Early childhood education as a means to increase equal opportunities is a central theme in early childhood pedagogy. The goal is for children from all social backgrounds and cultures to be able to develop their abilities and interests. Empirical studies show that early childhood education institutions exhibit weaknesses in the nature of interactions and activities, particularly concerning subject-specific mathematical support. At the same time, internal differentiation and the individual adjustment of cognitive challenges can play a significant role in development. Against this backdrop, the work "Adaptive Support in Early Childhood Educational Practice - An Empirical Study on the Didactic Actions of Educators in the Field of Mathematics" was created with the aim of examining adaptive support performance in practice.