New housing, old gaps: Unequal kindergarten accessibility in the Bratislava suburbs

Abstract

The accessibility of pre-primary education is a crucial dimension of spatial justice, directly influencing children’s educational opportunities and family well-being. This study analyses the spatial accessibility of kindergartens in the suburban hinterland of Bratislava, a region that has experienced rapid residential expansion since the early 2000s. Using high-resolution population data from the 2021 census, we modelled walking and car-based accessibility at a 100x100 m grid level. An accessibility index, weighted by the number of children, was calculated for each municipality. The results reveal significant disparities: newly developed residential zones consistently show poorer access to kindergartens than older built-up areas. These accessibility deficits are most pronounced in municipalities with intensive suburbanisation, where residential development has outpaced the provision of social infrastructure. Statistical testing confirms the robustness of these differences. The findings highlight a mismatch between housing development and public service provision, with implications for social equity, parental mobility, and regional planning. We argue for the adoption of proactive planning strategies integrating pre-primary facilities into new developments to mitigate spatial inequalities and ensure equitable access to early childhood education in dynamically transforming suburban regions.