Potentials, dissonances and reform initiatives in field-based learning and mentoring practices in the early childhood sector in Germany

Abstract

In Germany, the field-based element in the education/training of early childhood educators is given high priority in the development of professional competencies. Nevertheless, Germany lacks a firmly anchored regulatory and curricular framework for early childhood education and care settings as ‘workplace learning sites’ (Lernort Praxis) and the current approaches towards practical placements have been strongly criticised. Debates have focused on the (inadequate) interface between theory and practice and the overriding influence of the vocational colleges as sites of professional preparation. The examination of existing regulations regarding practical placements shows that the practice sites and the mentors who work there receive too little attention. Beyond this, the education/training of (early) childhood educators is dominated by the vocational colleges – not least because the two places of learning (i.e. the college and the workplace) are assigned to different authorities and ministries. The quality of workplace-based learning can therefore only be enhanced by relevant policy decisions and by integrating the interface between theory and practice on a curricular basis.

Keywords:

• professional education/training
• early childhood educators
• professionalisation
• field-based education/training

Acknowledgment

This paper is based on a country report written for a cross-national study on ‘Workplace-based learning and mentoring practices in early childhood teacher education in Europe', co-ordinated by Pamela Oberhuemer (Munich, Germany) for WiFF (Weiterbildungsinitiative Frühpädagogische Fachkräfte). The Early Years Professional Development Initiative WiFF was launched in 2009 as a joint project of the Federal Ministry for Education and Research (Bundesministerium für Bildung und Forschung, BMBF), the Robert Bosch Foundation (Robert Bosch Stiftung) and the German Youth Institute (Deutsches Jugendinstitut). It is funded by the BMBF and the European Social Fund (ESF) of the European Union. The full-text report in German can be downloaded at: www.weiterbildungsinitiative.de/uploads/media/WiFF_Studie_22_Fachpraktische_Ausbildung.pdf.

Notes

1. A note on terminology: ECEC settings refers to the wide range of early childhood education and care services (kindergartens, day nurseries, age-integrated and age-segregated centre-based settings) available for children from birth up to the statutory school age of 6 years; Workplace learning sites refers – for the purpose of this paper – to ECEC settings and not to other occupational ‘learning sites’ included in the broad-based social pedagogy vocational education/training in Germany (e.g. out-of-school services, residential care services); Professional education/training is the term used for both vocational and academic studies preparing for work in ECEC (and other) settings; Early childhood educators refers to the main group of core practitioners working in ECEC settings with a short-term tertiary education. Strictly speaking they should be described as (early) childhood educators, since they can also work in other social care institutions; Childhood pedagogues refers to the minority group of bachelor-level graduates from universities of applied sciences or universities who may also work in ECEC settings; Vocational colleges (Fachschulen/Fachakademien) are the main sites of professional studies for early childhood educators, often referred to as ‘schools’ in the German context.

2. TIMSS = Trends in International Mathematics and Science Study; PISA = Programme for International Student Assessment; PIRLS = Progress in International Reading Literacy Study.

3. An extensive survey conducted by the WiFF project showed that only 72% (n = 1306) of the mentors surveyed had received appropriate professional education/training (Beher and Walter 2012, 60).

4. The DQR is the German Qualifications Framework (Deutscher Qualifikationsrahmen), which is based on the European Qualifications Framework (Europäische Kommission 2008; Arbeitskreis Deutscher Qualifikationsrahmen 2009).