Argomenti dell'insegnamento
Vedere i singoli moduli del corso

Modalità di insegnamento
Lezioni, laboratorio

Obiettivi formativi
Knowledge and understanding The students - are familiar with the methodological, theoretical and conceptual foundations of developmental psychology, educational psychology and learning psychology with a particular focus on early childhood education and inclusion; - know the main physical, cognitive, emotional and social developmental stages in early childhood and the corresponding theories; - know forms and procedures of systematic observation and documentation; - recognise differences between everyday observations, structured observations, observations in educational institutions and in scientific contexts; - know the relevant theories on learning, motivation, cognition and memory in early childhood; - know the conditions and criteria for conducive learning environments; - know criteria for assessing early childhood development; - know the importance of developmental psychology, educational psychology and learning psychology in relation to processes of inclusion in early childhood education. Applying knowledge and understanding The students - are able to relate the technical foundations of developmental psychology, educational psychology and learning psychology to specific situations and cases and develop appropriate strategies for action in the field of early childhood education and inclusion; - can use their knowledge of the developmental stages in early childhood for scientifically based pedagogical action; - are able to systematically observe and document pedagogical situations; - can support early childhood development stages on a case-by-case basis and promote them in inclusive settings; Judgement The students - are able to apply the specialist principles of developmental psychology, educational psychology and learning psychology to assess developments and progress in early childhood education; - can use observations and documentation to assess learning processes; - can assess the quality of conducive learning environments; - can assess the advantages and disadvantages of methods of observation and documentation; - can assess the role of motivation, co-operation and the development of strategies as well as the importance of feedback and recognition for the learning process; Communication - are able to use the professional foundations of developmental psychology, educational psychology and learning psychology to communicate within the team in order to carry out process- and result-orientated assessments; - can report and document observation results; Learning strategies The students - Can use theories of learning and learning strategies for their own personal and professional development; - Are able to use the professional foundations for their own further education and training and to familiarise themselves independently with further areas of research; - Are able to use learning strategies as a hallmark of a 'scientifically trained practitioner'.

Modalità d'esame
Written examination

Criteri di valutazione
The overall assessment is based on an examination covering all four courses: Written examination with open questions on the content of the two lectures and the two laboratories. Criteria for the assessment are: Factual accuracy, scientific relevance, reference to specialized literature, logical structure, ability of critical analysis and reflection, use of scientific terminology, clarity of expression. The handwriting must be legible so that the examination can be corrected and graded. In order to be able to take the examination, immanent work must be completed in the laboratories and positively assessed in advance. All immanent work must be completed by the last date of the respective laboratory at the latest. In the event of absence from the presentation date (e.g. for health reasons), the outstanding immanent performance must be completed in the form of a compensatory performance (to the extent of a seminar paper). Criteria for a positive assessment of the immanent performance are Information competence, factual accuracy, own argumentation and reflection skills, theory-practice transfer performance. Formal correctness (e.g. language, observance of the APA citation rules or the formal requirements for examination performance announced by the lecturers) is a prerequisite for a positive partial performance. The use of artificial intelligence is not permitted. According to the examination regulations, taking the examination three times without passing will result in a suspension for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).