Segregation in the German ECEC-System at the Local Level

The unequal distribution of socioeconomically disadvantaged children and children with migration backgrounds across childcare facilities is gaining attention in scientific discourse. Developmental psychology and educational studies have shown significant effects of peer group composition on child outcomes (e.g., Miller et al., 2017), highlighting the importance of understanding segregation in childcare centers. However, there is still limited knowledge on the extent and causes of this segregation, especially beyond individual factors like parental choices or childcare providers.

This project focuses on the local level, where public providers are responsible for early childhood education. Previous studies show varying patterns of segregation across municipalities (Groos et al., 2018). The project employs a mixed-methods approach: quantitative analysis describes the extent of segregation at the municipal level, while qualitative interviews with public providers in six cities explore causes and potential actions, such as resource allocation based on demand or centralized placement.

Results show significant variation in childcare segregation across municipalities and providers. In most areas, public childcare centers have the highest proportion of children with migration backgrounds. Interviews reveal that some local actors are unaware of the segregation problem or its extent. Legal constraints and reliance on private providers hinder discussions about actively mixing children. Current strategies focus on demand-driven resource allocation for centers with many disadvantaged children, though data quality and methods vary widely, leading to inconsistent decision-making.

Groos, T.; Trappmann, C.; Jehles, N. (2018): "Keine Kita für alle". Zum Ausmaß und den Ursachen von Kitasegregation. Bertelsmann Stiftung; Zentrum für interdisziplinäre Regionalforschung (ZEFIR). Gütersloh.

Miller, P.; Votruba-Drzal, E.; McQuiggan, M.; Shaw, A. (2017): Pre-K classroom-economic composition and children’s early academic development. In: Journal of Educational Psychology 109 (2), pp. 149–165.