An empirical case study about what preschool teachers perceive as meaningful methods regarding the "Quality indicator for the preschool", which is a tool to systematize teachersassessment and progression when working with quality improvement.

Swedish law states that the preschool must accomplish a systematic quality improvement. According to my experience, preschool teachers and principals find this aim more or less difficult, more or less meaningful. This is a mandatory part of the curriculum and therefor the preschool needs to make efforts in securing quality. I want to highlight constructive strategies so that preschool teachers perceive working with quality improvement as meaningful.

The study is based on qualitative methods and I have interviewedfour experienced preschool teachers. They have been asked about their experience of working with "Quality Indicator forPreschool", as part of working systematically with quality, their way of working and their thoughts on the possible improvements.

The theoretical frameworks chosen for analysis are postmodernism, social constructivism and social semiotics. The concepts meaningful and meaningfullness as well as quality are definedin more detail as of how they are used within this context.

The result shows that the preschool teachers find "Quality Indicator for Preschool" meaningful because it widens their perspective of their pedagogical work and what can be improved. On the other hand, there are differences in their working methods and approaches. In order for their work to be meaningful, an understanding of how to interpret teaching in relation to the preschool curriculum using documentation and discussion becomes vital. Results also show the importance of the principal implementing structures, participating in work and keeping constructive conversations with the preschool teachers