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Expectations of early years education settings in Germany have changed in recent years. This change stems from various processes in which, alongside families' employment situations, our perceptions of the family have also evolved and educational processes in the early years sector have grown in importance. The significance of the relationships between the child, the early years professional and the parents is coming increasingly into focus for those who shape and influence educational practice. The personality and corresponding attitude of early years practitioners influence educational work and the people involved in it. Nevertheless, this so-called 'attitude' and its influence on early years education have not yet been directly assessed empirically; consequently, whilst many of those involved call for the most professional attitude possible, there is not always agreement as to whether they are all referring to the same thing. This book contributes to the understanding of current theoretical approaches to attitude in early childhood education, with the aim of developing a clear picture of what constitutes a professional attitude.