This article seeks to identify the relation between policy and lived life, for the small child in the Danish crèche. To accomplish this, the article integrates demography, traditions, national curriculum and psychological, educational, and recent developments in research. It is an attempt to reveal knowledge and consequences, by conducting the academic legitimacy of diverse paradigms, and recognizing the quality and distinctive character of the theories involved. The methods used involve systematic readings, organization, and interpretation of textual material derived from legislation and relevant research articles. It is used in the exploration of meanings of political, social, and cultural phenomena as experienced by the involved individuals themselves, in their natural context. It is a presumption that the child's development is a consequence of emotional and cognitive stimulation. To outline that, it is vital to emphasize the influence that policy causes on educational practice in the crèche, e.g., the conceptualization of education and care. This article suggests that the empathic relation between pedagogue and child is an educational principle, which is highly appreciated by the pedagogues. However, what is missing is the pedagogues' ongoing support of the children's striving towards mastering objects and also phenomena in the social world.