There are many know-it-alls underway in the field of basic pedagogics and inclusive education, many of whom have set out to rob children of their childhood - despite all warnings from psychology, neurology and psychotherapy.

Children
whether with or without physical, mental or emotional problems
need sufficient time and space to develop and to resist damage of all kind. This simple rule, however, is often disregarded: Early on children are confronted with enormous pressure to perform, turning even kindergarten into an outputoriented institution. Yet we know that sensitive pedagogical accompaniment and stewardship best points the way for children to later become capable, adaptive, integrated and productive adults.

Based on many case examples, drawn from both national and international settings, Armin Krenz and Ferdinand Klein show how attachment-oriented and inclusive practices can succeed in early-childhood care and how the relationship between the professional the family can be successful as well.