The aim of this study was to find out what early childhood educators think about special support competences in day-care, and how they see the allocation of the special support tasks after the new early childhood education law. The research method used was the qualitative research. We interviewed four (4) early childhood educators by using a theme interview. The theme interview had three (3) main themes: special support in day-care, special support tasks in daycare and special support in the future. The results of the study were analyzed by using content analysis. The results of this study showed that early childhood educators see that special support competences require pedagogical competencies, knowledge about children’s development, a diverse range of working methods, structures, assessment and knowledge about children’s special support. Early childhood educator’s pedagogical responsibilities stood out in the division of the special support tasks. They also consider other personnel’s special know-how to be important. The results indicated that lack of time, large group sizes and adequate competencies are the challenging factors when implementing special support in daycare. This research results also show that the early childhood educators see Bachelor of Social Services’ competencies and job descriptions to focus on the cooperation with the children’s providers.