Viennese kindergartens: Focal points of the failed integration policy!

Viennese kindergartens: Focal points of the failed integration policy!

Wien, Österreich - The discussion about integration policy in Austria's educational institutions, especially in Vienna, is increasingly gaining explosive. FPÖ family spokeswoman Ricarda Berger described the schools and kindergartens in Vienna as the focus of a failed integration policy of the unit parties. In her view, the condition of these facilities is a clear sign of the defects in current politics. Berger demands that German as a common language must be promoted more in these facilities.

It emphasizes that in many Viennese kindergartens Germans is not everyday language, which leads to significant problems in integration. Almost every second first grader in Vienna cannot follow the lessons linguistically, although many of them are born in Austria. These challenges are not only locally, but also reflect a nationwide trend against around 21% of the children who visited a daycare center in 2022, lived in families in which a language was primarily spoken than German; An increase of approx. 5 percentage points since 2012, as the educational server analyzes.

challenges for educators

Berger also criticizes the current practice of introducing a second mandatory kindergarten year for all children. In their opinion, only those children should need an additional year that do not have sufficient knowledge of German. It demands a clear definition of who is ready for school, as well as language stand surveys two years before school and the introduction of mandatory preschool classes for linguistically unprepared children. The demand for a summer school for children with special needs underlines the urgency of these topics.

In the context of this discussion, it is important to note that children with a migration background often represent a heterogeneous group that differs in socio -economic status, educational qualifications of parents, religion and language. The need for concepts for cultural and linguistic diversity grows with the increase in such children in kindergartens. Despite the obvious needs, intercultural education is still insufficiently implemented in practice, which also makes the situation more difficult for educators. A study shows that language support materials are rarely used, in particular those from the countries of origin of children, which hinders the implementation of intercultural education.

The way to integration

Berger sees the measures that she suggests as a requirement of fairness and emphasizes the need for clear linguistic standards for integration and education. An intercultural education should be regarded as a comprehensive development task for all children, not only for migrant children. At a time when a third of the under 25 year olds in Germany have a migration background, the promotion of language skills and the telling of various cultural backgrounds is of central importance.

The results show an urgent need for action in elementary pedagogy. The need for better training of educators in terms of intercultural education and language support is undisputed. These measures could make a decisive contribution to the fact that the next generation of children, regardless of their background, get the same opportunities for education and integration.

Berger therefore appeals to the electorate to support the FPÖ in order to bring about real changes in integration policy. This would not only improve the quality of life in the Viennese schools and kindergartens, but also make a contribution to long -term social integration.

Further details on the challenges in elementary pedagogy and the importance of intercultural education can be found in the analyzes of the educational server and the research results on language support in kindergarten.

OTS href = "https://www.bildungserver.de/elementarbildung/kinder-mit-migrationengrund-12317-de.html"> Education server , Kindergarten pedagogy