Familiengrundschulzentren – Problemkonstruktionen, Folgen- und Wirkungserwartungen von pädagogischen Leitungskräften

Programs to promote the establishment of family education in child day care facilities and primary schools demonstrate the perceived importance of integration and cooperation between various social socialization authorities in favor of child-friendly growing up and aim at the reduction of social inequalities. For the family primary school centers in North-Rhine/Westphalia (NRW) it is still unclear, apart from official program theories, which problem constructions and expected consequences are assumed in the (social) pedagogical practice. Based on an interview study at five family primary school centers, the study shows that the habit-mediated distance from social institutions of education and culture, language difficulties and deficits in educational and social skills are identified by pedagogical management personnel as central social problems that need to be addressed by family primary school centers. In addition, it becomes clear that the expected consequences associated with the integration of family-related educational offers in schools relate at best indirectly to social problems but focus more on the stabilization of the institution school.