Abstract
While there is a continuous and differentiated discussion and empirical research on didactic-methodical questions in the school sector, this is largely missing in the elementary sector. Methodological issues are virtually frowned upon here - and anyone who addresses them is suspected of wanting to "school" day care facilities, of advocating one-sided cognitive promotion and of betraying the independent "socio-educational mission" of day care facilities. This is why the keyword "method" is looked for almost in vain in the scientific literature on the elementary sector.
