In German there is a long tradition of institutionalized daycare center-based early education. These institutions are concerned with "Bildung, Erziehung und Betreuung"--the education and care of children up to six years of age. Education and childrearing as well as care are all important but separate processes in German early childhood settings. Looking back, this theoretical division has a very long tradition. However, the energized public, political and professional discussions about the PISA results at the beginning of the 21st century led to "Bildung" and ECEC settings becoming increasingly important. Taking into account this complex and difficult historical development it is interesting to have a critical look at the dominant programmatic frames that characterize the German ECEC system nowadays: "Bildung" and quality of early education. The former double motif of education ("Bildung und Erziehung") on the one hand and care ("Betreuung") on the other hand remains an important aspect of German ECEC practices. Nevertheless, in the political arena and professional discourses "Erziehung" and "Betreuung" have been pushed into the background, to remain in symbolic form. "Bildung" and quality of early education seem to be in the spotlight. We will show how those programmatic frames have taken shape and are manifested in early childhood programs and projects.