Local actions on demand of children

Local Development – Opportunities for Children

[Translate to English:] Ansprechpartner

Foto Anette Stein
Anette Stein

All children have the right to good education and a good start in life . For their growth will benefit the family and local responsibility. In particular, daycare centers and other local actors in the social environment of children can secure a fair education and development opportunities.

The KECK-Atlas (www.keck-atlas.de) is an online monitoring-instrument with regional data on living-conditions for children up to 14 years of age. By visualizing the integrated view on health, education and social inequalitites in childhood, this reporting shows regional differences in development-related indicators for the whole Federal Republic of Germany. Aim of this regional data-analysis is to sensitize policy makers as well as general public to different educational, health- and participation-related opportunities of children in dependence of their social and regional background.

In addition to that the KECK-Atlas at a neighbourhood-level addresses stakeholders of local affairs and administration. Data on the socioeconomic living-conditions and the actual development of children is shown in the interactive monitoring-instrument. Aim is to use this transparency to check on the actual demand of children depending on their social background. That way, local actions on the inequities in childhood can be taken. The KECK-Atlas is novelty for Germany and local governance-structures as it provides necessary information needed for developing evidence-based educational polices. At the same time, local policy-makers are able to set up a target-oriented resource-management.

In cooperation with the State Institute of Early Childhood Research (Staatsinstitut für Frühpädagogik, IFP) a software-based monitoring- and documentation-instrument for children between 3,5 and 6 years of age (KOMPIK: Competencies and Interests of Children) has been developed. Educational staff in ECEC (Early Childhood Education and Care) is using it to assess the developmental status of children to both realize individual promotion as well as transferring the results to the KECK-Atlas. The KOMPIK-rating-scale is based on 11 developmental and educational subjects and includes about 160 questions that give a detailed insight in the individual stage of development.

Both KECK-data and aggregated and anonymized KOMPIK-results (that are assessed in institutions of early childhood education and care) are combined and displayed on the KECK-Atlas. The increased transparency focuses on the opportunities and risks children face in their everyday environments. This way, participating communities make not only use of this instrument as a steering-/governance-tool, but also in order to verify the effectivity of implemented actions by baseline comparisons in a medium term. Moreover, publicity can check on the results and develop bottom-up strategies for supporting childhood development in their neighborhood as a complementation of the existing community resources in education, heatlh and family-care.

Both instruments are based on the Canadian Atlas of Child Development and its monitoring-tool, the “Early Development Instrument” (EDI).