Children from families with a low level of stimulation, mostly educationally disadvantaged and with low income (families with a low socioeconomic status, SES), have a disproportionately high number of impairments in language, cognitive and motor development and are more conspicuous in social behavior even at the time of starting school. Approximately 20–25% of the affected children do not obtain a secondary school diploma. The cause of such sociogenic developmental disorders is an early childhood upbringing that does not stimulate development enough and does not allow the child’s innate developmental potential to sufficiently unfold and, in some circumstances later represents a lifelong impairment. A possible help for such affected children consists of early institutionalized extrafamilial developmental education in connection with help for the parents. In a representative survey of 350 pediatricians (KJÄ) in 2021, the question of how the problem of sociogenic developmental disorders is dealt with in primary care pediatric practice (prevention and management) was investigated. The proportion of such families is estimated to be a median of 10–20%. An increased primary preventive vigilance with respect to early childhood development is above all necessary for less loving or responsive behavior of parents/caregivers, difficult life circumstances, recognizable signs of external neglect or the presence of several other children with developmental problems in the family. In addition, questions are asked about the “stimulation situation” of the child in the everyday life of the family (crèche attendance, picture book use, media consumption without parental presence, other reference persons, etc.). Pedagogically oriented early promotion centers or the use of early assistance services is mainly recommended for primary prevention. The KJÄ recognize sociogenic developmental impairments that have already occurred in slightly less than 90% of cases due to impaired speech and language development and in slightly less than 85% of cases due to conspicuous behavior and impaired socioemotional competence. The median ratio of somatic to sociogenic disorders is estimated at 20–80%, which underlines the sociogenic share of developmental disorders. For children up to 3 years old early educational support measures are recommended, while for children over 3 years old medical treatment (remedial prescriptions) is prioritized. The reason for this prescription behavior are discussed.