g. sociology).
- Reflection and analysis of pedagogical practice as well as pedagogical action using perspectives from developmental psychology.
Module exam
Keynote presentations by the course instructor, murmur rounds, facilitated and recorded small group work, plenary presentations by students, e-learning phases, text study, video examples and analysis.
German
Lector: Mag.a Dr.in Maria Fürstaller
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.
Module exam
presentations by the lecturer, self-study, small group activities, practical reflection
German
Lector: Mag.a Barbara Lehner, MA
- In this course, students deal with psychodynamic theories and concepts of conducting conversations with parents and families, focusing in particular on the relationship dynamics between professionals and families/parents as well as on the importance of an understanding attitude for the success of conversations with parents and families.
- Linking the psychodynamic theories and concepts developed to the practice of conducting conversations with parents and families.
- Writing descriptive and differentiated protocols of conversations with parents and families.
- Development of self-reflective and other-reflective competencies with regard to processes of counseling and conducting conversations with parents and families.
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
German
Lector: Dr. Katharina Ereky-Stevens
Study of professionally relevant English-language texts
discussion and editing of technical literature
critical consideration of possible shifts in meaning when translating technical vocabulary
Continuous assessment
Engagement in the course, presentations, homework, text work.
Keynote speeches by the course instructor, round table discussions, moderated and recorded small group work, text study.
German
Lector: MMag. Sebastian Howorka
- Introduction to the functions and sub-areas of accounting
- Keeping of cash registers and cash books => Preparation of cash reports
- Income and expenditure accounting
- Basic concepts and system of double-entry accounting
- Chart of accounts and chart of accounts
- Accounting cycle
- Double-entry profit calculation
- Annual financial statement
- Balance sheet
- Profit and loss account
Continuous assessment
Partial performances: Homework, group work with presentation
Lectures, group work, case studies, discussions, individual work (Moodle assignments).
German
Lector: Mag.a Dr.in Andrea Schaffar
- Logic and basic concepts of scientific empirical research
- Basic features and distinguishing characteristics of basic research and application-oriented research
- Research methodological approaches of empirical qualitative and empirical quantitative social research
- Qualitative and quantitative methods of data collection and data analysis in empirical social research
- Quality criteria of qualitative and quantitative empirical social research
- Research ethical basics
Final exam
Final examination, partial performances (homework, presentations)
Lecture with activating methods, group work, discussion, literature study
German
Lector: MMag. Sebastian Howorka
- Differentiation of cost accounting from accounting
- Cost management (fundamental connections, starting points and instruments)
- Cost type accounting, cost center accounting, cost unit accounting
- Personnel cost calculations
- Contribution margin accounting as decision accounting
- Cost unit profit and loss accounting
- Planned and actual cost accounting
- Variance analyses
- Period income statement
Continuous assessment
Partial performances: Homework, group work with presentation
Lectures, group work, case studies, discussions, individual work (Moodle assignments)Combination of lectures, group work, case studies, discussions, individual work (Moodle assignments).
German
Lector: 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 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, work orders for the distance phases, written thesis
presentations, individual work, group work, e-learning, text study
German
Lector: Mag.a Dr.in Maria Fürstaller
- Clarification of central terms in the context of inclusion,
- historical genesis of inclusive elementary education,
- central concepts and theories of inclusive elementary education,
- disciplinary references of inclusive elementary education,
- Educational partnership in the context of disability, chronic illness and psychosocial impairment.
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
German
Lector: Mag.a Dr.in Maria Fürstaller
Literature study, literature review, group work, presentation, discussion, work assignments with feedback.
German
Lector: Mag. Susanne Beck
General law of parent and child
- Parentage
- Custody/right of contact
- Tasks of the child and youth welfare agency
The family in crisis
- Divorce
- Protection against violence
- Possibilities of the child and youth welfare agency
- Child welfare endangerment (self-study)
Points of contact work/court
- Criminal and civil proceedings
- Reporting and legal action
- Duty of supervision
Final exam
final exam, exercises
After several short lecture blocks and self-study, the theoretical knowledge will be applied using practical examples and tested in small groups.
