The aim of this study is to examine the language, used in parts of The day care report of 1968 (“1968 års Barnstugeutredning”). The day care report of 1968 was a public investigation appointed by the cabinet intended to prepare new policies on the part of the Swedish state.  I focus on the change, which can be assumed to have occurred, when replacing the names “day care” (“dagis/daghem”) and “kindergarten” (“lekskola”) with the name “preschool” (“förskola”). The basic questions mainly concern the language in the report, and specifically how its authors use the names “day care” and “preschool”. The study also involve the question of what intentions can be distinguished from the new use of the name “preschool” instead of the name “day nursery”. The method is based on a text analysis applied to chosen parts of The day care report of 1968. The study is focusing on what effects the authors had concerning the words and names they were using. The theory I have used is that about power and discourses, introduced by Michel Foucault. The result shows that existing discourses affected the use of language in The day care report of 1968. The conclusions show that one of the intentions was to create an identity for preschool distinct from the identity of school. It also shows that the development of the preschool was characterized by two conflicts. The first one concerning the relation between the preschool and the school, and the second one put the function of the preschool in question. Should the preschool focus on learning or care, or should it bring together those functions in order to find its basis of work? Finally, it seems like that question is still alive today.