In this text I will work on three situations from my daily work as a pedagogue at preschool. The situations are about how pedagogues at preschool relate to children in difficult situations, e.g. when they pee in their pants or long for their pacifier. Those are situations which occur frequently at preschool, but they are still rarely coming up for discussions. The problem in the situations is difficult to describe which makes the essay a suitable form for me to explore and discuss it. In the work with this text I mainly consider my own approach and acting towards the children and colleagues. That makes me more aware about myself in relation to others, which gives me an opportunity to readjust and transform my role as a preschool teacher. My main question was if and how we violate children’s integrity in the preschool. It is a question that has different aspects, so I have decided to divide my text into three parts. In the first part I look into what it means to act morally in the treatment of preschool children. I also discuss how the teachers sometimes unconsciously violate the child´s integrity. In the second part I discuss how fear of conflicts between the teachers indirectly has impact on the relations to children, and how the fear of conflict occurs and manifests itself in everyday life. Finally I look at my own practical knowledge and wisdom as a pedagogue, and how it develops. I examine and discuss the various problematic situations on basis of research literature and theories about ethics, practical knowledge, pedagogic, fear of conflicts and with help from my own experience. I have found that teachers in preschool do not always note if and when a child gets offended. I state that we educators need to develop our practical wisdom and intuition, so we will see when and if it happens more often. It takes some personal maturity, experience, self-esteem and a willingness to develop and learn new. In order to develop practical wisdom, it is necessary to stop and consciously reflect. This is required to reassess and make adjustments in the pedagogic approach to children and colleagues.