The purpose of this scientific study is to investigate how educators interpret their democratic mission to work with the children's influence on activities they do at the preschool. The study also aims to contribute to an increased knowledge about how educators can work with children's influence at preschool. The study asks two questions: What does influence mean according to teachers? and How does the teacher create opportunities for pupils to have an influence in the activities they do at pre-school? A qualitative research method is used with a phenomenological research effort. The theoretical framework for the essay is based on five concepts: influence, child perspective, listening and communication proximal development. The results show that, according to educators, influence means for educators that the children have the opportunity to do what they want and what they are interested in. The results also shows that educators create opportunities for children to have influence by responding to them as individuals whose opinions and thoughts are taken seriously. The children may speak, be listened to and regarded as competent individuals. The children themselves can choose activities in the classroom and they take their own initiative. Teachers talks with the children and gives them space to express their thoughts and opinions.