German
Lector: Raphaela Strebl, BA
Introduction to the theories of elementary education.
Theories and concepts in a scientific context
Systematization of theories and concepts
Significance of theories and concepts in the socio-political and socio-cultural context
Current developments in the formation of theories in elementary education
Reflection and elaboration of practical consequences
Continuous assessment
Presentation, term paper, written work
Attendance and active participation, impulse presentations by the course instructor, open space, plenary presentation by the students, e-learning phases, text study, group work, attendance and active participation, impulse presentations by the course instructor, open space, plenary presentation by the students, e-learning phases, text study, group work,
German
Lector: Raphaela Strebl, BA
- Developmental and social psychological theories of transition processes in early childhood, with emphasis on psychodynamic theoretical approaches.
- Central findings and research desiderata of transition research.
- Conditions for success (e.g.: such as cooperation between institution and family) of early transition processes and the significance of transitions for educational and developmental processes in early childhood.
- Comparison of action guiding concepts (models) for accompanying transitions in the field of elementary education.
- Reflection and analysis of the own design of transition processes by applying the acquired theoretical and empirical knowledge.
Continuous assessment
Partial services: Examination, term papers, presentations, case work
Impulse presentations by the course instructor, individual and small group work; short presentations; text study and editing; practical reflection.
German
Accompanying seminar (to the courses: Qualitative methods of data collection and analysis and Quantitative methods of data collection and analysis) on research practice related to
- the application of empirical qualitative and empirical quantitative methods of data collection
- the analysis, interpretation, and discussion of data obtained through the use of qualitative and quantitative methods in the context of a student research project
- the presentation of research results
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
German
- In this course, students deal with psychodynamic theories and concepts of team communication, focusing in particular on the dynamics of relationships and the importance of an understanding attitude for the success of team discussions.
- The students deal with the specific tasks, roles and goals of different settings and forms of consultation and discussion in the team, such as staff meetings, case discussions and collegial consultation.
- Students deal with the kindergarten as an organization under consideration of psychodynamic aspects.
- Linking of the acquired psychodynamic theories and concepts with the practice of counseling and team discussion in different settings.
- Development of self-reflective and external-reflective competencies with regard to counseling and conducting conversations with the team.
- Writing descriptive and differentiated protocols of conversations with the team.
Continuous assessment
Immanent performance assessment with partial performances (homework, case work, continuous and committed participation in the work processes in the course, seminar paper).
Lecture with activating methods, group work and murmur rounds, discussion, group exercises, peer feedback, literature study, homework.
Lecture with activating methods, group work and murmur rounds, discussion, group exercises, peer feedback, literature study, homework.
German
Lector: Thomas-Peter Gerold-Siegl, MBA
- Controlling in the company
- Function, process of controlling, controlling as an institution
- Tasks of controlling
- Controlling control loop
- Strategic and operational controlling
- Basic instruments of controlling (selection)
- Tools of controlling (selection)
- Key figures and reporting
- Green Controlling
Module exam
presentations, group work, inidividual work, case stady, discussion
German
Lector: Mag.a Barbara Lehner, MA
- Examination of the theory and history of equality and difference.
- Examination of concepts of intercultural, interreligious, inclusive, gender-sensitive pedagogy and pedagogy of diversity.
- Interweaving theory and practice using exemplary case studies.
- Exemplary development of pedagogical possibilities of action with regard to diversity in everyday kindergarten life.
Module exam
presentations, teyt study,discussion, reflecion
German
Lector: Mag.a Barbara Lehner, MA
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.
Module exam
Lecture, small group work, text study, working with case material in small groups and in plenary, self-reflection.
German
- Insight into the financing of investments and their macroeconomic role and importance in the context of sustainability.
