How does a child acquire language? And how much language and language support opportunities are embedded in the daily educational routine of a kindergarten? For example, in movement, music, natural sciences, and media work. The author team from the German Youth Institute has developed a language support concept in collaboration with practical experts that identifies and utilizes the specific opportunities and strengths of kindergartens for the linguistic support and guidance of children aged three to six. Kindergartens from six federal states with very different catchment areas, social compositions, and children's native languages were involved. Five booklets and six posters in a handy box illustrate in a practical and vivid way how children acquire language and the significance of language for their thinking and social behavior (Booklet 1), how language can be stimulated, systematically supported, and accompanied in the daily educational routine of the kindergarten (Booklets 2a and 2b), and what particularities need to be considered for multilingual children (Booklet 3). Guidance for observing and documenting children's language (Booklet 4) completes the material package. The practical materials enable educators to recognize developmental opportunities in everyday life with a keen eye for the specifics of children's language and to utilize language support as a cross-sectional task of educational work.