This chapter’s analysis of ECEC institutions for children up to four years of age in Greece since 1950 looks at the ideological/political and social conditions that caused the development of nurseries, the education and role of the professionals working closely with children, and the pedagogical work provided in them. The period following World War II and the Greek civil war found Greece financially destroyed and ideologically split. The economic reconstruction of the country meant that new working conditions and new needs emerged for families. Childhood was used as a space for the projection of opposing political ideologies, as well as a means of strengthening citizens’ national identities. Most of the nurseries established during this period were in rural areas, especially in northern Greece. The medical paradigm dominated the education of preschool pedagogues from 1950 to 1983. The picture revealed by these studies changed over time, with medicine-oriented subjects decreasing and pedagogical ones increasing in the curriculum content, and with the inclusion of ECEC pedagogical studies in universities. The role of ECEC institutions has been transformed over this seventy-year period. Instead of addressing biological needs, health protection and provision of care, they gradually adopt a holistic perspective on children, primarily addressing their interests and learning competencies. This can be seen both in the curriculum framework and the pedagogical praxis.