When the new curriculum for preschools Lpfö 2018 was released and the concept of teaching was introduced, it wasn’t without debate. Since then two years have passed and the work with understanding what the concept of teaching is, in relation to Swedish preschools is still ongoing. We are interested in how the concept of teaching is projected in local policy documents, and its relation to the concept of learning. To do so we asked the following questions: How is the concept of teaching being projected in local policy documents? How is the relationship between the concept of teaching and the concept of learning being projected? We have conducted a qualitative study with a social constructive onset where language is seen as a social construction. We collected seven different local policy documents that were the objects for analysis. The analysis was made through a discourse analysis.

In our study we found that the concept of teaching isn’t given a lot of room in the local policy documents, in terms of a being defined in a deeper sense. Nevertheless, there are big variations in how the different practices write about the concept in local policy documents. Some already use the concept of teaching as a given, while some are still working with the understanding of what it is or simply don’t mention it. Another finding of ours is an overture towards the school-discourse, but at the same time a resistance towards that and a will to make the concept of teaching something new in relation to pre-school discourses. Another result we found is that when the concept of teaching is being used the teacher’s role becomes more prominent, while the teacher’s role is more inexplicit when the concept of learning is being used.