LFU:online

The students will know definitions and concepts of educational quality in preschools. They are familiar with important theoretical approaches and they will know significant research findings on the predictive importance of educational quality for children's education and learning processes.  

e.g.

·         definitions of educational quality

·         theoretical approaches

·         multiperspectivity

·         concepts of educational quality

·         national and international research findings on educational quality in early childhood education

• Presentations of the lecturer
• Presentations of students
• Discussion of scientific papers 

Course with formative assessment, i.e., students are graded on the basis of written and/or oral tasks assigned regularly over the term.

Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.

Bronfenbrenner, U., & Morris, P. A. (2006). The biological model of human development. In R. M. Lerner (Hrsg.), Handbook of child psychology. Theoretical models of human development (pp. 793-828). New Jersey: John Wiley & Sons.

Copple, C., & Bredekamp, S. (Hrsg.) (2009). Developmentally appropriate practice in early child¬hood programs. Serving children from birth through age 8. Washington: National Association for the Education of Young Children.

Kuger, S., & Kluczniok, K. (2008). Prozessqualität im Kindergarten - Konzept, Umsetzung, Befunde. Zeitschrift für Erziehungswissenschaft, 10(11, Sonderheft), 159-177.

Moss, P. (1994). Defining quality: Values, stakeholders and processes. In P. Moss & A. Pence (Hrsg.), Valuing quality in childhood services (pp. 1-9). New York: Teachers College.

Rossbach, H.-G. (2005). Effekte qualitativ guter Betreuung, Bildung und Erziehung im frühen Kindesalter auf Kinder und ihre Familien. In Sachverständigenkommission Zwölfter Kinder- und Jugendbericht (Hrsg.), Materialien zum Zwölften Kinder- und Jugendbericht (S. 55-174). München: Verlag Deutsches Jugendinstitut.

Smidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Eine empirisch-quantitative Studie. Münster: Waxmann.

Smidt, W. (2015). Educational processes in early childhood education: activities of target children in preschools. In W. Schnotz, A. Kauertz, H. Ludwig, A. Müller & J. Pretsch (Hrsg.), Multidisciplinary research on teaching and learning (S. 3-18). Basingstoke: Palgrave Macmillan.

Smidt, W. & Rossbach, H.-G. (2016). Educational process quality in preschools at the indi-vidual child level: Findings from a German study. Early Child Development and Care, 186(1), 78-95.

Tietze, W., Becker-Stoll, F., Bensel, J., Eckhard, A. G., Haug-Schnabel, G., Kalicki, B., … Leyendecker, B. (Hrsg.) (2013). Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit. Weimar: Verlag das netz.

Tietze, W., Cryer, D., Bairrão, J., Palacios, J. & Wetzel, G. (1996). Comparisons of observed process quality in early child care and education programs in five countries. Early Childhood Research Quarterly, 11(4), 447-475.

Tietze, W., Meischner, T., Gänsfuß, R., Grenner, K., Schuster, K.-M., & Völkel, P. & Roßbach, H.-G. (1998). Wie gut sind unsere Kindergärten? Eine Untersuchung zur pädagogischen Qualität in Kindergärten. Neuwied: Luchterhand.