On 01.01.2019, the so-called „Further Development of Quality and Participation in Early Childhood Education and Care Act” (KiQuTG), known as “Good Day-Nursery Act”, came into eff ect. In this paper we support the position that the related state funding should primarily be used for improving the quality of structure, processes and out-comes of early childhood education and care. Furthermore, we argue that the consequences of social inequality (e.g., less educational and participatory opportunities) can only be eff ectively reduced by a funding model, which focusses on institutions with a high number of children living in disadvantaged circumstances or located in underprivileged areas. We explain our argument using Thuringia as an example. Such models can also be understood as signals for the school system, as eff ects of school’s social environment have been already pointed out for a long time.

Schlagworte
Gute-KiTa-Gesetz [Good Day-Nursery Act], social inequality, educational inequality, participation of children, quality of day-nursery institutions