Poverty as a social problem has massive consequences for the unequal upbringing of children. Social as well as pedagogical, the consequences of child poverty are examined more than to speak about the reasons and structures which make poverty possible in a well situated society. This article aims to provide an overview of existing studies about child poverty and raise an empirical question: since child poverty is measured by household affiliation, the focus quickly shifts to the parents – “the poor child” is positioned and presented in a specific way. These presentation will provide empirical insights into different interpretations of child poverty by educational professionals in daycare facilities who are involved in the reproduction of social inequality, even if they try to address it. The focus is on tendencies toward responsabilisation and individualisation, but also on classist modes of stigmatisation and biologising attributions. How can these be broken down as part of a social and early childhood education that reflects on inequality in a professional way?