Guiding principles of 'good' childhood assign specific tasks to professionals, educators, parents, and children. The focus is on the actions and perspectives of these actors in light of unequal educational opportunities. Childhood is a social phenomenon and a historically variable normative pattern. Actions and decisions regarding individual children and childhood as an institution are oriented around this pattern. The patterns and conditions of 'good' childhood are produced, changed, solidified, and also questioned in various social fields and constellations. Concepts of a 'good' childhood are socially contested. This volume illustrates this through research and public discussions on the topics of well-being, child welfare, and inequality.