This essay is about two described stories with a common dilemma, about being able to see children's individual learning in a preschool that works almost exclusively in groups. The first story describes a planned activity with a group of children while the second is a situation during a gathering before lunch together with all of the children in my group. The purpose of this essay is to make it visible how my actions affect the individual learning and influence of the children when the children show a lack of interest in what we do together. Based on my purpose, I have focused on three selected questions that include children's individual learning and interest, the teacher´s impact on children's influence and the group's importance for the individual's learning.

I illuminate Michel Foucault’s theory of power and Aristoteles´s meaning of practical knowledge as phronesis importance for the situations that arise in my story. These are the basis for describing my actions and why I choose to take the path I take. The difference between children's participation versus children's influence is included in the text to separate them and give a broader perspective on what these concepts mean. From Lev Vygotsky’s thoughts about the sociocultural perspective, I show the importance of the group and also emphasizes the importance of social interaction and the meaning of the group to see the individual learning of the children at preschool