The purpose of the study is to investigate how preschool teachers structure different routine situations in the preschool activities and how the preschool teachers in turn respond to children who in different ways resist these structures and situations.

The study has been conducted based on an ethnological research method. Through observations and open interview questions, preschool teachers and children have given examples of how these phenomena can be seen in daily structured pre-school activities.

The analysis, based on a relational perspective and Foucault’s theory on power, shows that preschool teachers often looks at the children's resistance as a problem and issue anchored to the child in question and not as a response to the teacher’s actions of power and other factors, which opened for further questions about children's ability to influence in preschool.