Accessibility of kindergartens and identification of childcare deserts in urban environment: A case study from Bratislava, Slovakia

Abstract

Access to early childhood education is a key component of educational justice, especially in cities undergoing rapid socio-spatial transformation. This paper investigates the spatial accessibility of kindergartens in Bratislava, Slovakia, and introduces a methodology for identifying “childcare deserts”- urban areas with inadequate access to preschool education. Using the balanced two-step floating catchment area (B2SFCA) method on a 100x100 m grid and walking as the primary transport mode, we model kindergarten accessibility concerning local demographic and housing market data. Results show that nearly a quarter of preschool-aged children reside in areas with poor accessibility despite sufficient citywide capacity. A substantial subset of these children lives in socio-economically disadvantaged neighbourhoods, qualifying as “real” childcare deserts. The findings highlight spatial injustice in the distribution of educational infrastructure and offer a replicable approach to identifying vulnerable areas. This study contributes to theoretical and policy debates on education and spatial justice in urban contexts, where historical legacies and current demographic pressures intersect. Policy implications include the need for spatially targeted interventions, planning reforms, and better integration of social equity into education infrastructure provision.