In this Master thesis I am through ethnographic observations and literature trying to define the concept of ‘quality in preschool’. Three pre informants from different public preschools will share examples from experiences about quality in each preschool. The preschool teachers considers, among other things, that teachers education, treatment of children and parents, representation, number of children in the group, access to professions like special educational or atelje carving, are aspects of quality in preschool. The teachers do say that even university students, well-prepared food and principals with time and courage forleadership contributes to quality. To get time for development and preparations is quality, also though the teachers scheduled time for that purpose is separated between two and four hours a week. It appears that it is important to keep morning meetings and blackboard meetings intact, and to hold meetings were the preschool teachers can discuss the children’s education. All informants believe that effective meetings with interesting contents isimportant.

Literature about leadership and organization is rich, a selection will be presented in this essey. Me, and one of the principal informants, considers that the researchers ideas about organization and leadership in preschool, is not compatible with our scarce resources in Swedish preschool. It has been more difficult and greater differences between the principals concrete examples from organization to ensure quality in their preschools. What I did find out was that meetings need to be carefully planned with a purpose that all the participants understands. One principle informant thinks that quality is to build conceptions- a professional language - another that right competens must be at the right place. Principal's education is important for quality in preschool according to literature and informants.