Social and educational policy expectations regarding pre-primary education and care have changed in a fundamental way. For a long time, the main purpose of attending kindergarten was to foster the social, emotional, motor-related, and moral development of children. Nowadays, fostering children’s school-relevant skills in the domains of language, literacy, and mathematics are among the expectations of parents with regard to the educational mission of kindergartens (Roßbach and Hasselhorn 2014). As a consequence, a significant change in official guiding principles can be observed throughout the past decades (OECD 2011). Remarkably, up until the 1960s the prevailing opinion was that early learning achievement is mainly predisposed by innate skills. This view has been supplanted, however, by the idea that special support in early education can reduce children’s risk of only insufficiently acquiring basic academic skills during the primary school years.