The aim of this study is to explore the way teachers in pree-school are relating to and working with pre-schoolers in concentration difficulties in the indoor environment. We have chosen to study if pedagogues are working in a way where they are trying to help the children or if they are considering concentration difficulties as existing within the child. In that way we will become aware if the teachers are working in a way where the child are considered as a child in concentration difficulties or as a child with concentration difficulties. The method used in this study is qualitative interviews consisting open ended questions where total of five pedagogues took part. The questions posed in the study are: • How do educators relate to children in concentration difficulties? • What importance does the indoor environment have on children in concentration difficulties? • What importance does society have on pre-school teachers' work on children's ability to concentrate? Bronfrenbrenner´s theory and Malaguzzi´s philosophy will be the root of this study. By this philosophy and theory, the meaning of a pedagogic environment and the child´s background will be seen. This study will lift the meaning of a committed pedagogue who can create a meaningful environment that helps the kid to concentrate. This exploration will also show the need of normalisation of differences and a working way against the norms and valuations of the society. The analysis of the results show that the teachers thinks that an open way to work with children in concentration difficulties is meaningful. In this way the teachers can find a way to help the children by creating environments which works for every child. What the teachers did not think about were that an opened way to work means no expectations on the children. By working without expectations means a working way free from the society’s norms and valuations but that it shows it their work from time to time.