In July 2019, the preschool received a new curriculum that emphasizes that the education in the preschool should be equivalent regardless of where in the country it is organized. Our purpose with this study was to see how an assistant principal and four preschool teachers conceive of and lead the work with this concept of equality in preschool. We did this through a qualitative interview study involving the said participants. The research questions that guided our questions to the respondents were: how is gender equality defined by the assistant principal and preschool teacher and how the assistant principal and preschool teacher implement equality in the preschool and how the preschool teacher leads the working group in this work.

When we compiled our material, we were able to distinguish certain recurring factors that were linked to the concept. We could also see how the deputy principal's view of equality was more from an overall perspective, while the preschool teachers linked the concept to an equal education for the children. Other factors for an equivalent education were competence, the profession's responsibility, organizational conditions and quality linked to both structure- and process quality.

Our conclusion based on our thesis is that equality is a concept with many interpretations. The preschool teachers lacked time to implement this in the work team, but it was something they asked for to create a dialogue and bring to life the concept of equality in the business. By doing so, you create the conditions for an equal education but also to develop the pedagogical relationships.