- Public budget and structure of the public budget as the revenue side as well as the expenditures using the example of education investments
- Basic concepts of financing and their analysis on the basis of current examples in the context of sustainable educational investments
- economic analysis of educational investments
- Impact of educational investments on society as a whole against the backdrop of distribution policy considerations, with links to the sustainability discourse.
Module exam
Combination of lectures, examples from practice, discussions, individual work (Moodle assignments), group work (Moodle assignments).
German
- Personnel management as leadership and further development of employees
- Role and task of the manager
- Use of instruments of personnel management
- Leadership and further development of employees
- Discovering and developing the potential of employees
- Creating conditions for motivation and innovation
- Building and strengthening trust and relationships
- Positive handling of conflicts
Continuous assessment
committed participation in the reflection processes in small groups, writing a term paper
Murmur rounds, facilitated and recorded small group discussions, plenary presentations by students, impulse presentations by the course instructor, text study.
German
- Planning and development of empirical qualitative research projects in the field of elementary education.
- Application of selected qualitative methods of data collection and data analysis in the context of a student research project
- Writing a research report including presentation and discussion of research results
- From individual case to type: limits and possibilities of qualitative research
Continuous assessment
Part 1:qualitative methods:
Interview evaluation (individual work and group work): 3.0 P.
Peer-Review: 2,0 P.
Written presentation: method and results 2,5 P.
Part 2 quantitative methods:
MC test: 2.0 P.
Interpretation of correlations (individual work): 1.5 P.
Interpretation of t-test (individual work): 1.5 P.
Written presentation: method and results: 2,5 P
Part 3Common part:
Results report / discussion: 5 P.
Total Points: 20 P.
presentations; Evaluation in small groups and individually; discussion, reflection of the evaluation process,study of literature
German
- Planning and development of empirical quantitative research projects in the field of elementary education.
- Application of selected quantitative methods of data collection and data analysis in the context of a student research project
- Writing a research report including presentation and discussion of research results
- Limits and possibilities of quantitative research
Continuous assessment
Literature - reading and editing: 5 points
Expert discussion on the content of the course: 5 points
presentations, group work, text study
German
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
German
- The development of a group into a team
- Basics for good cooperation in teams
- Importance of framework conditions for successful teamwork
- Use of resources in a team
- Methods for team development
- Causes of team conflicts
- Strategies for overcoming team conflicts
Continuous assessment
Engagement in the course, presentation, term paper, written work
Exercises, discussion and work in small groups, plenary presentations by students, impulse presentations by the course instructor, text study, reflection.
German
Lector: Mag.a Dr.in Nina Hover-Reisner
- Insight into ECEC as a pedagogical practice in Europe
- Insight into ECEC as a scientific discipline in Europe
- ECEC relevant research institutes (activities, documents)
- policy-relevant texts of international organizations (European Commission, OECD, UNESCO, ILO ...)
Continuous assessment
Term papers, presentations, thesis
Lecture and theoretical/practical input, alternation of individual,team and group work, individual and group presentations,
German
- Basics of the Group Relation Approach: Psychodynamics of groups and organizations and their relevance for the management and leadership of organizations.
- Relationships between individual psychodynamics and psychosocial processes in groups or organizations and their relevance for leadership.
- Psychodynamics of groups and types of groups.
- Psychodynamics of leadership and leadership types.
Module exam
Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback.
German
- Special features in the organization of non-profit organizations with a focus on organizational culture and development phases
- Mission statement, goals and strategies of NPOs
- Basics of change management as a basis for actively shaping and controlling change processes
- Analysis instruments for organizations and their further development and application in practice
- Basics and instruments of knowledge management
Module exam
Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback.
German
- Design of the Bachelor's thesis on a research topic relevant to elementary education: survey of the state of research, identification and presentation of a research gap, formulation of a research question, development of the research design for the empirical investigation, development and writing of an exposé.
