The aim of the study is to explore how children in vulnerable situations can be identified and supported, and which strategies and practices may influence efforts to prevent children from experiencing harm. Statistics from the National Board of Health and Welfare show that ECEC institutions account for only two percent of all child protection reports, compared to 17 percent from schools. This suggests that children may still be at risk despite existing regulations and mandatory reporting obligations. The study used a mixed-methods design, including a survey with 105 participants and interviews with ECEC staff, principals, and social workers. The results show that while most participants know how to file a report and have received training, they lack ongoing in-depth learning and repetition. Fear and uncertainty were also found to influence reporting practices. Educators often experience uncertainty about how to act, and fear of damaging relationships. Combined with a lack of continuous professional development, this can limit their ability to respond effectively. The analysis draws on Bronfenbrenner, Bowlby, and Munro to illuminate both the opportunities and challenges in ECEC institutions’ work with children in vulnerable circumstances. The study emphasises that continuous collaboration, reflection, and clear leadership are key to strengthening the protective role of ECEC. The discussion highlights the importance of child-centered approaches, observation, professional development, and collaboration with colleagues, management, and caregivers for early identification and adequate support. Knowledge about children’s vulnerability within ECEC, particularly among 1-6 year olds, remains limited, and further research on early interventions and underreporting is needed to reinforce the protective function of early childhood education and care.