The minimum deployment of staff in child daycare facilities includes the management hours specified in the annex to Section 33 (1) KiBiz as well as the minimum number of specialist staff hours, plus the same number of supplementary staff hours in group form III. In daycare facilities with a special focus or need for support, further financial resources are added, for example as a family center or a subsidy for staff at plusKITAS.

Early childhood education (§15 KiBiz)
Language education (§19 KiBiz)

Pedagogical staff have the important task of creating an educational partnership based on partnership and trust. In view of the great importance of the elementary sector for the entire educational biography of all children, the understanding of education has been re-emphasized in the KiBiz. The focus is on individualization, a focus on strengths and the equal participation of children. As a rule, several discussions should take place with parents over the course of the year regarding the individual development processes and educational biography of their children. If, in exceptional cases, only one meeting with parents is possible during the kindergarten year, it should in any case focus on the child's development, special interests and abilities as well as planned measures for the targeted support of the child. Parents who require communication support and whose children are cared for in a child daycare facility or in child daycare are entitled to barrier-free communication, for example a sign language interpreter (see Section 9 (1) KiBiz).

In § 18 KiBiz, the framework conditions for observation and documentation in the childcare facility are set out. Everyday observation and subsequent documentation and evaluation form the basis for the educational activities of the professionals and are essential tools for reflecting on the developmental and educational processes of their child with the parents. Daycare facilities are obliged to incorporate the observations made from the outset into initial documentation no later than six months after the child is admitted to the facility in order to be able to provide continuous, individual and optimal support for the development of each child on this basis. In order to be able to better assess what is being observed, an intake interview should also take place with the parents in the first few months in order to get to know the child's inclinations, abilities, interests and ideas, as well as any difficulties. Observation should be holistic and cover all areas of education, with particular emphasis on motor and language development, depending on the age of admission. Development and educational documentation requires the written consent of the parents. In the interests of the child and in order to ensure a successful transition from elementary to primary school, teachers can also be given an insight into the child's previous educational biography if the parents have given their written consent. It is important to note that the parents' consent to disclosure at the beginning of the child's admission to the daycare center is not sufficient. Consent to disclosure must be given in close temporal connection with the teachers' opportunity to inspect the data. In this context, the child day care facilities are obliged to inform the parents of the possibility to object. The development and education documentation is handed over to the parents as soon as the child leaves the daycare facility.

Each child day care facility should offer opening and care times that meet the needs of the child, taking into account the best interests of the child and the wishes of the parents (§ 27 Paragraph 1 KiBiz) and is obliged to guarantee regular care and support for all children admitted throughout the year (§ 27 Paragraph 3 KiBiz).

The scope and maximum number of days on which a child daycare facility can close is regulated in the Child Education Act (Section 27 (3) KiBiz). The possible closing days refer to a calendar year. However, since the KiBiz generally refers to the kindergarten year, the closing days should, if possible, comply with the legal requirements both in terms of the kindergarten year and the calendar year.

The term closing days is always understood from the parents' point of view, i.e. this also includes closing times for pedagogical concept days, further training or team building days. Within the scope of these possibilities, the child day care facility can determine the closing days on its own responsibility. The number of annual closing days (excluding Saturdays, Sundays and public holidays) should not exceed 20 opening days and more than 27 opening days are not permitted.

The new regulation in Section 46 KiBiz establishes financial support from the state for the qualification of educational staff. The promotion of qualifications for educational staff is a decisive building block for quality. The guiding principle is to make a lasting and sustainable contribution to quality development, to deepen existing skills, to ensure professionalism and to accompany and support the further development of educational work.

The daycare facilities receive operating subsidies based on the registered occupancy rate. The so-called planning guarantee has been in place since the 2015/2016 kindergarten year. It serves to cushion the downward occupancy risk and is intended to ensure greater planning security for providers. The planning guarantee ensures that if occupancy falls, for example due to regional demographic developments, the facility is financed on the basis of the previous year's actual occupancy and staff can continue to be employed on this basis over the course of the year.