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Children are invited to Swedish preschool for a language and culture acquisition even if their parents are still at home. Many of them being vital as well as resili-ent, these children are

– at least initially – eager to identify Swedish fundamental values but in preschool it has been argued that teachers neither can nor should try to introduce a certain goal for discipline. Aiming for phronesis, children together with their teacher experience unplanned, unfathomed and joyful inter-action – but nurturing, discipline and instruction in early childhood education guarantees no safety, rather, it allows insecurity, agony, pain and confrontation, even attack (Aspelin 2005). In preschools teachers come and go and political reform and techniques for governing make young children more and more responsible to meet their own emotional needs (for further reading, see Skolverket 2010).

In 1985, Danish psychologists Margot Jørgensen and Peter Schreiner first published

Fighter-relationen: barns kamp med vuxna concerning their experience in helping children come to terms with such unfulfilling conditions, rethinking fundamental emotional and developmental needs respectively. In my report, I intend to compare their model for relationship analysis and Curriculum for the preschool, hoping to find the ethos of early childhood education.