INNOVATIONS IN INITIAL EDUCATION PROGRAMMES FOR EARLY CHILDHOOD PROFESSIONALS IN GERMAN-SPEAKING REGIONS

Abstract

This paper conducts a comparative analysis of university-level study programs in early childhood education across German-speaking countries (Germany, Austria, Switzerland), employing a multi-case study methodology as outlined by Yin (2018). The main objective is to examine the evolution and current frameworks of initial professional studies, qualification pathways, and Bachelor of Arts (B.A.) programs in Germany (focused on childhood pedagogy) and Austria (focused on elementary pedagogy). The research utilizes content analysis techniques (Kuckartz, 2018) on 27 degree programs, complemented by interviews with their respective supervisors (n=27). The study systematically compares the formal and substantive characteristics, as well as the disciplinary and theory components of these programs. It highlights the interdisciplinary approach, the development of reflective competencies, the cultivation of a scientific habitus, the integration of theory and practice, and the emphasis on inclusion, management, and counselling.