Since the beginning of the 21st century, the need for a unique and singular response to children and childhood has been acknowledged. Until then, the sociocultural context was ruled by an adult centered perspective, with the adult’s inability to adopt the child’s perspective. Contemporaneity has accentuated this fact with the society of knowledge and the spread of IKTs, including the children’s role of “digital natives”. The generational gap confronts parents/caregivers, early childhood teachers, childhood professionals and community general face the competent and entitled child. The challenge involves qualified educators, specific educational guidelines and contexts dedicated to children aged 0 to 3, true “childhood places”. Through the position paper methodology, this article intends to support the position that this is the ideal conjuncture for the “emergence” of a new, reinvigorated and inclusive “Educational System”, one that embraces, considers and highlights the CRÈCHE.