Evaluating the Role of Temporary Workers in Shaping Professional Standards in Early Childhood Education

The employment relationships in early childhood education and care (ECEC) are crucial for the quality of care and education for children. In Germany, the phrase ‘day care at the limit’ highlights a persistent state of emergency in the sector, driven by a shortage of skilled workers (Fröhlich-Gildhoff/Weimann-Sandig 2020) and an increase in mental and physical illnesses exacerbated by the coronavirus pandemic (Darius et al. 2023). Additionally, the complexity of educational tasks necessitates new skills from staff to address diverse educational and support needs (Cloos/Richter 2018).

Initial analyses from the ongoing BeKit project (2024-2026) reveal a significant rise in the number of temporary agency workers in ECEC across several federal states. This trend is noteworthy as traditional criteria for temporary work do not align with ECEC or other social professions, such as nursing, in Germany. Temporary workers often report better earning opportunities than their permanent counterparts and fewer overtime demands.

However, this raises important questions regarding professional competence requirements for temporary staff. Could their presence lead to a deprofessionalization of the field, undermining established competence standards? Alternatively, might the disparity between temporary and permanent employees expose systemic weaknesses in ECEC and insufficiently addressed professional development?

This article explores these issues, utilizing data from nationwide interviews with temporary agency workers, head teachers, and agency managers, alongside evaluations from focus groups with these stakeholders. By examining these dynamics, the article aims to redefine the criteria for modern social professions and assess the heterogeneity of ECEC employees.