Diversity in Vienna’s Kindergartens and Children’s Groups, with a Special Focus on So-Called “Islamic” Institutions

The study focussed on the question of pedagogical quality in dealing with various aspects of plurality, such as culture, language and religion. The quality of processes and orientation in the centres that were investigated was intended to reflect both the attitudes and practices of relevant actors in early childhood education and care. An open and multi-method research approach was chosen in order to be able to investigate a topic that is much discussed in the media without having to resort to preconceptions. The study found that although there are overall tendencies towards exclusion, these are less likely to emanate from early childhood education and care centres with special links to Islam. The reasons for this are complex and the handling of plurality is generally inadequate. One recommendation is therefore to further develop the training and further education of early childhood education and care professionals.