The aim of this essay is to examine preschool teachers’ knowledge and expertise in the approach  to children who are experiencing crisis and trauma. Our research aims to explore if the preschool  teachers’ methods in the work with small children in crisis are theory-based, and if not - what  kind of knowledge do they have to stand on in the meeting with children in crisis and trauma.  We have interviewed six pre-school teachers with various amount of time of work experience  in the preschool. We used semi-structured interviews with questions formulated with the intent  to get a wide perspective of the preschool teachers experiences in the matter. Our theoretic  approach is “Krispedagogik” by Raundalen & Schultz (2007), with an immerse in Juul &  Jensens book “Relationskompetens” (2009). We find it necessary to complement Krispedagogik based on that the book Krispedagogik is mainly designed to function with older children in  school while the meeting and work with younger children is in more need of caring and a closer  relation with the teachers - therefore are we using Relationskompetens as a complement. The  results are presented under the subheadings: Routine - Security, To see the child - the childs’  needs, and Parent collaboration. These are the concepts we mainly have seen in the interviews,  and they are also found in the theories we are grounding our analysis on. We found features of  crisis pedagogy (krispedagogik) in the way the pedagogues described their work with children  in crisis although none of them used the term in their answers. The relations between the  pedagogue and the parents and foremost the children are the foundation in their work. Their  view on their task as a pedagogue is that they are an important person in the child’s life, and  they implement their educational tasks accordingly.