The purpose of this study has been to investigate how pedagogues talk and act with and to children and how this is related to norms and beliefs about sex and gender. As well ass to relate the pedagogues use of language and actions to the preschool´s assignment to counteract stereotypical gender norm. This study processes how pedagogues talk to children in preschool in relation to the children's biological sex, how pedagogues act towards the children from a gender perspective and in what ways pedagogues maintain, or break down heteronormative discourses and open up for gender diversities? The method used to collect empirical material for the study has been qualitative observations. This to be able to capture the pedagogues interactions whit the children in an authentic environment. The theoretical framework that has been used for the analytical work of this study is Feminist Poststructuralism. This, because that method provides good tools to investigate how language, communication and actions contribute to shaping children and their perception of male and female; and also to review the language the pedagogues used whit the children at the four different teams and preschools where I have conducted the observations. The results of the study show that pedagogues acted in a way that reinforces traditional gender patterns where the girls need to adapt to the boys. Thus, the male is positioned superior to the female.