Abstract
A child's preparation for school mathematics in kindergarten cannot occur in isolation and in fits and starts, as meotdics in the 1970s and 1980s mistakenly believed. The current aim of school mathematics is to teach the child/pupil to solve problems at a general level; it is the development of a specific way of thinking, for which the child in kindergarten is gradually prepared in daily complex activities embedded in dynamic connective didactic structures.
Research has shown that practice is still not ready for such a concept. This poster presents examples of complex activities and their use for child diagnosis.