In early childhood education, the digital infrastructure and the introduction of digital educational diagnostics in the area of "multilingual learning background" - at least in German-speaking countries - is only in its infancy. The quality development of the physical and digital space is introduced on the basis of initial empirical evidence. Sperka (2016) has systematically bundled and empirically deposited theories on "communication in organisations" with microscopic and macroscopic scope. The fit and added value of this interdisciplinary approach are elaborated for the implementation of pedagogical mandates such as "inclusion/exclusion" and the "use of digitalisation in pedagogical processes" (Kil, 2020). However, before educational innovations can become effective in pedagogical reference, organisation and strategic cooperation, "mechanistic" preconditions must first be clarified in the respective institutions. Educational institutions in the field of early education are not yet systematically integrated or equipped in (digital) cooperation and transition structures and do not communicate at the same level as formal educational institutions (Schütz 2018). The participatory approach with the users of educational institutions plays a major role in this regard. This approach should be applied especially in the construction and renovation of educational institutions. Educational institutions are understood as living and experiential space, where children and young people can develop in a variety of ways (ÖISS, 2021). In the Austrian "Charter for the Design of Educational Facilities of the 21st Century" it is suggested that in every new construction and renovation of educational buildings, all stakeholders should be involved in the preliminary phase and a spatial-pedagogical concept should be developed based on this. Especially regarding noise exposure, it was shown that the architecture and spatial equipment of early education facilities have an influence on noise levels. In this context it was shown that open plan classrooms lead to higher intrusive noise levels compared to enclosed classrooms (Mealings et al., 2015). Jevremovic (2013) recommends that architects of early education facilities should also consider the perspective of children in terms of their needs for activities, safety, rest and learning. In this context, the question of the purpose for which these buildings are constructed is of central importance. The architecture must therefore be seen in interaction with the pedagogical concept and the pedagogical objectives must be reflected in the architectural implementation. Users can therefore best assess whether they feel comfortable in the spaces and whether the building serves their needs (Spannberger, 2020).

Charter for the Design of Educational Facilities of the 21st Century (German: Charta für die Gestaltung von Bildungseinrichtungen des 21. Jahrhunderts): Plattform schulUMbau, Jänner 2010. http://www.aap.or.at/beratung/Charta_Schulumbau.pdf (access on 31.01.2022). Jevremović, L., Turnšek, B. AJ., Vasić, M. (2013): Improvement of the built environment on the example of the redesign concepts of kindergartens in Serbia built between 1979 and 1990. Conference paper, April 2013. Kil, M. (2020): Funktionsaudit. Einordnung, Definition und Beurteilung „Digitale Bildungsdiagnostik“ Pädagogische Qualität und Audit algorithmisch-medizinbasierte mehrsprachiger Bildungstechnologien, insbes. piccoLOG (Vorschule) und eduLOG. Krems/Fröndenberg. 33 Seiten. Mealings, K., Buchholz, J., Demuth, K. & Dillon, H. (2015): Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia. Applied Acoustics, 100(2015), 95-105. ÖISS (2021): ÖISS Richtlinien für den Bildungsbau. Allgemeine Anforderungen an Bildungseinrichtungen. 2. Kapitel. Österreichisches Institut für Schul- und Sportstättenbau. Schütz, Julia (2018): Pädagogische Berufsarbeit und soziale Anerkennung – Ergebnisse komparativer Berufsgruppenforschung. Weinheim: Beltz Spannberger, U. (2020): Der Wert von Beteiligungsprozessen im Bildungsbau. Verfügbar unter: https://www.stadtmarketing.eu/beteiligungsprozesse-im-bildungsbau/ (access on 02.11.2021). Sperka, M. (1996): Psychologie der Kommunikation in Organisationen. Essen Steele, C.M. (1997): A Threat in the Air: How stereotypes shape intellectual identity and performance. In: American Psychologist, H. 6, S. 613–629