The collaborative project “Bridging Cultures—Integration of Children with Refugee Backgrounds in Child Care Centers” was scientifically led by Prof. Dr. Birgit Leyendecker of Ruhr University Bochum and Prof. Dr. Timm Albers of the University of Paderborn (Project duration: January 2016 to December 2018). The goal of the project was to evaluate the “Bridging Cultures” initiatives in order to classify them according to scientific standards and to develop tailored recommendations for action and practical materials. In the first phase of the project, the conceptual content, structural framework, pedagogical processes, and cooperation arrangements within the low-threshold programs were scientifically examined. In addition, the psychosocial stresses and resources of children with refugee backgrounds were examined in depth.

The project was organized as a collaborative effort and is characterized by an interdisciplinary mix of methods, including both qualitative and quantitative components. Methods used included, for example, a rating scale to assess structural quality; questionnaires and interviews to assess behavioral issues and the children’s mental health, as well as the structural and orientation quality of the bridge programs; observation forms to assess the quality of interaction and pedagogical processes, and interviews to assess the quality of orientation and pedagogical practices in bridge programs. The data was collected by individuals in leadership roles, educational staff, and parents involved in bridge programs.

The majority of children who visited the bridge projects (around 60%) were between three and six years old. Most of the children come from Syria, Iraq and Afghanistan. The group composition in bridge projects varies considerably in terms of the age and country of origin of the children. The children and families were looked after by educational staff with relevant educational qualifications. The majority of pedagogical staff have completed pedagogical training, e.g. as a childcare worker or educator (41.2%) or a relevant degree, e.g. social pedagogy or curative education (33%).

With regard to the psychosocial stress of the children in the bridge projects, compared to children of the same age without refugee experience, 3 out of 4 children with refugee experience exhibit behaviors that could indicate increased psychological stress (e.g. anxiety or attention problems). However, there is hardly any increased evidence of post-traumatic stress disorder. Overall, the children are well supported in processing what they have experienced through special attention from the educational staff.

The spatial and material facilities within the bridge projects are very heterogeneous. Depending on the type of offer, different spatial and material structural features could be observed, whereby excellent structural features can be found in particular in bridge projects that were integrated into large day care centers (e.g. age-appropriate furniture, individual retreat options for the children, material equipment for different educational areas or room design). However, parent-child programs and playgroups also have a high percentage of excellent and satisfactory structural features.

In summary, the observations in the bridging projects show that the children are offered a learning environment that is well equipped in terms of space and materials in general. In almost all of the bridge projects visited, the children have the opportunity to engage with extensive materials for creative design. Learning environments that provide cognitive stimulation in specific educational areas were observed less frequently. However, children educate and learn through a learning-stimulating environment and are stimulated by it.

In the course of the evaluation, different methodological procedures and data (e.g. questionnaires and interviews) were used to identify four areas of action that guide the design of bridging projects: Cooperation with parents, arrival (creating security and trust), structuring everyday life and supporting children's skills. The areas of action were confirmed in 66 bridge projects visited by the researchers (field observations). In summary, it can be stated that the cooperation with parents is characterized to a large extent by the appreciative greeting at the beginning of the offer and a general exchange of information.

The involvement of parents or families in the bridging projects was observed in around a quarter of the bridging projects. With regard to the children, the staff in the bridge projects visited were largely successful in building positive relationships with the children and responding sensitively to their needs (area of action Arrival). The structure of many activities (action area Structuring everyday life) is characterized by free play phases. A structured phasing of the activities with rhythmic, recurring elements was observed to a lesser extent.

One focus of the pedagogical work in the area of skills development in the observed bridging projects is language education, with a particular focus on German language skills and promoting the children's vocabulary. Further linguistically and cognitively stimulating forms of language education tend to take a back seat in the observed bridge projects.

The teachers in the bridge projects were asked about the challenges they face in their day-to-day work, primarily dealing with emotions, trauma and refugee experience, language barriers, inter- and multiculturalism as well as communicating rules and boundaries. They also stated that they would like support in the form of further training in the areas of "flight, trauma and migration", "interculturality and diversity" and "legal framework conditions".

The Ministry (MKFFI) and the project partners at Ruhr University Bochum and Paderborn University have responded to the scientific findings and jointly developed evaluation-based practical materials. The following services and materials have been created to support work with families and children with refugee experience: