The purpose of this examine is to analyze how teachers in preschool respond, adapt and relate to children who have concentration difficulties, and how it can be related to the knowledge and perspective to concentration problems set forth in the policy documents and research. This through a qualitative research where we interview five preschool teachers.

The method we chose was qualitative research, where we through five interviews collected our empirical material. All informants were preschool teachers and worked at preschools around Stockholm.

The format of the exam is divided into four chapters, introduction, results, analysis of the results and discussion and conclusion. The results are analyzed by the relational and sociocultural perspective, and shows that preschool teachers have a good knowledge of children with concentration difficulties, but the knowledge gap may depend on a collision between the preschool policy documents and research on children that gets concentration difficulties.