The purpose of this study is to see the factors that shape and create the desirable child in the teachers' speech regarding conflict and conflict management. We have chosen to use discourse analysis based on social constructionism and poststructuralistic language theory to see the discourses that had an active part in the teachers' approach. 

We have chosen to use Foucault's power theory to investigate what power structures and power relationships are shown in the pedagogues' speech about conflicts. We have also chosen to use Eva Johansson's study (2013) on children's perspective to investigate whose perspective is expressed in conflict management situations. To collect the empirical data, we have chosen to use qualitative interviews that we analyzed from a discourse analysis perspective.

What we have found in the study is that the desirable child is created in conflicts through interconnected discourses that reacts and interacts. These discourses are based on the educators' views on conflicts, rules and the environment, and form the corners of our model which can be seen in the discussion where we highlighted this.

The pursuit of the desirable and democratic child as an ideal is conveyed by the curriculum and followed by the educators.

The study's results show that the educators assume a traditional view of conflicts and their management, despite attempting to approach an alternative view.