Children typically learn languages incidentally. They want to communicate their ideas and wishes to other children and adults. They seek answers to their questions and want to feel acknowledged and noticed, whether they are learning German as their first, second, or third language. A diverse linguistic offering is the best teacher for children. But how can children in a daycare center with a great diversity of languages best learn German when German-speaking children are absent as "language teachers"? The book clearly and practically demonstrates how important educators are as language models for children and that the key to language-sensitive educational work lies in the relationship, showing how interaction- and language-promoting strategies can be utilized in everyday situations and targeted activities, as well as how integrated language support can be implemented.