The purpose of the study was to investigate the preschool teachers’ interpretationwith regards to children's literacy in preschool and how it can be understood as aconstruction of social practice.

This thesis is written from a social-constructionist and discourse-analyticalperspective and I will also argue in favor of a critical perspective on literacy.I have studied preschool teachers’ constructions of children's literacy through lookingfor common discourses.

I conducted semi-structured interviews with five preschool teachers in which theygot to answer questions about children's literacy practice and literacy events.The preschool teachers where then allowed to reflect on and interpret the types ofpractices and events.

My transcribed material was the foundation for my discourse analysis and Iidentified three discourses expressed by all preschool teachers when asked aboutchildren's literacy. These where: the other culture, not teach and interest.

My final conclusion is that from a critical perspective, literacy can be seen as aproduct of the norms and values embraced in the preschool culture.