Kindheitspädagogik im Aufbruch

The publication presents fundamental theoretical and conceptual aspects that address the relationship between early childhood education professionalism and the processes of its professionalization. How is the concept of professionalization applicable in early childhood education, what facets need to be considered, and how should specific relationships be evaluated when they remain inadequately clarified in disciplinary, professional theoretical, and research-based contexts? The volume engages with current lines of discussion, highlights previously neglected aspects, and includes selected viewpoints from the perspectives of science, teaching, and education within the field of early childhood education.