Publications

(2019). Educational concepts of teachers in day-care centers. An empirical-reconstructive study of biographical paths. Wiesbaden: Springer VS.

(2027, forthcoming). With K. Zehbe (Ed.). Teaching and the Profession through the Lens of Ethical Perspectives: Didactic Reflections for Teaching in Early Childhood Education Contexts. Weinheim: Beltz Juventa.

(2024). K. Zehbe (Ed.). Reflexivity in discipline - teaching - profession. Weinheim: Beltz Juventa.

(2024). S. Rost, B. Bloch & A.-K. Kaiser (Ed.). Education for sustainable development in childhood education. Contributions to the discipline, profession and practice of early childhood education. Series of the Commission on Early Childhood Education of the DGfE. Weinheim: Beltz-Juventa.

(2024). B. Friedrichs (Ed.). Lead class. Focus booklet on the topic “The question about the question”. Friedrichs Verlag.

(2021). B. Lochner & K. Gramelt (Ed.). Didactic potential of qualitative research in childhood education teaching. Weinheim u.a.: Beltz Juventa.

(2018). D. Schmidt & W. Thole (Ed.). Children and childhoods. Studies on the empiricism of childhood - uncertainties, challenges and impositions. Wiesbaden: Springer VS.

(2026, in press). With J. Bürger. Social Work in Early Childhood Education Centers and Network Structures: Findings from a Qualitative Evaluation Study. Early Childhood Education. [peer reviewed]

(2026, in press). With M. Niemann & Markus S. Sauerwein. Early Digital Education as a Complex Multi-Level Task: Challenges and Current Developments in the Context of Early Childhood Education. Education and Upbringing. [peer reviewed]

(2025). With S. Garbade. Didactic Approaches to and within Crises in the Anthropocene? Picture Books on the Climate Crisis and Their Implicit Didactic Challenges. In I. Nentwig-Gesemann, U. Stenger, I. Wullschleger, S. Kaiser, M. Rönnau-Böse & H. Wadepohl (Eds.), Children and Nature in the Context of Sustainable Development (pp. 313–344). Freiburg: FEL Verlag.

(2025). With R. Dreyer, P. Cloos & N. Hogrebe. Memorandum on Early Childhood Education, Care, and Upbringing in Germany. Alice Salomon University of Applied Sciences Berlin. https://doi.org/10.58123/aliceopen-794

(2025). With K. Zehbe. Reflexivity in Early Childhood Education: Reflections on Interactions. Contemporary Issues in Early Childhood. [peer reviewed]

(2025). The Kindergarten Teacher: A Genuine Women’s Profession and Its Forgotten Contexts? In R. Braches-Chyrek, K. Bock & S. Spanu (Eds.), Women’s Social Professions: Historical Perspectives (pp. 186–202). Frankfurt am Main: Wochenschau Verlag. [peer reviewed]

(2025). With K. Zehbe. Institutionalized Everyday Life as an Educational Space in the Context of Inclusion. In S. Koch, K. Jergus, B. Lochner, L. Schildknecht & M. Hübenthal (Eds.), Critique (in) Early Childhood Education: Positionings and Relations to Early Childhood (pp. 217–230). Bielefeld: Transcript. [peer reviewed]

(2025). Social Pedagogical Didactics Lab (SoDiLab). In U. Stadler-Altmann, F. Herrmann, P. Kihm & A. Schulte-Buskase (Eds.), Atlas of University Learning Workshops: A (Un-)Complete Compendium (pp. 383–395). Bad Heilbrunn: Julius Klinkhardt. [peer reviewed]

(2025). With P. Rother. No Time to Lose? Institutionalized Time and Educational Participation in Early and Middle Childhood. In A. Böhmer, Z. Clark, M. Engelbracht, D. Höblich & V. Täubig (Eds.), Social Pedagogical Time(s) (pp. 192–206). Weinheim & Basel: Beltz Juventa. [peer reviewed]

(2024): Rethinking education? Social work and the new demand for education in the Anthropocene. In J. Rieger, K. Sen, M. Staats, S. Stocker, D. Wassermann, O. Zimmermann & M. Burschel (Ed.). Handbook on sustainability and social work. Weinheim & Basel: Beltz Juventa.

