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2. February 2023 , 12:57
HomeEducation & StudyHalf-time in the training to become an educator

Half-time in the training to become an educator





  1. The school days
  2. The practice time
  3. Conclusion

The second year of part-time educator training was filled with ups and downs. After the previous Corona year (in which we spent several months at home), the load was higher than expected. This was not so much due to the subject matter at school. I actually found this one easier, more exciting, and more enjoyable in the second year of school. I rather suspect it was due to a combination of steady attendance, increased chores, as well as the personal obligations. In short, a multitude of smaller influences has developed into a great flow of resistance and demotivation.

In the end, it wasn’t my education that suffered (you can find my second year report card at the end of this article), but my blog Krippenzeit did. This demotivation or “exhaustion” was also very common in my training program. In the end, all but one of the classmates entered their final third year. Therefore, as always, I recommend everyone to start with the written work in time, so that you do not get into a time crunch.

But here it should be now about my experience to the second training year of the educator and also here I would like to report to you quite comprehensively and in detail.

The school days

School time has been quite a challenge this school year, from an organizational standpoint. There were many schedule changes as well as room changes on short notice. From my point of view, the school did its best to always inform us in time. Many disagreed, however, and this was a constant topic of discussion in the class.

As mentioned before, the batteries of me and my classmates were empty and the mood was now increasingly irritable in the second half of the school year. With many of my classmates, one word led to another and in the end, yes, you can guess, there was quite a big argument in the class.

As you can see, even prospective educators are only human, and I found the teachers’ ideas for solutions all the more interesting. These had attempted conciliation with much enthusiasm and vigor. Let’s just say it had calmed the minds ;).

Why I’m telling you this and what I’m getting at. As a student of a vocational school for social pedagogy you unfortunately have no influence on the composition of your class. This can be reasonably homogeneous or challenging. Ultimately, this can have a huge impact, both positive and negative, on your motivation and mental health. So here you should find a way to deal with it and also get your point across.

Furthermore, in the second school year, the hours were better distributed. In the first half of the year we were often off before 1:30 p.m. and on Fridays we always finished at 11:45. The second half of the year was all the more difficult for me, with classes on Fridays until 1:30 pm.

Otherwise, the school years were similar to the first year of training, only with the advantage of already having all the necessary information as an old hand.

BHF: Founding professional action

The BHF subject was also my favorite subject in the second year of training. We covered topics such as forest kindergarten and pedagogical approaches. In particular, open work in the daycare center and concepts such as the Early Excellence approach and Reggio pedagogy should be mentioned here.

In addition to a class assignment, there was again a practical assignment in this subject. While in the first year of training we had to evaluate our observations according to the Leuven Engagement Scale, we were now challenged in the second school year with observation and evaluation with the education and learning stories (learning stories).

Another important point in the subject BHF took also the area of child protection and child welfare endangerment. We have worked through this complex of topics intensively. So you will definitely come into contact with § 8a and § 8b of SGB VIII. You will also be introduced to the use of the KiWo scale, an assessment scale on the subject of child welfare risks.

EBG: Shaping education and care

In the second year of teaching, the subject EBG intersected with the subject BHF in the area of child welfare. Furthermore, we worked on the topics of sexual development in childhood, cleanliness education(flyer can be seen here), and through group work, the children and youth report of the Federal Government was addressed. We also took a trip to the Cobra Stuttgart counseling center, which deals with sexualized violence against women and children.

ZQ: Shaping cooperation and developing quality

This year I was a bit at war with the subject ZQ. We did a lot of role-playing on the topics of professional talk, parent talk, and intake talk. Likewise, we took through the different types of conversations an educator can have. Unfortunately, the games were not always conducted with such serious interest, so I was rather ambivalent about their usefulness.

I completed my class assignment on parenting and parent communication unskilled with a proud 3.9 =D. However, my advertising flyer for a fictitious daycare center came in handy. So in the end I still got a respectable three on my report card.


German had been a hotly debated subject in the class during the second year of school. Many didn’t get along with the lessons, which I unfortunately couldn’t really understand. Because our teacher really started with the basics. Topics like letter writing or job applications were at the start. An interpretation to a short story followed at the end of the school year. In short, I found some of the course content boring. Nevertheless, the subject German inspired me. Because our teacher always brought his competence, life experience and also realistic view. He spurred discussion and his own reflection. The subject German therefore went far beyond grammar and sentence structure.

In short, I’m glad we had such a great teacher in German. By the way, my German teacher was also the one who motivated and encouraged me to keep going and not to let up. At this point, therefore, again many greetings and thanks.


Religion had been an exciting and challenging subject due to our multicultural makeup of the class. We took through the major religions of Christianity, Islam, Judaism, as well as Buddhism and Hinduism. We also discussed smaller religious communities such as the Alevis and the like.

The main topic was, of course, the tension between a daycare center as a secular space and a religious daycare center. Here we had many exciting discussions and also discovered influences. Also, of course, it was about the orientation plan of Baden-Württemberg and how this penetrates into the religious area. In this area, for example, I was able to learn a great deal.