- Consolidation of the basics of scientific work
- Rules of good scientific practice
- Central research ethical problem areas
- Carrying out the first steps of the empirical investigation (data collection, data preparation)
- Writing the first version of the theory and methods part of the bachelor thesis
Final exam
Term papers, presentations (oral/written), seminar paper (exposé), continuous and committed participation in the work processes in the course.
Impulse presentations by the course instructor, group work, plenary presentations by the students, discussion, text study, coaching.
German
- Definitions, concepts and methods of practical networking in elementary education.
- Getting to know professionally relevant networks
- Basic principles, methods and instruments of public relations in the field of elementary education.
- Presentation of elementary pedagogical topics in the context of public relations/network work.
Continuous assessment
Engaged participation in course work processes (group work, discussion, presentation, text analysis), term papers, research and analysis.
Content impulses, group work, text analysis, internet research, self-study, presentation, independent development and presentation of content.
German
- Basics of the submission and review process of scientific presentations.
- Objectives, (visualization) techniques and characteristics of different scientific presentation formats (lecture, workshop, poster, article)
- Aspects specific to the addressee depending on the presentation format as well as the presentation forum
- Quality characteristics of different presentation formats
- Exercise: Presenting research results
Continuous assessment
Partial Achievements: Presentation, peer review, term paper
presentations, individual work, group work
German
Basic concepts of project management; Project management tools; Communication in projects; Documentation and project completion;
Continuous assessment
Term paper, presentation, written work
Theory inputs, examples, individual work, small group work, plenary discussions.
German
- Overview of the psychosocial stress situations of families with children of preschool age.
- Getting to know external institutions / support systems and their tasks, objectives and working methods in the context of psychosocial stress situations.
- Possibilities of cooperation with other institutions.
Continuous assessment
Immanent performance assessment via partial performances (continuous and committed participation in work processes in the course, presentation, homework, excursion).
Lecture, group work, discussion, feedback, homework (help plan).
German
- Implementation of the Work Discussion method as a basis for case work and case analysis: practice observations, creation of descriptive and differentiated Work Discussion protocols, discussion of the Work Discussion protocols in the course, writing of meeting minutes.
- Reflection on one's own (conscious and unconscious) emotional experience with regard to its significance for shaping relationships with children, families and in the team.
- Analysis of interaction processes of pedagogical professionals and their significance for child development and educational processes.
- Understanding conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics.
- Development of self- and other-reflective competencies in the context of case work.
Continuous assessment
Partial achievements: Term paper, continuous and committed participation in the work processes in the course, seminar paper.
Lecture with activating methods, discussion, case work
German
Commissioned examination before a relevant examination board:
- Presentation and discussion of the central aspects of the bachelor thesis
- Case work and its interconnections to the subjects of the curriculum
Final exam
Commission final inspection
Testing
German
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
Commitment in the course, homework, written thesis
Lecture parts with activating methods, discussion, work in groups
German
Lector: Mag.a Barbara Lehner, MA
(1) Students first deal theoretically with selected concepts of psychodynamic theories of organization.
(2) Students link these concepts to case studies from educational practice and develop a differentiated understanding of the connection between individual psychodynamics and psychosocial processes of groups or organizations.
(3) Special emphasis is placed on the role and task of leadership.
(4) Case studies are used to develop options for practical action in conjunction with theory.
(5) Students are able to analyze organizational structures and initiate change processes and support measures in the leadership function.
Continuous assessment
Immanent performance assessment through partial performances (continuous and committed participation in the work process in the course, text study, term paper, case work, seminar paper)
Lecture with activating methods, development of texts, processing of case material from elementary pedagogical practice,
German
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
Commitment in the course, homework, written thesis
- theoretic input
- group work
- literature study
- discussion of case material
German
Lector: Viktoria Miffek-Pock, MSc
- Introduction to the market orientation of demand-oriented organizations
- strategic marketing: market research, marketing target setting
- operational marketing: communication policy (focus on advertising, PR, lobbying and exercises in media relations), service policy, distribution policy, price/contract policy, personnel policy
- marketing process (marketing planning, decision-making, implementation and control)
- strategic and conceptual basics of sponsoring and fundraising
- instruments of sponsoring and fundraising for planning, decision, implementation and control
- case study of a sponsoring and fundraising concept for a child day care facility
Continuous assessment
Term papers, written thesis
Input from the course instructor / group work / exercise / text study and research.
