Nonacademic and academic pedagogues working in childhood education are involved in multiple occupational activities. Theoretical frameworks focussing on career development and processes of professionalisation may provide hints about differences in the occupational activities of nonacademic and academic pedagogues as well as with regard to how personal, motivational, and contextual variables may influence the occupational activities of nonacademic and academic pedagogues. However, there is only limited research on these issues to date. The current study aimed to reduce this gap by using survey data from 563 nonacademic and 237 academic pedagogues working in childhood education in Germany. Occupational activities were captured with four composites representing administrating and advising, caring and educating, managing and monitoring, and advertising and publishing. With regard to the occupational activities, the findings indicated only small differences between nonacademic and academic pedagogues. Furthermore, the results revealed that personal, motivational, and contextual variables predicted pedagogues' activities; however, the pattern of significant predictors differed between the vocational groups. The field of work and holding a managerial position were relatively consistent predictors in both vocational groups. The findings may contribute to the discussion about the professionalisation of nonacademic and academic pedagogues working in childhood education. (author abstract)