BEF1: Promote education and development 1

This year, the BEF1 department focused on topics such as games, social interaction and gender. There was also a project here for which I built a kamishibai and made up the story “Max and his journey into space” for it. I didn’t find the subject as exciting and educational this year as I did in the first year of school. Many areas were self-explanatory and so I was able to achieve a grade of 1 in the first exam without studying. Somehow I can’t write that much about this subject either. You could say that it has been a doable subject.

BEF2: Promote education and development 2

This year, the school subject Promoting Education and Development 2 was divided into two subjects: music and art. While I was able to cope reasonably well with the subject of music, the subject of art was quite a challenge for me.

Music: In the subject of music, we focused more on the effect of sounds and movement on the body. We learned the basic structure of songs and what to look for when choosing them. For the subject music I also wrote an elaboration this school year(stories with music).

Art: In art we learned many different ways to apply, whether it be art printing or stamping techniques. Of course, it was also about the color wheel and the correct mixing. Also occurred working with clay and very… very… much paper. In the end, I was always happy when the double lesson was over. In short, it just didn’t suit me.

BuS: Movement and play

The counterpart to art for me this year was the subject of movement and play. This was something I always looked forward to, as we went through topics such as games, play chains, movement stories, courses, and the like. We built logical playscapes and practiced using fewer materials in the park as well. An important theme was also the design of the movement game. The design in particular was important here, so as not to exclude children who were not so fit. It is precisely these children who need exercise for their healthy development.

On the theoretical side, the focus was of course on the physical/motor development of the child. What should a child be able to do and when, and how can I support the child individually. Since I am from Stuttgart, we also learned to use the movement passport. From my point of view, this is a great offer from the state capital. Feel free to take a look here and inform yourself: Movement passport – fit motor skills – fit children! (bewegungspass-bw.de)

I enjoyed the subject very much and learned a lot. Just by trying out, you quickly learn combinations of devices that are not necessarily recommended or can even be dangerous. Since in today’s world the movement of children is already much too little, I see this subject as fundamental and very important!

Note: A toddler should move intensively for at least 3 hours a day!

UVL: Living difference and diversity

This year, the subject Living Diversity and Difference focused in particular on the special needs of people and children and the targeted support of these people. This was about disabilities and limitations, different perspectives on these challenges and how to deal with them. The topic of inclusion, for example, had a very high priority. Likewise, we had discussed and exchanged our views quite a bit in this subject. Especially when it came to the topics of gender, inclusion and the like, we didn’t always see eye to eye. For the subject UVL I had written the elaboration Blindness in childhood.

The practice time in the daycare center

The practical year at the daycare center was very nice and unfortunately too short. I had been in the age range of 3-6 year olds and we had a little over 30 kids. My daycare center had a very close relationship with nature and the garden. There was also a stone workshop. I really enjoyed my time there and was able to learn a lot. My instructor had been a studied pedagogue, which I appreciated very much. Because through this I received again other views on the respective situations. She also sometimes took me aside and gave me valuable tips, especially on the subject of reflection.

Targeted offer with Kamishibai

My first offer was a dialogical picture book reading with the Kamishibai and the story Emma, ohne dich wär die Welt nur halb so schön(youcan find the elaboration here). We philosophized about many topics and thus slid further and further away from the topic of friendship. This was less of a problem, however, because the goals were achieved anyway, and when philosophizing with children, you never really know where the journey will take you. I ended up getting a grade of 1.5 or 2.0 (I honestly don’t remember) for the practice visit.

Second targeted offer

My second targeted offer was rather spontaneous and unprepared. I had not submitted a written elaboration on this, but only briefly sent the most important data (topic, rough, fine goals, etc.) by e-mail. I still conferred with my instructor in the morning and then I conducted a space-themed offering. We first explored the galaxy using a picture book and recreated the planets by marbles in a sand tray. This turned out to be a great advantage, because you could visibly trace the raceways.

Then we first worked individually to make a galaxy with black paper, glue and salt. At the end there was a big picture which we created together.

The offer was so na yes and one noticed the lack of preparation. Due to the fact that I didn’t hand in my written work, I received a grade of 6 for this area. I could have gotten points for the topic “reflection talk”, but I wasn’t really “willing to reflect” on that day. So I ended up with a grade of 3 and my instructor discussed the topic of reflection interviews with me again a few days later. So on the one hand I got a still acceptable grade and on the other hand I learned a lot about the topic of reflection and reflective behavior.


The second year of training was on the one hand more stressful than the first year and yet much easier. Because the learning material was less from my point of view. Now the third and final year of school is also approaching, which gives uplift and strength. In the final year of the apprenticeship, there are also new exciting learning areas. In addition, there is the specialized work and the shortened school year. Because of the final exams, the end of the school education is before the summer vacations. As always, I will keep you updated.

If you have any questions, my doors, or rather my email address, are always open.

Sebastian Götz

Sebastian berichtet hier auf Krippenzeit über die frühkindliche Bildung in den Kitas und dem professionellen Management. Von der Geburt an bis zum dritten Lebensjahr... und weit darüber hinaus!

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