The need for early childhood care facilities is undisputed, and they are being assigned new functions: to provide individual support and assistance in early childhood education and learning processes. This presents new challenges for the staff.

If a paradigm shift towards an educational mandate is to be pursued, it cannot be implemented without considering the perspectives of early childhood education professionals. Their understanding and beliefs significantly influence the implementation of the new requirements.

This study investigates how professionals describe their roles in supporting early childhood education and learning processes. The qualitative study is designed to give a voice to the protagonists, especially the female protagonists. Their beliefs are explored and presented in their complexity. The study contributes to the current debates on education, quality, and professionalization in the early childhood sector.