Abstract
The majority of children in Sweden take part in pre-school activities which suggests that the pre-school environment plays an important role in children’s everyday experiences. The Swedish curriculum for pre-schools (Skolverket 98/2010: 4) claims that ‘[t]he pre-school should counteract traditional gender patterns and gender roles.’ However, pre-school teachers’ interpretations of the curriculum are based on the beliefs, norms and values of society, concerning, among other things, equality between genders. This chapter explores the complex and dynamic knowledge involved in pre-school teachers’ construction of meaning concerning pre-schools as an arena for equality. Pre-schools should actively promote gender equality in their work with children and this chapter reveals some of the difficulties that pre-school teachers face in their quest to complete the directives of the curriculum.
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