With the introduction of the educational standards in mathematics, the content area of 'Patterns and Structures' has come into focus for teachers and has increasingly gained importance for mathematics instruction at all school levels. However, vague terminology and a lack of knowledge regarding prerequisite skills in this area complicate educational work. This book clarifies the terms patterns and structures with regard to early mathematical education and demonstrates where even school beginners need to engage with patterns and structures. An empirical study assesses the pattern and structure abilities of children transitioning from kindergarten to elementary school and examines their correlation with the children's further learning success. The study also highlights the specific skills in which the structural sense of strong and weak school beginners differs.