Noting demographic and socio-political shifts in Europe, this paper discusses challenges facing early childhood education in providing children with sufficient competence to cope successfully with discontinuities in their lives caused by rapidly changing social conditions and family structure. The paper outlines some contextual conditions which need to be considered when defining quality education, then focuses on three aspects of European early childhood education of central importance in terms of social integration: social integration of children with special needs, intercultural education as a reality in Europe, and continuities versus discontinuities, or coping with transitions. The educational-political consequences of multicultural education are outlined, including official recognition of multicultural groups, the right to kindergarten education for all children, and the necessity intercultural education and teacher training. The paper also discusses current trends in daycare in Europe, outlining the different types of institutions, creating networks between institutions, training staff, and political decisions regarding the relationship between state regulation and regional profiles. (JPB)