Abstract This text deals with one of the preschool everyday routine chores, and the phenomenon I have chosen to investigate is the hallway situation. The purpose of the study was to see if the hallway situation offers good communicative interactions between children and teachers, and investigate if the teachers use special strategies to make the hallway situation work. The method of this study was survey, qualitative interviews and observations. The three methods have deliberately been selected to best suite and reply to the different issues. Today’s groups of children in preschool are very big, and some of the preschools are not adapted to these large groups of children that we have today. This means that teachers are forced to think about and use their skills to get the business to work. During the 1990 - century was unfortunately substantial financial savings and cuts made, which today results in too large groups of children. But these cuts and savings have also generated a positive trend, and that trend is that the teachers consider themselves increased in their expertise and that they now have to use there skills to make the hallway situation work.The outcome of my case study shows that teachers and the children together create and allow for communicative interaction between them. But it then depends on educators' skills and willingness to reflect on their own activities. One way of looking at life is the postmodern perspective that centers the child. The child exists through its relationships with other people and in a unique context. Therefore it is important that we choose to see knowledge as a perishable commodity.   Key words: Preschool, hallway situation, communication, interaction, everyday routines

The purpose of the study was to, through gender theory and an equality perspective, identify which discourses emerge during hallway situations and preschool teachers descriptions. The guiding questions for the study were: how does the preschool teachers talk about hallway situations and their approach against boys and girls?, how does the preschool teachers treat children in hallway situations? and which discourses emerge during the preschool teachers descriptions?. The theoretical outset for this study is gender theory, with a focus on gender studies scholar Davies. The chosen analysis method is discourse analysis. The studies result indicate that there is an ambition amongst the preschool teachers to treat boys and girls equal as well as to work more aware with equality. The preschool teachers seem to express insecurity about talking about the studies subjects. The preschool teachers describe hallway situations as stressful, in which their approach against boys and girls sometimes is affected negatively. This could be expressed in for example gender binary words or expectations being projected at the children. When the preschool teachers described gender stereotypical examples they distanced themselves from these, which indicate that they don’t want to be associated with society’s binary image of gender. However the studies data show that this image of gender is expressed through preschool teachers approach against boys and girls in preschool.