Education is a valuable resource for members of knowledge and performance societies, as skills and knowledge are increasingly utilized systematically as a universal tool for problem-solving. As findings from neurobiology impressively demonstrate, the foundations for acquiring and continuously updating knowledge, as well as for learning strategies that significantly shape later learning, are already established in early childhood. Insights from developmental psychology also support the understanding that children seize learning opportunities practically anytime and anywhere. This work examines whether the conditions in daycare are suitable for fulfilling the educational mandate within the framework of daycare. To perceive learning processes, certain prerequisites must be met. Young children need to feel comfortable in order to thrive.