The purpose of this study is to examine, analyse and compare to what extent the preschool teachers' child perspective influences their attitude towards different forms of circle time. More specifically, our aim is, firstly to examine how preschool teachers see children's possibilities for influence and participation depending on the form of circle time, and secondly how children are included or excluded within different forms of circle time. We will be using the following questions as a guidance to draw a conclusion:

• To what extent does the preschool teacher's child perspective impact on their approach in circle time?

• To what extent does the form of circle time affect the inclusion or exclusion of children according to the preschool teachers?

• How is the children's influence and participation affected by different forms of circle time?

This is a qualitative study based on both semi-structured interviews with preschool teachers and observations of circle time. The fieldwork was carried out at four different preschools in the Stockholm area. The main theoretical frame is based on several notions that are of importance at preschool: inclusion and exclusion, influence and participation, and preschool teachers approach on children. The results show that the child perspective of the majority of the preschool teachers respects the children's own way of thinking and therefore builds on a free will, leads to a more harmonious atmosphere without demonstrative admonitions. The majority of the preschool teachers prefer circle time with a small number of children in order to be able to show consideration both for the tranquil and the go-ahead child's behaviour. The results also show that circle time with less children improves the children's possibility for influence and inclusion compared to traditional circle time. This is because it gives the preschool teacher more time to focus on and notice every single individual. It is the preschool teacher's responsibility to create a circle time that is interesting for the children. This can be achieved either by giving the children more influence or by allowing them to decide if they want to participate at circle time.