While the image of the child is repeatedly assumed as an important starting point for educational action in the context of early educational concept papers and discussions about quality and professional attitudes, there are no empirical studies that address the image of the child held by educational professionals. Addressing this gap, the present study focuses on the image of the child as perceived by early childhood educators. Based on a praxeological construction of the subject, semi-narrative interviews, and a qualitatively reconstructive interpretative approach, the image of the child is reconstructed in an actor-related and multidimensional manner.