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<p>This article analyses how discourses on the sociospatial quality of early education are established ‘locally’ and what challenges arise for different groups of actors on the ground. In rural areas in Saxony–Anhalt, which were analysed as part of the BMBF (‘Bundesministerium für Bildung und Forschung’)-funded research project <i>NeOBi</i> ‘(Re)Shaping educational landscapes reflexively. On the risky social and school participation of children in peripheral social spaces’, actors from politics, administration, science and early childhood education work on explicit and implicit normative quality standards and translate these into the everyday practice. In doing so, they not only adopt the state’s regulatory requirements, but also reinterpret them and, depending on their location and perspective, create quality as a&#xa0;normative expectation, but also in their practice. In these processes, tension is developing between early childhood education practice and local politics in particular, between quality requirements, which were introduced in the form of New Public Management in the course of the regional reform in Saxony–Anhalt, and the possibilities of their practical implementation. The ambivalences contained therein, which are associated with different political, economic and early education perspectives on sociospatial quality, must be addressed and negotiated by the local stakeholders.</p>

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Qualität „vor Ort“

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月27日

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  • Bettina Hünersdorf,
  • Martin Kriemann

摘要

This article analyses how discourses on the sociospatial quality of early education are established ‘locally’ and what challenges arise for different groups of actors on the ground. In rural areas in Saxony–Anhalt, which were analysed as part of the BMBF (‘Bundesministerium für Bildung und Forschung’)-funded research project NeOBi ‘(Re)Shaping educational landscapes reflexively. On the risky social and school participation of children in peripheral social spaces’, actors from politics, administration, science and early childhood education work on explicit and implicit normative quality standards and translate these into the everyday practice. In doing so, they not only adopt the state’s regulatory requirements, but also reinterpret them and, depending on their location and perspective, create quality as a normative expectation, but also in their practice. In these processes, tension is developing between early childhood education practice and local politics in particular, between quality requirements, which were introduced in the form of New Public Management in the course of the regional reform in Saxony–Anhalt, and the possibilities of their practical implementation. The ambivalences contained therein, which are associated with different political, economic and early education perspectives on sociospatial quality, must be addressed and negotiated by the local stakeholders.