Within early childhood education, the topic of transitions is currently of high relevance. This volume addresses the educational design and support of the first transition from family to a daycare facility. The current discussion on findings from educational research and the qualities of daycare is presented. Specifically for the transition to the first facility outside the family, the changed perception of the child becomes important, focusing on their strengths and thereby relativizing the image of dependency and neediness of the young child. The transition to the facility is then described not only as a developmental task for the child but as a process co-constructed by all participants - the child, their parents, the professionals, and the group of children.