This book deals with the role of the educator in the subjective constitution of children in day care centres, nurseries or similar, and its possible implications for the formation of the psyche, psychosocial development and mental health. This is a bibliographical study, but it is also empirical in nature. It uses psychoanalytic studies related to the application of the "Risk Indicators for Child Development" Protocol (IRDI) as a theoretical reference. In accessible and thought-provoking language, it discusses the concept of development, the social function of the crèche/nursery and similar in the current social conjuncture, the process of subjective constitution and its guiding axes, as well as the place that the educator occupies in their relationship with the child in the crèche environment and its possible implications for the subjective constitution of these infants. The content presented here reaches a wide audience: mental health professionals, teachers, psycho-pedagogues, academics in these areas and anyone interested in studies on the subjective constitution in childhood and pedagogical practices allied to the prevention of developmental risks.