German
- Basic terms, concepts and theoretical approaches of quality management and quality development in the field of elementary education.
- Instruments and methods of quality management and quality development and practical application (exercise)
- Enabling and hindering factors for the implementation of development and change processes in the context of quality development and the role of management in this process.
- Professional-theoretical (critical) examination of the topic of quality management and quality development for the field of elementary education.
- Reflection on the practice of quality management and quality development from a professional-theoretical perspective.
Final exam
Partial performances: written homework, short oral presentations, practical reflection
Impulse presentations by the course instructor; individual and small group work; short presentations; text study and editing; practical exercise.
German
- Finalizing the implementation of the empirical study (data preparation, data analysis)
- Finalizing the theory part and the method part of the bachelor thesis
- Writing the presentation of the results of the bachelor thesis
- Presentation of the bachelor thesis
Final exam
Partial performances: Presentation (oral), Bachelor thesis (process and final version).
Impulse presentations by the course instructor, group work, plenary presentations by the students, discussion, text study, coaching.
German
- Theoretical foundations, developments and instruments as well as methods of social space orientation.
- Relevance and limitations of social space oriented approaches, methods and instruments for elementary education as a pedagogical practice and as a sub-discipline of education and educational science.
- Reflection and analysis of pedagogical practice as well as pedagogical action by applying socio-spatial theories/concepts
- Application of socio-spatial concepts and methods in elementary pedagogical practice and their reflection.
Continuous assessment
Partial performances: oral and written presentations, term paper
Input from the course instructor / group work / exercise / text study and research.
German
- Basics of language development (first and second language acquisition)
- Overview of instruments for language assessment
- The importance of relationship and emotion for language development
- Multilingualism in elementary educational institutions and challenges for pedagogical practice
- Language staircase: a model for analyzing pedagogical practice with regard to conducive and hindering aspects of early language development.
Continuous assessment
Commitment in the course, homework, written thesis
intrinsic performance assessment, continuous and committed participation in the work processes in the course, case work, homework
German
Semester dates
The first semester can be credited to shorten the program to 5 semesters.
Classroom sessions are 8 times per semester, Thursday to Saturday full-time.
Number of teaching weeks
16 per Semester
Language of instruction
German (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 this program, a wide range of occupational fields and career opportunities are open to you. Find out here where your path can take you.
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:
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!
Head of Degree Program in Early Education and Care; Head of Degree Program Child and Family Centered Social Work
+43 1 606 68 77-3231
nina.hover-reisner@fh-campuswien.ac.at
Kelsenstraße 2, S.4.20
1030 Vienna
+43 1 606 68 77-3230
+43 1 606 68 77-3239
smep@fh-campuswien.ac.at
Office hours
Thu, 8.30 a.m. to 12.00 p.m. and 1.00 p.m. to 4.00 p.m.
Fri, 8.30 a.m. to 12.00 p.m. and 1.00 p.m. to 4.00 p.m.
and by appointment
Academic Staff
maria.fuerstaller@fh-campuswien.ac.at
+43 1 606 68 77-3241
Head of Degree Program in Early Education and Care; Head of Degree Program Child and Family Centered Social Work
nina.hover-reisner@fh-campuswien.ac.at
+43 1 606 68 77-3231
Head of Program Academic Social Pedagogy–Social Therapy in In-Patient Child and Youth Welfare Services; Academic Staff
barbara.lehner@fh-campuswien.ac.at
+43 1 606 68 77-3240
Academic Staff; Head of Center for Academic Writing
katharina.roesler@fh-campuswien.ac.at
+43 1 606 68 77-1571