Michael Knoll questions the historically rooted figure of "education from the child" in reform pedagogy. In a historical comparison of early childhood education and socio-political texts from an educational science perspective, it becomes evident that the orientation of pedagogical programs is less "about the child" and more about the contemporary political, religious, military, or economic—thus: societal contexts. The pedagogical "image of the child" proves to be a projection of societal perceptions of problems and ideals.