The work with children's integrity has become increasingly relevant in recent years. Despite this, there is very little research on the subject. Children's integrity is an important area to work with in the preschool's activities and a rewarding work can be done with the childrens book as a starting point and tool. The purpose of this study is to contribute to increased knowledge about how notions of children's integrity are expressed in selected children's books for 30 years and how it can affect the choice of books in preschool. The method used in this study is discourse analysis on children's books. The selected children's books extends from the years 1992 to 2020. Results for each category are presented and the categories shed light on how the discourse on children and children's integrity has changed, children as existing or future actors. Which description of children's integrity is constructed based on the various integrityboundaries. And what a description of children's different strategies to protect their integrity and the reception of the environment. The main result of this study is that the discourse on children's integrity can be seen, based on the selected children's books, has changed and developed positively over time.