The purpose of this study was to examine how preschool teachers use scolding towards children based on Michael Foucault's theories of power and Erik Sigsgaards studies in scolding. The study also intended to investigate and analyze teachers' perceptions about scolding and how their actions compare to scientific studies about the subject of scolding and its consequences. In this way, our study intends to contribute to educational development by making scolding visible as a phenomenon.

Ten teachers at three preschools in different municipalities participated in the study through observations and interviews. The result showed three main categories of scolding: as a disciplinary exercise of power, as a practice and as an educational opportunity. The result also showed that most of the teachers consider the use of scolding against children as an effective and acceptable practice, while scientific studies highlight the opposite. Thereby, the use of scolding becomes a complex and ambiguous method for the preschool's pedagogical assignment.