This ethnographic study examines pedagogical professionalism in kindergartens within a migration society from the perspectives of performativity theory and newer praxeological theories. It reconstructs the (bodily) practical production of everyday early childhood education by professionals and children through ritualizations, the creation of specific space-time relationships, and the practical use of artifacts. Addressing the fragility of this performative production and the challenges faced by professionals, it micro-analytically explores the dilemma of difference, the autonomy dilemma, and the paternalism dilemma, while reconstructively analyzing the practical coping strategies of professionals with these dilemmas. The content: dual deficit constructions of the current discourse on.