Prevention or illusion: Does rhythmics as an early intervention concept really bring a significant advantage for kindergarten children in their preparation for school? For the first time this book shows by means of empirical research the effectiveness of the rhythmic method as well as the connection between theory, practice and evaluation. The theoretical introduction provides the reader with a sound and specialized knowledge base about rhythmics and its connection to psychology. Ten field-tested rhythmic units for children of kindergarten age show the impressive variety of methods of this artistic-pedagogical discipline and its interrelationships of music, movement and language. With lively songs, rhythmic sayings and movement games, the rhythmic impulses invite children to try them out and integrate them into their own work. The scientific standards of the field of psychology are applied to rhythmics for the first time and offer all professionals in elementary education confirmation of the effectiveness of their own work. The empirical work will be summarized by means of a poster.