The practice is an early, preventive, and collaborative approach for children who have difficulty attending early childhood education, recognising that absence is rarely simply a matter of motivation or behaviour but reflects interactions among the child, the environment, and the adults around them. It combines systematic identification and understanding of the child’s difficulties with coordinated action between early childhood settings, parents, and relevant professionals such as educational-psychological and family services. The aim is to create sustainable, child-centred solutions that strengthen wellbeing, participation and attendance before difficulties develop into more persistent patterns of absence.