This thesis deals with the requirements and the spectrum of tasks that emerge at the vocational training placement at kindergarten, which represents an important factor in the transfer from theory to practical work in early years pedagogy. Moreover, the work will outline the guidelines early years institutions should follow and criteria that need to be established in order to provide trainees with adequate and high-quality work placements.
Based on a case study, the legal prerequisites, the importance of and the role requirements and the field of duties of a pedagogue assessing the trainees are presented. Furthermore, the necessary competences and qualifications are outlined taking into account that the term “quality” is seen in reference to certain quality control, that eventually lead to an appropriate concept of professionalism.
In this context, the inquiring habitus and the reflective competence, considered from a psychoanalytical point of view, are essential aspects.
Finally, based on the case study, pedagogical consequences are stated and problem-solving approaches suggested, thus encouraging more professionalism in early years vocational training.