Questions, reflection, and speculation in everyday kindergarten life. The interests and questions of children, as well as their competencies, are hard facts in the educational process. They are indicators of a thirst for knowledge and signs of openness to new experiences. Therefore, they form the ideal starting point for pedagogical actions that support children in forming an image of themselves, the events and objects of this world, and other people—essentially, in their education. How can educators support this in their daily interactions with children? What role do reflective conversations play in this? And how does education become an event that stimulates wonder, reflection, and imagination? In her introduction, Annette Dreier addresses the dialogue between child and adult in relation to attachment, education, and language acquisition. Frauke Hildebrandt examines what language can achieve in cognitive processes.