The social shift towards increased employment of mothers and the publication of scientific findings regarding the high significance of early education have led not only to a growing demand for childcare for children under three years old but also to a call for support in the child's learning development from the very beginning. In addition to structural conditions and quality of orientation, the focus is particularly on process quality. In this regard, it is essential to concentrate on the interactions between educators and children and to highlight their contribution to learning support. The professional can be seen as a crucial factor within the interaction and thus significantly contributes to its quality. In this context, the core competencies of the professional appear to be of vital importance for learning support within the educator-child interaction. Therefore, this work focuses on the competency profile of early childhood education professionals and seeks insights regarding internal and external influencing factors on active learning support.