Bibliogr. s. 139-140

Innumerable political and institutional statements made in the Federal Republic concern the paradigm of "integrated concepts" in education, child-raising, child-support and child-care - in particular in the interest of socially disadvantaged young people. At the same time, complaints accumulate about the practice in kindergartens and schools: that families who come from a very poor social background do not sufficiently support institutional education and child-raising. It is also suggested that parental duties and parents’ acceptance of responsibility for child-care are widely neglected. Likewise, for years experts have pointed to the insufficiency of concepts for promoting the integration and the participation of migrants in education. The "double diagnosis" "poor" and "migrant" designates the target group with which this article is concerned. The key institutions "kindergarten" (kita) and schools are considered bearers of hope, in which disadvantages and the social segregation of children and young people from a tendentially discouraging poorer environment can be broken down. Parent-activated approaches can increase participatory chances for both boys and girls and in addition provide better prerequisites for living together in the city. Up until now, the education and child-care system of the German Federal Republic has not succeeded in reacting to social, educational and socio-political issues to an sufficient extent. Through research into the practice (Expert/insider interviews in kindergartens and schools; questioning parents; analysis of the concepts), the expertise gained from past attempts to inquire into the activation of parents was applied in order to find supplementary ways of developing the support of parents for their children in the area of Berlin's Southern Tiergarten. The construction of suggestions for approaches for the future was accompanied by research into "good practices" in Berlin and its surrounding federal area.