ABSTRACT
In this chapter the explicit and implicit application of attachment theory in daycare and kindergarten is addressed. The definition of educational quality is discussed particularly in terms of the teacher/child ratio and responsive address of individual children, emphasizing their wishes, intentions and preferences. This conception is mirroring responsive caregiving/sensitivity in the family context. Even more apparent and explicit is the role of attachment theory in the transition process from home to institution. With Western countries becoming more and more diverse with incoming streams of migrants and refugees, the monocultural educational conceptions have reached their limits leading to deep satisfaction of families and teachers.