(2024). With R. Sommer-Himmel, S. Greubel, S. Klaes & B. Amerein. Learning Participatory Research in Degree Programs of Early Childhood Education. The Pedagogical Review, Vol. 2, pp. 102–111. [peer reviewed]

(2024). With A. König, S. Simon & B. Stobbe. What Does the Triad “Early Childhood Education, Care, and Upbringing” Mean Today? Disciplinary and Legal Perspectives. Archive for Research and Practice in Social Work, Vol. 4, pp. 2–12. (also available online).

(2024). K. Zehbe. Higher education didactics and conceptual dimension(s) of childhood education degree programs: A critical contribution. In P. Cloos, E. Jung, C. Stieve, S. Viernickel & D. Weltzien (Ed.). The childhood education project - search movements and perspectives. Weinheim: Beltz Juventa. S. 39–52.

(2024) Biography and professionalization. Materials for biography work and case-oriented teaching in the qualification of specialists in childhood education fields of action. Issue of the platform research and case-oriented teaching of the Stiftungsuniversität Hildesheim. www.uni-hildesheim.de/bibliothek/forschen-publizieren/publizieren/universitaetsverlag/verlagsprogramm/publikation-im-universitaetsverlag/

(2024). Childhood pedagogical teaching-learning formats: Reflections on inquiry-oriented teaching. In K. Zehbe & I. Kaul (Ed.). Reflexivity in discipline - teaching - profession. Weinheim: Beltz Juventa.

(2023). P. Cloos, S. Simon & W. Thole. Scientific expertise, strengths and weaknesses of the triad “upbringing, education and care”. In Pestalozzi-Fröbel Association (Ed.). Rethinking early childhood “education, upbringing and care”. Scientific and legal surveys of the educational claim in child day care : an expertise commissioned by the Pestalozzi-Fröbel-Verbands e.V. Weinheim, Basel: Beltz Juventa S. 17–96.

(2023). B. Amerein, S. Greubel, S. Jahreiß, S. Klaes & R. Sommer-Himmel. Research with children: A critical interjection. Early education 3(23). [peer review]

(2022). Didactics of early childhood education: a forgotten pedagogical approach? In P. Cloos, J. Kaiser-Kratzmann, M. Jester, T. Schmidt & M. Schulz (Ed.). Continuity and change in early childhood education: fields of action, pedagogical approaches and professionalization (S. 161–174). Weinheim u.a.: Beltz Juventa. [peer review]

(2022). Digital early education in vocational school qualification. A document analysis of curricula and textbooks. Early education 11(2). 67–72. [peer review]

(2022). M. Sauerwein. Core elements of vocational school training for educators - a review. Education and upbringing. 575(1). 4–89. [peer review]

(2021). Interpreting the education of early childhood education professionals. Biographical contouring in the discourse on professionalization. Sozial Extra 45(5), 320–324. [peer review]

(2021). Biographical research as reflective self-assurance. A didactic perspective on the connection between biographical research and professionalization. In B. Lochner, I. Kaul & K. Gramelt (Ed.). Didactic potential of qualitative research in childhood education teaching (S. 72–101). Weinheim u.a.: Beltz Juventa.

(2021). B. Lochner & K. Gramelt. Didactic potentials of qualitative research in childhood education teaching. An introduction. In B. Lochner, I. Kaul & K. Gramelt (Ed.). Didactic potential of qualitative research in childhood education teaching (S. 8–16). Weinheim u.a.: Beltz Juventa.

(2020). Childhood between imposition and obstinacy: pedagogues' ideas of childhood. In F. Schmidt & B. Ritter (Ed.). Socio-educational childhood(s) and youth(s) (S. 210–224). Weinheim u.a.: Beltz Juventa.

(2020). S. Göbel & D. Schmidt. Spaces of possibility for dialogical knowledge transformation. In P. Cloos, B. Lochner & H. Schoneville (Ed.). Social work as a project (S. 185–197). Wiesbaden: Springer VS.

(2018). Children and childhood in the secret educational concepts of teachers. Reconstruction of a biographical-narrative interview. In I. Kaul, D. Schmidt & W. Thole (Ed.). Children and childhoods. Studies on the empiricism of childhood - uncertainties, challenges and impositions (S. 33–53). Wiesbaden: Springer VS.

(2015). Key words: Training Plans; Management Tools; Management Behavior; etc. In I. Dittrich & E. Botzum (Ed.). Lexicon daycare management. Kronach, Oberfr: Carl Link. S. 99f. u.w.