ABSTRACT
In many of the preschools in the city of Stockholm and its suburbs and at the Stockholm Institute of Education,1 ‘everyday magical moments’ take place. Children, preschool teachers, teacher students, teacher educators and researchers come together and are literally caught up in the desire to experiment with subjectivity and learning. In these practices experimentations and intense, unpredictable events are taking place concerning the idea of what a child is, what a teacher should do, the purpose of a preschool and its organization, contents and forms.
