Kindheitspädagogische Ethik: Erstellung eines Ablaufs für ethische Fallbesprechungen in pädagogischen Teams

The present article examines the central importance of ethics in (childhood) pedagogy and demonstrates that pedagogical action is always value-based—both in defining educational goals and in shaping pedagogical relationships. Drawing on classical ethical positions (including Aristotle, Kant) as well as modern approaches to professional and care ethics (including Prengel, Kesselring, Textor), it explains how values such as dignity, justice, care, autonomy, and recognition shape professional practice in early education. The degree to which ethical questions are embedded in practice and professional trainings is discussed as well. In view of frequent value conflicts in everyday professional life, the article emphasizes the need for structured ethical reflection processes. Ethical case discussions are presented as a methodological tool which helps teams systematically analyze dilemma situations, develop courses of action, and make well- founded decisions. A newly developed and tested guideline for ethical case discussions in childhood education teams is presented. It structures this process—from case description through value analysis to decision-making, implementation, and evaluation. Finally, the article argues that ethical reflection competence is a prerequisite for professional pedagogical practice. At the same time, lack of time and insufficient awareness of the importance of ethical reflection hinder its implementation. Greater academicization and professionalization of childhood education fields could, in the long term, contribute to establishing ethically grounded practice.