Individuelle Förderung als pädagogisches Programm der frühkindlichen institutionellen und inklu

Childcare facilities are currently faced with the challenge of finding a way to deal with normative orientations and differentiation in the context of inclusion. The author explores this tension in early and inclusive educational practices for the individual support of children with and without so-called disabilities in childcare settings. She argues in favor of a consistently inclusive pedagogy in early childhood, provides insights into legal, theoretical, and educational programmatic frameworks for support, and reconstructs the orientations of early childhood professionals in addressing this challenge.