The aim of this study is to examine how preschool teachers respond to children's need for attention where we focus on self-esteem and self-confidence. In addition, the study also draws attention to how preschool teachers motivate their choice of conformation. Self- esteem development starts with the caregiver’s recognition of the basal needs of the infant and continues to develop in a safe environment. A high level of self-esteem has been shown to protect children from stressful events later in life which implicates that working to raise children's self-esteem in preschool is highly important. Therefore, we are using a qualitative study where we can observe how preschool teachers respond to the different ways of attention-seeking behavior from the children in two different preschools. The observations are also accompanied by a follow-up interview with the preschool teachers in order to investigate the underlying cause of their response. The results of this study show that the preschool teachers respond to the children's search for attention regardless of the way in which the child seeks attention. We interpret that the preschool teacher’s response to the children’s need of attention depends on the teachers practical and ethical knowledge. In addition, the preschool teachers are very attentive to the children’s need of attention where they primarily confirm the children's being which might lead to an increase of the child’s self-esteem.