Childhood is can be seen as a product of historical construction processes. The way we assess
the needs and abilities of children the prerequisites and institutions we consider necessary
and the methods we use are shaped by historical discourses. The series makes these visible by
systematically mapping and discussing the scientific approaches to the history of early
childhood education. The first volume focuses on the fundamentals of social and problem history
ideas concepts and persons as well as the history of concepts and professions.
