My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as 'context sensitivity" and "reflective competence" oscillate around the nature of tact. I will focus on the specific expertise of teachers in early childhood education and why the embodiment of pedagogical tact is particularly important for teachers in this target grade. Furthermore, the question arises how student teachers can appropriate the pedagogical tact and to what extent the "performative triangle of the tact' can be a constitutive element for teacher education in the context of professionalization research.